%0 Journal Article
%T What makes or breaks higher education community engagement in the South African rural school context: A multiple
%A Eugene Gabriel Machimana
%A Liesel Ebersˋhn
%A Maximus Monaheng Sefotho
%J Education, Citizenship and Social Justice
%@ 1746-1987
%D 2018
%R 10.1177/1746197917731353
%X The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education每community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative每emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences (parents of student clients (nˋ=ˋ12: females 10, males 2), teachers from the partner rural school (nˋ=ˋ18: females 12, males 6), student-educational psychology clients (nˋ=ˋ31: females 14, males 17), Academic Service-Learning (ASL) students (nˋ=ˋ20: females 17, males 3) and researchers (nˋ=ˋ12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education每community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education每community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education每community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education每community engagement is challenged by the structural disparity between the rural context and operational miscommunication
%K Barriers in community engagement
%K community engagement
%K global citizenship
%K higher education
%K partnership and partners
%K retrospective experiences
%K rural school
%K social justice
%K transformative每emancipatory paradigm
%U https://journals.sagepub.com/doi/full/10.1177/1746197917731353