Decolonising knowledge: Enacting the civic role of the university in a community-based project

The need to work in partnership with communities in a meaningful and impactful way has become a core part of university planning in many countries around the world. In the Global South, the potential for the Eurocentric knowledges and power structures to dominate such partnerships is pervasive. This article reports on findings of a participatory action research project conducted with community members in a socio-economically disadvantaged community in South Africa who had identified a need to improve school-community cooperation in educating local children. Analysis of our findings, framed against broader cultural and historical contexts, suggests that when the role of university-based ‘experts’ is one of facilitation rather than ‘delivery,’ then not only is participation more effective, but, also, the process and products of knowledge democratisation can be realised more effectively. We thus provide unique insight into the way relationships between the university and the community can be reconceptualised, from a position of knowledge and epistemic hierarchy to one of epistemic democracy. We discuss the (civic) role of the university in enabling this co-construction of knowledge, and in developing the shared meanings and understandings that promote decolonisation and enable social change.Keywords: civic role of the university; co-construction of knowledge; community development; decolonisation; knowledge democratisation; PAR; transactional knowledg

IJBNPA in 2016:Strategy for advancing the science of behavior change in nutrition and physical activity, and associated editorial priorities

The goal of the International Journal of Behavioral Nutrition and Physical Activity (IJBNPA) is to be the leading diet and physical activity journal. To achieve this aim we embrace and publish a number of different research designs from small, but in depth, qualitative studies to large scale cohort studies. IJBNPA prioritises research based on randomised controlled trials (RCTs), systematic reviews (with or without meta-analyses, as appropriate), and well conducted observational studies that expand knowledge and understanding of the area. IJBNPA will also consider and publish other study designs that are of sufficient quality such as strong or ground-breaking methodological papers, rigorous qualitative studies, debate papers and commentaries. However, due to the demands on the journal, we publish pilot studies only in exceptional circumstances and we do not publish protocol papers or letters to the editors. The goal of this editorial is to highlight to our readers and authors the process by which we identify which papers to review and publish along with our editorial priorities

Fostering teachers’ experiences of well-being: A participatory action learning and action research approach

Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this regard. The aim of this study was to work collaboratively with teachers to help them find ways to improve their experiences of well-being. Following a participatory action learning and action research (PALAR) design, 6 teachers in a rural primary school met as an action learning set over a period of 6 weeks to reflect on their learning about how to improve their experiences of well-being. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers’ experiences of well-being. The PALAR design afforded the structure for this to happen. This study offers insight into how a collaborative action learning process could help to enhance teachers’ ability to improve and sustain their experiences of well-being.Keywords: action learning; flourishing; positive psychology; teacher well-being; wellnes

Becoming (p)art: Fostering socially engaged leadership for preservice art teachers through service-learning

To provide a more socially engaged learning environment for pre-service teachers in art education, I engaged them in a critical service-learning project. In five cycles of action and reflection on the engagement process, I generated evidence about student learning through observations, reflective notes and visual images to support my self-study on how I could influence pre-service art teachers to become educational leaders by adopting socially engaged practices. Qualitative analysis revealed that, after completing the module, students considered including socially engaged art in their teaching and showed qualities of becoming critical, accountable and transformational leaders, better prepared for teaching inclusively and in diverse contexts. The model developed from my learning serves as a praxis-orientated instrument to guide pedagogies to increase social responsiveness amongst pre-service art teachers to make their future practice more contextually relevant

A participatory approach to service-learning in creative arts education: a win-win learning opportunity for campus and community?

AbstractService-learning has been shown to be effective in preparing students to live and work in adiverse and rapidly changing society, especially when it is based on a democraticpartnership between university students and community participants, resulting in mutuallybeneficial learning. Yet, in cases where the community is often regarded as less equal due todebilitating socio-economic circumstances, there is a real danger the engagement turns intomore of a charity rendering experience, rather than promoting deep learning for allinvolved. This article reports on our attempts to create a service-learning experience thatallowed students and community youth to learn with and from each other. Data weregenerated in four cycles of a participatory action research design, using visual, art andtext-based strategies. The thematic analysis indicated that the process gave participants abetter understanding of each other’s lived realities; that it helped to level out unequal powerrelations; and that the reciprocal learning boosted development on personal and professionallevels. The knowledge we share in this article will help others to know how to design andimplement a valuable and mutually beneficial service learning experience not only inCreative Arts education; but in any discipline where students engage with community

Improving the instructional leadership of heads of department in under-resourced schools: A collaborative action-learning approach

