This paper presents a longitudinal case study of a cross-border student volunteer workcamps conducted between 2004–2012 by the University of the Witwatersrand (South Africa) and Eduardo Mondlane University (Mozambique). Each year, 28 students from both institutions engaged in an eight-day immersive community service programme in the rural villages of Hokwe, Chokwe , Gaza Province (Mozambique), and Mooiplaas, Ehlanzeni, Mpumalanga Province (South Africa). Rooted in the historical solidarity of South African exiles and Mozambique’s FRELIMO-led communities, the initiative fostered transformative learning, cultural exchange, and regional solidarity.
Drawing on 189 participant reflections, the study explores how the Programme cultivated critical consciousness, leadership, teamwork, humility, and intercultural skills in students—despite the absence of academic assessment. Communities also benefited through agricultural support, health education, and access to clean water. Using a theoretical framework grounded in transformative learning theory, critical pedagogy, decolonial theory, and Pan-Africanism, the findings highlight the programmes potential as a model for socially engaged, decolonial, and Pan-African higher education.
The paper calls for universities to adopt ethically grounded, experiential volunteer programmes that build mutual capacity between students and communities and contribute to youth development and regional integration in Africa.
Table of Contents
- Abstract
- Introduction
- Theoretical Framework
- Transformative Learning Theory
- Critical Pedagogy
- Decolonial Theory
- Pan-Africanism and Regional Integration
- Literature Review
- Service Learning and Experiential Education
- Cross-Cultural and Cross-Border Community Engagement
- Decolonial and Critical Pedagogies in African Higher Education
- Regional Integration and Youth Development in Southern Africa
- Methodology
- Research Design and Approach
- Participant Selection and Sampling
- Voluntary Participation and Ethical Considerations
- Data Collection Methods
- Data Analysis
- Study Limitations
- Findings
- Immersive Community-Based Learning
- Organizing and Leadership Development
- Teamwork, Listening, and Communication
- Public Speaking and Confidence Building
- Cultural Sensitivity and Humility
- Cross-Cultural Communication
- Community Impact in Mozambique and South Africa
- Personal Transformation: The Case of Thato
- Discussion
- Transformative and Holistic Learning
- Learning through Critical Pedagogy and Service
- Decolonial and Pan-African Engagement
- Personal Growth and Lifelong Impact
- Implications for Higher Education and Youth Development
Objectives and Key Themes
This paper aims to analyze a cross-border student volunteer program between the University of the Witwatersrand (South Africa) and Eduardo Mondlane University (Mozambique) from 2004-2012. The study explores the program's impact on student development and community engagement, utilizing a theoretical framework encompassing transformative learning, critical pedagogy, decolonial theory, and Pan-Africanism. The research seeks to assess the program's effectiveness as a model for socially engaged higher education and its contribution to youth development and regional integration in Southern Africa.
- Transformative learning through experiential education
- Cross-border collaboration and regional integration in higher education
- The role of critical pedagogy and decolonial theory in community engagement
- Student development and the cultivation of intercultural competence
- The impact of volunteerism on both students and participating communities
Chapter Summaries
Introduction: This chapter sets the stage by highlighting the growing importance of social responsibility and regional solidarity in African higher education. It emphasizes the need for universities to move beyond theoretical instruction and actively engage in addressing social injustices. The chapter introduces the Wits-UEM cross-border student volunteer program as a unique initiative that bridges educational objectives with historical solidarity, stemming from the relationship between South African exiles and Mozambican communities during the anti-apartheid struggle. The program's focus on community-driven development projects in rural areas is presented as a key element of its approach.
Theoretical Framework: This chapter outlines the theoretical underpinnings of the study, drawing upon transformative learning theory, critical pedagogy, decolonial theory, and Pan-Africanism. It explains how these frameworks provide a lens for understanding the program's impact on student learning and community engagement. The chapter establishes the interconnectedness of these theories and how they inform the research's analysis of the program's outcomes. Each theory is discussed individually and its contribution to the overall framework is clarified.
Literature Review: This chapter reviews existing literature related to service learning, experiential education, cross-cultural and cross-border community engagement, decolonial and critical pedagogies in African higher education, and regional integration and youth development in Southern Africa. The chapter synthesizes existing research to highlight gaps in knowledge and position the current study within the broader scholarly context. The reviewed literature likely provides a framework for understanding the potential impacts and challenges of the cross-border program.
