In African folklore, there is a Swahili tale which depicts the relationship between a monkey and a shark; a story about the needs of two creatures living in two different worlds. The shark needs the heart of the monkey to give to his king and the monkey agrees to go on the journey to learn and experience new things. Unaware of each other’s intentions and goals they fall prey to a relationship of mutual distrust and suspicion. Many opportunities to use art as a tool for social engagement through service-learning exist in Higher Education. However, good intentions do not always equal good outcomes. The story above illustrates the importance of open communication around goals and motives. My past experiences in community engagement projects have taught me that more harm than good can result when communities are not involved in relationship-building and decision-making processes which affect them. It is therefore imperative that students collaborate with communities in every phase of the engagement process, so that they will learn and benefit from each other in meaningful ways. This qualitative research explores and describes the engagement between Intermediate Phase education students and community youth, the findings of which will be used to design a service-learning module in Creative Arts. The aims of the study were (i) to explore what the students and the community participants can learn from such a process, (ii) to explore what aspects of the engagement process can enhance the attainment of mutually beneficial learning outcomes, and which detract from it, and (iii) based on the findings, to suggest recommendations that can inform the development and design of a future service-learning module in Creative Arts programmes for teacher educators. A qualitative design situated within a critical theoretical paradigm employing a participatory action research approach to inquiry was utilised to achieve the aims of the study. Availability sampling was used to select participants in the engagement between the campus students from the Creative Arts department in the faculty of Education Sciences at the North West University (NWU) Potchefstroom, and the community youths from a nearby township area. The data generation process consisted of four cycles which embraced seven interactive activities, including visual, oral, art, and text-based techniques that were employed in a participatory process. Semi-structured reflective interviews towards the end concluded the research study. Data documentation was obtained through verbatim transcriptions of video clips, visual diaries, and visual charts. The engagement process was systematically monitored, inductively analysed, and thematically interpreted. Trustworthiness was verified by overlapping and multiple data generation strategies, and maintained by reflective member checking and own critical reflections on the process. Ethical requirements included the approval of the Ethics Committee of the NWU Faculty of Educational Sciences, Potchefstroom campus. Signed consent of participants was obtained in writing before the data generation began. Consent was obtained from the participants for visual material to be used for the research study and the presentations thereof. Three themes emerged from the data collection. Theme 1: the process allowed participants to gain insight into each other’s worlds. Theme 2: the participatory action research (PAR) process shifted power relations. Theme 3: the participants experienced personal and professional development through the interactive process. My findings on the student-community youth engagement suggest that the participatory (PAR) process is well suited for socially engaged art-based practices in service-learning as it promotes reciprocal learning through interactive activities. The activities unlocked value-laden and meaningful learning between the participants. Working collaboratively and in groups benefitted the participants in several ways. They gained confidence and self-determination, began to understand each other, improved personal and working relations, and increased their level of professional development. Limiting aspects included language barriers, short time frames, and unpredictable community events. The role of the researcher as change agent required shared leadership of collaborative groupwork, and it was necessary to structure topics in service-learning that evoke challenging and critical responses between participants from diverse backgrounds. These findings have significance for the design and development of a service-learning module for Creative Arts education, provide recommendations for future community partnerships in art-based practices, and for further research in service-learning. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

