Numéro

Vol. 10 No 1 (2012): Revue de l’enseignement supérieur en Afrique

1 - Participatory Action Research as a Platform for Community Engagement in Higher Education

https://doi.org/10.57054/jhea.v10i1.1561
Godwell Nhamo
https://orcid.org/0000-0001-5465-2168

Corresponding Author(s) : Godwell Nhamo

nhamog@unisa.ac.za

Revue de l’enseignement supérieur en Afrique, Vol. 10 No 1 (2012): Revue de l’enseignement supérieur en Afrique

Résumé

Les établissements d’enseignement supérieur du monde entier sont parve- nus à un consensus autour de leurs activités principales, définies par: (1) l’enseignement et la formation, (2) la recherche et (3) l’engagement communautaire. De ces trois domaines d’intérêt, l’engagement communautaire est celui qui a posé le plus de défis en termes de méthodologies et de me- surabilité. Si la question de l’engagement communautaire peut être comprise, la façon de le pratiquer requiert plus d’attention. Ceci a également soulevé l’inquiétude du personnel prévu pour effectuer et obtenir des récompenses pour l’engagement communautaire. C’est dans ce contexte que cet article plaide en faveur de la Recherche-Action Participative (RAP) comme plate-forme propice à l’engagement communautaire dans l’enseignement supérieur.


L’argument est que la RAP fournit un processus d’engagement bi-directionnel qui oblige les chercheurs autant que les communautés à résoudre les problèmes communautaires. La RAP déplace l’enseignement supérieur d’un modèle de recherche linéaire vers un modèle de réseaux de cycles d’enquêtes qui impliquent planification, mesure, observation, évaluation et réflexion cri- tique avant de planifier les cycles suivants. Les problèmes communautaires qui pourraient être traités à travers la RAP découlent notamment des atteintes à l’environnement (y compris le changement climatique), le VIH et le sida, le manque de prestation de services, la politique et bien d’autres.

Mots-clés

Education HIV AIDS RAP
Godwell Nhamo. (2012). 1 - Participatory Action Research as a Platform for Community Engagement in Higher Education. Revue De l’enseignement supérieur En Afrique, 10(1), pp. 1–21. https://doi.org/10.57054/jhea.v10i1.1561
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)
BibTeX
Les références
  1. Arksey, H. and Knight, P., 1999, Interviewing for Social Scientists: An Introduction with Examples,London:Sage.
  2. Bacon, C., Mendez, E. and Brwon, M., 2005, Participatory Action Research and Support for Community Development and Conservation: Examples from Shade Coffee Landscapes in Nicaragua and El Salvador, Santa Cruz: Center for Agroecology and Sustainable Food Systems.
  3. Bailey, D., Koney, K.M. and Furco, A., 2009, Participatory Action Research, Minnesota: University of Minnesota.
  4. Baskerville, R. and Myers, M., 2004, ‘Special Issue on Action Research in Information Systems: Making Research Relevant to Practice’, MIS Quarterly, 28, pp. 329-335.
  5. Bender, Gerda C.J., 2008, ‘Exploring Conceptual Models for Community Engagement at Higher Education Institutions in South Africa’, Perspectives in Education, Vol. 26, pp. 81-95.
  6. Bender, Gerda C.J. and Carvalho-Malekane, W., 2010, Glossary of the Different Types of Research-related Community Engagement, Pretoria: Department of Community Engagement University of Pretoria.
  7. Brydon-Miller, M., Greenwood, D., and Maguire, P., 2003, ‘Why Action Research?’, Action Research, Vol. 1, pp.9-28.
  8. Checkland, P. and Holwell, S., 1998, ‘Action Research: Its Nature and Validity’, Systemic Practice and Research, Vol.11, pp. 9-21.
  9. Cornwall, A. and Jewkes, R., 1995, ‘What is Participatory Research?’, Social Science Medi- cine, Vol. 41, pp. 1662-1676.
  10. Creswell, J.W., 2003, Research Design: Qualitative, Quantitative and Mixed Methods Approaches, Thousand Oaks: Sage.
  11. Global Alliance on Community Engaged Research, 2009, Higher Education, Community Engagement and the World We Want, London: Global Alliance on Community Engaged Research.
  12. Hall, M., 2010, ‘Community Engagement in South African Higher Education’, Kagisano, Vol.6, pp. 1-52.
  13. Holland, B.A., 2005, ‘Reflections on Community-campus Partnerships: What Has Been Learned? What Are the Next Challenges?’ in P.A.Pasque, R. E. Smerek, B. Dwyer, N. Bowman and B. L. Mallory (eds.), Higher Education Collaboratives for Community Engagement and Improvement (pp. 10-17), Michigan: National Forum on Higher Education for the Public Good.
  14. Lotz-Sisitka, H., 2002, ‘Weaving Cloths: Research Design in Contexts of Transformation’, Canadian Journal of Environmental Education, Vol.7, pp. 101-121.
  15. Lupele, J., 2003, ‘Participatory Materials Development in Rural Zambia’, Southern African Journal of Environmental Education, Vol. 20, pp. 85-96.
  16. Maxwell, J.A., 1992, ‘Understanding and Validity in Qualitative Research’, Harvard Education Review, Vol. 62, pp. 276-297.
  17. Maxwell, J.A., 1996, ‘Qualitative Research Design: An Interpretive Approach’, London: Sage.
  18. Merriam, S.B., 2001, ‘Qualitative Research and Case Study Applications in Education’, New York: Wiley.
  19. Nhamo, G., 2006, ‘Actor/Actant-Network Theory as Emerging Methodology for Environ- mental Education in Southern Africa’, Southern African Journal of Environmental Education, Vol. 23, pp. 34-47.
  20. O’Brien, R., 1998, An Overview of the Methodological Approach of Action Research,London: Sage.
  21. Oppenheim, A.N., 1992, Questionnaire Design, Interviewing and Attitude Measurement, London: Continuum.
  22. Pain, R. and Francis, P., 2003, ‘Reflections on Participatory Research’, Area, Vol. 35,pp. 46-54.
  23. Sandig, B. and Selting, M., 1997, ‘Discourse Styles’, in T.A.Van Dijk (ed.), Discourse as Structure and Process (pp. 138-156), London: Sage Publications.
  24. Santelli, B., Singer, G.H.S., Di Venere, N., and Ginsberg, C.P.L.E., 1998, ‘Participatory Action Research: Reflections on Critical Incidents in a PAR Project’, JASH,Vol. 23, pp. 211-222.
  25. Steyn, S., 2010, The Millenium Development Goals as a Conceptual Framework for Ena- bling and Evaluating Community Engagement, African Education Review.
  26. Strauss, A.L. and Corbin, J., 1998, Basics of Qualitative Research: Techniques and Proce- dures for Developing Grounded Theory, Thousand Oaks: Sage.
  27. Unisa., 2008, Unisa Community Engagement and Outreach Policy, Pretoria: Unisa.
  28. Van Dijk, T. A., 1997, ‘The Study of Discourse’, in T.A.Van Dijk, (ed.), Discourse as Structure and Process (pp. 1-34), London: Sage Publications.
  29. White, G.W., Suchowierska, M. and Campbell, M., 2004, ‘Developing and Systemati- cally Implementing Participatory Action Research’, Arch Phys Med Rehabll, Vol. 85, pp. 3-12.
  30. Wiber, M., Berkes, F., Charles, A. and Kearney, J., 2004, ‘Participatory Research Supporting Community-based Fishery Management’, Marine Policy, Vol. 28, pp. 459-468.
Read More

