Embedding community-based service learning into psychology degrees at UKZN, South Africa

Abstract

From 1999 to 2002, the centrally funded Community-Higher Education Service Partnership (CHESP) aimed to drive community engagement in several South African universities. It intended to develop socially accountable models of meaningful student engagement in communities. This led to community-based service learning (CBSL) being embedded into a number of psychology modules for over a decade (progressing from undergraduate to postgraduate levels of study) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus. CBSL resonated with many psychology students' motivations to make contributions to socially disadvantaged groups. Evaluation of such initiatives in the South African context are necessary, to assess their contributions and the challenges posed. Three levels of student experience in CBSL modules were considered, using qualitative methodology in order to understand the value of the modules and to draw lessons for deepening the connection between higher education and its social and community contexts. Data about their experiences were collected from focus groups of UKZN students and an interview with the undergraduate-level tutor. The students reported the value of seeing how psychological theory can be applied, and of the ability to "give something back" to communities. In addition, they learned to work in respectful and participatory ways, enhancing their ability to problem-solve. The findings illustrate progressive shifts in students' understandings of the applications of psychology and its potential role; they also evidence the growth in students' critique and social awareness. Recommendations are made for integrating and enhancing local community engagement, and highlight important considerations when students, community partners, and faculty staff interact in community-based initiatives.