In African folklore, there is a Swahili tale which depicts the relationship between a monkey and a shark; a story about the needs of two creatures living in two different worlds. The shark needs the heart of the monkey to give to his king and the monkey agrees to go on the journey to learn and experience new things. Unaware of each other’s intentions and goals they fall prey to a relationship of mutual distrust and suspicion. Many opportunities to use art as a tool for social engagement through service-learning exist in Higher Education. However, good intentions do not always equal good outcomes. The story above illustrates the importance of open communication around goals and motives. My past experiences in community engagement projects have taught me that more harm than good can result when communities are not involved in relationship-building and decision-making processes which affect them. It is therefore imperative that students collaborate with communities in every phase of the engagement process, so that they will learn and benefit from each other in meaningful ways. This qualitative research explores and describes the engagement between Intermediate Phase education students and community youth, the findings of which will be used to design a service-learning module in Creative Arts. The aims of the study were (i) to explore what the students and the community participants can learn from such a process, (ii) to explore what aspects of the engagement process can enhance the attainment of mutually beneficial learning outcomes, and which detract from it, and (iii) based on the findings, to suggest recommendations that can inform the development and design of a future service-learning module in Creative Arts programmes for teacher educators. A qualitative design situated within a critical theoretical paradigm employing a participatory action research approach to inquiry was utilised to achieve the aims of the study. Availability sampling was used to select participants in the engagement between the campus students from the Creative Arts department in the faculty of Education Sciences at the North West University (NWU) Potchefstroom, and the community youths from a nearby township area. The data generation process consisted of four cycles which embraced seven interactive activities, including visual, oral, art, and text-based techniques that were employed in a participatory process. Semi-structured reflective interviews towards the end concluded the research study. Data documentation was obtained through verbatim transcriptions of video clips, visual diaries, and visual charts. The engagement process was systematically monitored, inductively analysed, and thematically interpreted. Trustworthiness was verified by overlapping and multiple data generation strategies, and maintained by reflective member checking and own critical reflections on the process. Ethical requirements included the approval of the Ethics Committee of the NWU Faculty of Educational Sciences, Potchefstroom campus. Signed consent of participants was obtained in writing before the data generation began. Consent was obtained from the participants for visual material to be used for the research study and the presentations thereof. Three themes emerged from the data collection. Theme 1: the process allowed participants to gain insight into each other’s worlds. Theme 2: the participatory action research (PAR) process shifted power relations. Theme 3: the participants experienced personal and professional development through the interactive process. My findings on the student-community youth engagement suggest that the participatory (PAR) process is well suited for socially engaged art-based practices in service-learning as it promotes reciprocal learning through interactive activities. The activities unlocked value-laden and meaningful learning between the participants. Working collaboratively and in groups benefitted the participants in several ways. They gained confidence and self-determination, began to understand each other, improved personal and working relations, and increased their level of professional development. Limiting aspects included language barriers, short time frames, and unpredictable community events. The role of the researcher as change agent required shared leadership of collaborative groupwork, and it was necessary to structure topics in service-learning that evoke challenging and critical responses between participants from diverse backgrounds. These findings have significance for the design and development of a service-learning module for Creative Arts education, provide recommendations for future community partnerships in art-based practices, and for further research in service-learning. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Yes / Objectives: Dementia progressively affects cognitive functioning, including the ability to communicate. Those who struggle to communicate are often considered unable to relate to other people. Frontline care workers are in a position to connect with residents. However, we know little about their perspectives. The aim of this study was to understand how and when nursing home staff meaningfully engaged with residents with advanced dementia. Methods: Semi-structured interviews, supplemented by informal conversations, were conducted with 21 staff from seven nursing homes. Inductive thematic analysis identified themes in the accounts. Results: Four themes related to how staff engaged with residents with advanced dementia (initiating meaningful engagement, recognising subtle reactions, practising caring behaviours, patience and perseverance). Two themes related to when meaningful engagement occurred (lacking time to connect, making the most of time during personal care). Conclusion: A key barrier to implementing formal interventions to improve care is lack of staff time. Staff overcome this by using personal care time for meaningful engagement with residents. Their approach, developed through experience, is consonant with person-centred dementia care. Building on this, future research should use participatory approaches building on practice wisdom to further develop and evaluate meaningful engagement with residents with advanced dementia. / The work reported in this article contributed to a PhD by the first author, with funding awarded to the Centre for Applied Dementia Studies at the University of Bradford by BUPA.

Doctor Legum - LLD / The research problem of this study is the jurisprudential inconsistency in the application of the right in section 26(3) of the South African Constitution's Bill of Rights. The inconsistency is due to inadequate conceptualisation of the substantive requirements of meaningful engagement (ME) by the South African Constitutional Court (ConCourt). The central argument is that the development of a community engagement model based on the substantive requirements of ME will enhance the application of section 26(3). This study commences by illustrating the disempowering nature to the squatters of the apartheid evictions in South Africa. To tighten influx control, the apartheid regime introduced a battery of laws that disempowered the squatters. The apartheid-induced disempowerment of the squatters penetrated into the democratic dispensation. In the examination of the normative context of evictions post-1994, this study identifies six primary drivers for substantive involvement of the occupiers during evictions. The six primary drivers seek to address the disempowering trajectory during evictions.

