NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1121953
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1682-3206
Negotiating Service Learning through Community Engagement: Adaptive Leadership, Knowledge, Dialogue and Power
Preece, Julia
Education as Change, v20 n1 p104-125 2016
This article builds on two recent publications (Preece 2013; 2013a) concerning the application of asset-based community development and adaptive leadership theories when negotiating university service learning placements with community organisations in one South African province. The first publication introduced the concept of 'adaptive engagement'. The second analysed empirical findings from the first phase of an action research project that endeavoured to take a teamwork approach to service learning placements. This paper reports on the larger, second phase. Different student teams were each tasked with undertaking an activity that had been identified by an NGO as an area of development need. The paper discusses this approach filtering the above-mentioned theories through a Foucauldian lens for analysing power relationships, knowledge and ownership over decision-making. Findings highlight the multi-layered complexity of community engagement, communication and power relations, and the limiting nature of institutional governmentality in terms of student contributions to sustainable community outcomes and university recognition of community-based knowledge. But the findings also demonstrate the potential for contributing to community change and knowledge sharing when an adaptive leadership approach of clarifying competing goals and values is used alongside respect for community assets of experiential, or subjugated, knowledge.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Cape Town)
Grant or Contract Numbers: N/A