Civic Engagement and Curriculum Change at a South African Research University
Gerda Bender (University of Pretoria)
Abstract
In South Africa academics have witnessed considerable change in the higher education landscape in the past 15 years (1994-2008). The changes include the proliferation of policies; the merging of institutions; institutional changes such as the introduction of strategic plans and quality assurance directorates and the proliferation of curricular community engagement initiatives and directorates. These changes are important, but have not incorporated analysis of and discourse about their implications for the public (civic role), community engagement and curriculum development as a central concern of higher education transformation in South Africa. The purpose of this paper is to explore and demonstrate the balancing commitment of higher education institutions in South Africa to community engagement and curriculum change and whether a research university can or should perform to the demands of civil society alone (case study). The notion of community engagement has a much more intense focus currently as a policy option for a society in transition, and as a criterion for auditing and transformation. Most universities' mission statements identify community engagement as part of the universally recognised tripartite function of a modern university. The effectiveness of the research university with an infrastructure for community engagement and culture of engagement is examined. Ethnomethodology, action research and discourse analysis are employed to understand the policies, politics, trends, processes and challenges in the curricular community engagement movement and change at a research university in South Africa.