Optimizing meaningful engagement of older adults with multimorbidity and their caregivers as partners in health care research / Background: The importance of engaging older adults (> 65 years) with multimorbidity and their caregivers as partners in health care research has been widely recognized. Inclusion of patients as research partners has resulted in largely positive effects. However, little is known about how best to engage and support them in this role. The objective of this study was to examine how to optimize meaningful engagement of older adults with multimorbidity and their caregivers as research partners. Methods: The research objective was addressed using the persona-scenario method. Study participants were older adults with previous experience as a research partner or a research participant. Participants worked in pairs to create a persona and a scenario about how their persona(s) was involved on the research team. Analysis was conducted in two phases: (a) identification of themes, subthemes, and codes using a qualitative descriptive approach, and (b) interpretation of themes and subthemes into design specifications (actions and products). Results: Four persona-scenario sessions were held with 8 patient participants. Three major themes emerged from the data: (a) recruitment of patient or caregiver research partners (PCRPs); (b) planning for meaningful engagement; and (c) establishing collaborative relationships. These major themes contained 15 corresponding subthemes, and design specifications (52 actions and 37 products). Findings highlight key factors influencing the engagement of older adults with multimorbidity and their caregivers as research partners, such as the need for: early engagement of PCRPs; clarification of PCRPs’ roles and responsibilities; a flexible patient-centred approach to PCRP involvement; identifying and addressing barriers to their engagement (e.g., caregiving support, transportation); training about research; and continued dialogue and feedback to clarify roles and manage expectations. The results are important for identifying ways to promote greater patient engagement in research and ensure that the research reflects the needs of the patients it strives to serve. / Thesis / Master of Science (MSc) / The importance of engaging patients with multimorbidity and their caregivers as partners in health care research has been widely recognized. However, little is known about how to best engage and support them in this role. The objective of this study was to examine how researchers can best engage and support older adults with multimorbidity and their caregivers as research partners in health care research teams. The persona-scenario method was used for participants to create fictional stories. These stories were analyzed to shed light on specific strategies that can support older adults and their caregivers as partners on health care research teams, such as a patient-centred approach, identifying and addressing barriers to engagement, and clarifying roles and responsibilities on the research team. The results from this study can be used to inform research, policy, and education on supporting older adults with multimorbidity and their caregivers as research partners.

The problem this study addresses is that the Christian church in the postmodern west is in a condition of zero growth and even decline. Conventional strategies intended to reverse this condition have tended to focus on improved implementation of traditional methodologies of church growth. Despite the application of such strategies the church continues to decline, indicating the urgent need for additional approaches. Practical theology suggests such an additional approach: greater engagement with the local community. Certain churches have been identified whose congregations, acting, it is believed, under the leadership of the Spirit, are engaging their immediate communities in a wide variety of ways often with the result that people touched by the church respond with a new or renewed interest in the Christian faith and in some instances join or rejoin the Christian family. The implication, and the hypothesis of the study, is that widespread application of the practices of such community-engaging congregations, called “holistic” congregations, might have a positive impact in terms of growth in the wider church community. To determine the validity of this implication a small-scale inductive, empirical, effect-to-cause study was undertaken. Combining qualitative and quantitative research methods intended to identify the ethos of those churches that meet the developed criteria of “holistic” churches, as compared to a second group of “non-holistic” churches, the study addresses the question: Is it possible to discover the ethos of holistic churches with a view to reproducing that ethos in other churches? Analysis of the data gathered during the study identifies a number of specific characteristics shared by the holistic churches. In addition to suggesting strategies that may profitably be investigated and implemented by churches that wish to become, or become more, holistic in terms of their outreach ministry, the results also advocate the further study of holism as a possible key feature to the future of the Church. / Thesis (PhD (Practical Theology))--University of Pretoria, 2005. / Practical Theology / unrestricted

This thesis aims to contribute to the academic discussion and deepen the understanding of tensions in the relationship between social movements, and governmental actors. This has been done by examining discrepancies in the discourse, between governmental actors and social movements, on spatial justice-related issues in Cape Town and how tensions remain to exist whilst working for similar causes. Discrepancies were found using the discourse analysis approach What’s the Problem Represented to be. The material analyzed was collected from governmental policy documents, reports from the social movements, and complementary interviews were held with social movements. Three detected discrepancies were found around: insufficient living environments, the role of economic growth and ideological beliefs, and the understanding of meaningful engagement. The results show that the legacies of Apartheid and post-Apartheid structures also shape the tensions in the relationship between social movements and the government. The conclusion is followed by arguing for a need for attentiveness to power structures and meaningful participatory processes to overcome inequalities. Identifiers, as found in our study on spatial injustice in Cape Town, for understanding tension in the relationship between governments and social movement can be found in similar structures in a wider context.