Abstract
Public engagement is one of the three legs which support and underpin a restructured and transformed post-apartheid higher education system in South Africa (along with teaching and research). This third sector role of higher education is widely implemented in South Africa and is described differently by different institutions and entails a diverse range of activities, which include service learning. In the South African context we argue that building our understanding of the meanings of public engagement through engagement is vital. In this paper we explore teacher education students' engagement with service learning as a form of public engagement in higher education in South Africa.
| Original language | English |
|---|---|
| Pages (from-to) | 407-419 |
| Number of pages | 13 |
| Journal | British Journal of Educational Studies |
| Volume | 58 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Dec 2010 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 10 Reduced Inequalities -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- critical theory
- discourse analysis
- public engagement policy
- service learning
- social justice
- teacher education
ASJC Scopus subject areas
- Education
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