Biographie de l'auteur

Godwell Nhamo

is a Full Professor, Chief Researcher and Chair for the Exxaro Chair in Climate and Sustainability Transitions at the University of South Africa (Unisa). He is an NRF C3 rated researcher in the fields of Green Economy, Climate Change Governance and Sustainable Development and has published widely in these areas. Prof Nhamo has over 20 years of work experience drawn from a mix of academic and consultancy spheres. Among his offerings are 17 books (13 edited and 4 co-authored) and over 100 journal articles and many book chapters. Since 2013, Prof Nhamo has graduated 11 PhDs, is currently supervising 6 others and has hosted 11 postdoctoral fellows from across Africa. Professor Nhamo set in a number of both international and national boards and technical panels addressing issues in his research space. Professor Nhamo has received many awards and recognitions that include: Unisa Chairperson of Council Award of Excellence in Overall Job Performance and Community Service (twice), Unisa Vice Chancellor Award of Research Excellence (three times) and Unisa Prestigious External Research Award and Recognition (2018). He was also a 2015/6 finalist in the prestigious South Africa National Science and Technology Forum (NSTF) GreenMatter Category for outstanding contributions in biodiversity conservation, sustainability and green economy, a 2017 Semi-Finalist in the CEO Global Titans Awards and in 2017, recognized for the Rhodes University Distinguished Old Rhodian Award for having reached exceptional heights in his chosen career by maintaining excellence in the field and service to society. Prof Nhamo also developed a five-week long course on ‘Post COVID-19 and Low Carbon Transition’ for IDEP/UNECA to be offered from 20 September 2021. Prof Nhamo was one of the four-member African Union High Level Panel drafting the Green Innovation Framework for the continent and is also one of the experts for the Non-economic Losses (NELs) Group under the UNFCCC Warsaw International Mechanisms on Loss and Damage. Finally, Prof Nhamo designed a Post COVID-19 Low Carbon Transition 5-weeks course for UN IDEP.

Télécharger ce document PDF
PDF (ENGLISH)
Statistic
Read Counter : 181 Download : 108

Articles similaires

Vous pouvez également Lancer une recherche avancée de similarité pour cet article.