An unacceptable number of learners in under-resourced schools in South Africa are failing to perform adequately in national and international benchmark tests. Poor learner performance has been linked to poor-quality teaching, which, in turn, can be attributed in part to a lack of instructional leadership at schools. According to policy, heads of department (HODs) are best placed to offer such leadership, but in many schools this is not happening. We explain how we engaged HODs in one such school in a participatory action research process, to help them construct a framework for improving their instructional leadership. Qualitative data was generated through open-ended questionnaires, transcripts of recorded action learning set meetings, photovoice narratives, and reflective journals, and these were thematically analysed. The action learning framework developed by the participating HODs, while not being a definitive answer to improving the quality of teaching and learning, may provide guidelines for other HODs to improve their own instructional leadership practices. Since it is a process-based model, application of the model as an approach to improve instructional leadership could prove beneficial in both well-resourced and under-resourced contexts.Keywords: action learning; action research; distributed leadership practice; instructional leadership; participatory action research; school improvement; teacher professional developmen

A self-efficacy approach to holistic student development

Increasing numbers of students are arriving at tertiary institutions lacking in the skills needed to cope with the social and academic demands of higher education. Tertiary institutions are, therefore, faced with the task of equipping students with the skills needed to ensure that they can perform at an acceptable level. One such attempt to address this problem in a foundation course offered by the University of Port Elizabeth (UPE) is outlined. It is argued that student acquisition of the necessary social and academic skills will be more successful if they first believe they are capable of performing well and attaining the goals they set for themselves. The academic and life skills module (UPA111), offered in the foundation programme (UPE Advancement Programme), is designed to increase the self-efficacy of students so that they can approach their tasks with confidence, a positive attitude, and the belief that they can succeed. It is explained how self-efficacy is developed in students in the foundation programme in order to better prepare them for tertiary studies. Preliminary evaluation of the programme indicated that it does increase the self-efficacy of students. South African Journal of Education Vol.24(4) 2004: 289-29

Dietary and Activity Habits in Adolescents Living in the United Arab Emirates: A Cross-Sectional Study

Background: The Global School Health Survey 2010 reported that 40% of pupils aged 12-15 years are overweight or obese; double what was reported in 2005. Following such concerns the government introduced mandatory school health education sessions to students, and produced strict guidelines on school food and drink provision (September 2011). The aim of this survey was to obtain information about adolescents’ dietary and activity habits, and their association with the increased prevalence of obesity.Methods: A cross-sectional study of 1,022 students (539 boys; 483 girls) aged 12-16 years, from 17 government schools in Dubai, UAE. Dietary practices and physical activity was collected using a short self-completed questionnaire.Results: Non-Emirati pupils, especially the girls appear to eat more healthily than their Emirati counterparts. Overall, 16% of students reported never eating breakfast, 31% reported drinking sugar sweetened beverages everyday 18% said they never drank milk and 15% never ate fruits. 67% reported buying food from school every day; Emiratis spending more than non-Emiratis. 37% of pupils reported exercising or playing sport daily, whereas 60% reported they daily watch more than 2 hours of TV.Conclusion: Despite the recent changes in school policies, pupils are still failing to eat a healthy diet and engage in physical activity. There needs to be further interventions promoting changes in lifestyle amongst adolescents, and enhancing provision of healthy food in schools to be more appealing to students

Social movement auto/biographies

Walter Benjamin called upon historians to be cognisant of debts and danger, debts owed to the dead who had struggled and sacrificed and danger in the present. This historian realises that even the dead will not be safe without historians' active interventi on, that memory of losses and sacrifices will be lost or distorted in the interests of the presently powerful, and most importantly, that memories of past struggles, the flashes seized, can become inspiration for political movements in the present and futu re (Kelly 1998

Exploring Group Life Design with teachers in the context of poverty related psychosocial challenges

Abstract: Working in challenging contexts can impact negatively on a teacher’s sense of purpose and efficacy. This article explores the potential of group Life Design (LD), a narrative constructivist career counselling process, for supporting ten South African school teachers working at an under-resourced school with understanding their career aspirations and their personal and professional identity. The group LD process formed part of a participatory action learning and action research (PALAR) project. This article focuses on teachers’ experience of the group LD process. Participating teachers reflected in writing and during group discussions on their experience of the LD process. Qualitative data generated from transcriptions of their discussions and written reflections were thematically coded. Findings suggest that the group LD process encouraged participants to reflect on themes from their life narratives to encourage agency for pursuing their future personal and professional goals. Through the LD process, the teachers acknowledged personal and professional assets, from past and present narratives which could motivate them during challenging times. The LD process ignited agency for action to achieve career and personal goals. Participants designed future life maps and also explored pathways for collectively improving their support to learners