The focus of this research is Service-Learning. The research aims to construct a Service-
Learning theory that is grounded in South African practice. The dynamic and challenging
early decades of South Africa’s new democracy constitute the context into which Service-
Learning has been introduced into Higher Education in the country. The potential of Service-
Learning to make a meaningful contribution to the development of Higher Education,
particularly in relation to its multiple roles in African society, is recognised. There is concern,
however, that lack of adequate theorisation means that Service-Learning is poorly understood
and that its practice and impact are erratic.
I undertake the study from an underlying paradigm of constructivism, adopting a qualitative
approach and employing Grounded Theory methods. Aligning with Charmaz’ (2006)
“constructivist stance” on Grounded Theory, and conscious of the need to be informed by as
wide a variety of experiences and voices as possible, I access a range of formal and informal
documentation that cover Service-Learning activities at module/ project, institutional and
national levels. The activities include the promotion of Service-Learning in all sectors of
society, its implementation in a variety of disciplines and communities, policy and research
initiatives and scholarly publications from South African authors. Coding and memo writing
yield the major concepts on which I construct the theory, namely, Context, Identity,
Development, Curriculum, Power and Engagement.
Centered on the core concept of Engagement, the theoretical framework comprises four
Discourses, namely Service-Learning as Scholarly Engagement, Service-Learning as
Benevolent Engagement, Service-Learning as Democratic Engagement and Service-Learning
as Professional Engagement. The Discourses each have a primary focus, i.e. knowledge,
service, social justice and resource development respectively.
The Discourses framework has implications for the definition, practice and evaluation of
Service-Learning. In addition, the framework offers conceptual tools for the understanding of
engagement in contexts other than Service-Learning. By their nature, the Discourses may be
split, merged or elaborated as new knowledge and practice come to light. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3117 |
| Date | January 2010 |
| Creators | O'Brien, Frances Yvonne. |
| Contributors | Von Kotze, Astrid E., Rule, Peter N. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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