Methodology: This chapter details the research design and methods employed in the study. It explains the longitudinal case study approach, participant selection, data collection techniques, and data analysis strategies. The chapter addresses ethical considerations and potential limitations of the study design, ensuring transparency and rigor in the research process. It provides detailed information on how the 189 participant reflections were collected and analyzed to draw meaningful conclusions.
Findings: This chapter presents the key findings of the study, structured around themes emerging from the data collected. It showcases the program's multifaceted impacts on student learning, including the development of immersive community-based learning skills, leadership abilities, teamwork, communication proficiency, cultural sensitivity, and cross-cultural understanding. The chapter also analyzes the positive community impact of the program in both Mozambique and South Africa, providing concrete examples of its contributions. A specific case study of a participant's transformative experience is also presented.
Discussion: This chapter discusses the key findings in relation to the theoretical framework established earlier, examining how the program fostered transformative and holistic learning experiences. It explores the ways in which critical pedagogy and service-learning intersected to shape students' understanding of social justice issues and their engagement with communities. The chapter likely connects the program's outcomes to decolonial and Pan-African perspectives, highlighting their implications for higher education and youth development.
Implications for Higher Education and Youth Development: This chapter explores the implications of the findings for higher education institutions and youth development initiatives in Africa. The chapter likely proposes recommendations for implementing similar ethically grounded, experiential volunteer programs in other contexts, emphasizing their potential to contribute to capacity building and regional integration. It discusses the program's potential as a model for other institutions and highlights the importance of fostering cross-border collaboration in higher education.
Keywords
Transformative learning, Cross-border volunteerism, Experiential education, Pan-Africanism, Decolonial pedagogy, Student development, Community engagement, Regional integration
Frequently asked questions
What is the main topic of this language preview?
This language preview details a study analyzing a cross-border student volunteer program between the University of the Witwatersrand (South Africa) and Eduardo Mondlane University (Mozambique) from 2004-2012. It focuses on the program's impact on student development and community engagement.
What are the key themes explored in the study?
The key themes include transformative learning through experiential education, cross-border collaboration and regional integration in higher education, the role of critical pedagogy and decolonial theory in community engagement, student development and the cultivation of intercultural competence, and the impact of volunteerism on both students and participating communities.
What theoretical frameworks are used in the study?
The study utilizes a theoretical framework encompassing transformative learning theory, critical pedagogy, decolonial theory, and Pan-Africanism.
What does the Literature Review chapter cover?
The Literature Review chapter reviews existing literature related to service learning, experiential education, cross-cultural and cross-border community engagement, decolonial and critical pedagogies in African higher education, and regional integration and youth development in Southern Africa.
What information is provided in the Methodology chapter?
The Methodology chapter details the research design and methods employed in the study, including the research design, participant selection, data collection techniques, data analysis strategies, ethical considerations, and study limitations.
What are some of the key findings presented in the Findings chapter?
The Findings chapter showcases the program's impacts on student learning, including the development of immersive community-based learning skills, leadership abilities, teamwork, communication proficiency, cultural sensitivity, and cross-cultural understanding. It also analyzes the positive community impact of the program in Mozambique and South Africa.
What is the focus of the Discussion chapter?
The Discussion chapter discusses the key findings in relation to the theoretical framework, examining how the program fostered transformative and holistic learning experiences. It explores the ways in which critical pedagogy and service-learning intersected to shape students' understanding of social justice issues and their engagement with communities.
What are the implications discussed in the Implications chapter?
The Implications chapter explores the implications of the findings for higher education institutions and youth development initiatives in Africa. It likely proposes recommendations for implementing similar ethically grounded, experiential volunteer programs in other contexts, emphasizing their potential to contribute to capacity building and regional integration.
What keywords are associated with this study?
The keywords associated with this study are: Transformative learning, Cross-border volunteerism, Experiential education, Pan-Africanism, Decolonial pedagogy, Student development, Community engagement, Regional integration.
- Quote paper
- Dr. Thabo Samuel Putu (Author), 2018, Cross Border Volunteerism and Transformative Learning A Case Study of the Wits – UEM Student Work Camp Programme, Munich, GRIN Verlag, https://www.grin.com/document/1601996
