Reimagining education for transformation and social change: A case study of integrated learning at UCBC in the DRC

  • K.H. Bunduki The Christian University of the Congo
  • L.G. Higgs University of South Africa
DOI: https://doi.org/10.20853/31-1-979

Abstract

This article examines the case of integrated learning at the Christian Bilingual University of the Congo (UCBC) in the Democratic Republic of the Congo. A description of the integrated learning as an igniter of transformation in learners was obtained through the analysis of data collected from twelve alumni through semi-structured interviews. An explanation of how learners are impacted through integrated learning to serve as change agents in their communities also emerged from the data analysis. In fact, the curriculum at UCBC was described as having multiple components and dimensions. This curriculum equips learners with academic knowledge and skills, and it fosters character and servant leadership skills in them. The major components of the curriculum are the academic training, the special skills training, the work program, service-learning and community life, and its dimensions are affective, social and relational. Learning occurs in a family-like environment characterized by accessibility and free interactions between members of the campus community. The curriculum functions under an overall Christian worldview. As a result of the educational process they underwent students became role models and learning-teachers to their colleagues and community members.Key terms:

Christian university, curriculum, integrated learning, servant leadership, transformation, triadic training

Author Biographies

K.H. Bunduki, The Christian University of the Congo

Professor Higgs’s special areas of academic interest include philosophy of education, the nature of theory and practice in teacher education, lifelong learning, meta-theoretical discourses on educational theory and practice, gerontology and philosophy for children. During her academic career she has delivered numerous Masters and Doctorates as well as papers both at international and national conferences and published a number of accredited articles and conference proceedings. She is currently Associate Professor in the Department of Educational Foundations at the University of South Africa (UNISA).

L.G. Higgs, University of South Africa
Dean, department of Education

References

References

Arnove, R.F. (2007). Introduction: Reforming Comparative Education: The Dialectic of the Global and the Local. In Arnove, R.F. & Torres, C.F. (eds), Comparative Education: The Dialectic of the Global and the Local. Lanham/Boulder, New York/Toronto/Plymouth, UK: Rowman & Littlefield Publishers.

Bower, L. (2009). Faith-Learning Interaction in Graphic Design Courses in Protestant Evangelical Colleges and universities. Christian Higher Education, 9(1):5-27.

Briscoe, S. (1987). The Communicator’s Commentary: Genesis. Ogilvie, L. J (General Ed). Waco, Texas: Word Books, Publisher.

CI-UCBC, (2007). Strategic Plan. Beni, DRC: Unpublished.

Chickering, A.W. & Reisser, L. (1993). Education and Identity. 2nd Edition. San Francisco/USA: Jossey-Bass Publisher.

Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.

Freire, P. (2010). Pedagogy of the Oppressed. New York: Continuum.

Glanzer, P.L. (2008). Why We Should Discard “the Integration of Faith and Learning”: Rearticulating the Mission of the Christian Scholar. Journal of Education and Christian Belief, 12(1):41-51.

Hart, T. (2009). From Information to Transformation. Education for the Evolution of Consciousness. New York: Peter Lang.

Harwell, R.H. (2011). Research Design in Qualitative/Quantitative/Mixed Methods. In The SAGE Handbook for Research in Education. 2nd Edition edited by Conrad, C.F. & Serlin, R.C. Los Angeles/London/New Delhi/Singapore/Washington DC: SAGE.

Henning, E., Van Rensburg, W. & Smit, B. (2004). Finding Your Way in Qualitative Research. Pretoria: Van Schaik Publishers.

Holmes, A.F. (1987). The Idea of a Christian College. Grand Rapids, Michigan, the United States of America: Wm. B. Eerdmans Publishing Co.

Luke, A., Woods, A. & Weir, K. (2013). Curriculum Design, Equity and the Technical Form of the Curriculum. In Curriculum, Syllabus Design and Equity: A Primer and Model, Edited by Allan Luke, Annette Woods and Katie Weir. New York and London: Routledge.

McCahill, C. (2006). Transformative Learning and Teaching: The Fourth Gospel and the Christian religious Educator. Religion Journal of Australia, 22(2): 20-25.

McMillan, J.H. & Schumacher, S. (1996). Research in Education: Evidence-Based Inquiry. Boston: Pearson.

McNeil, J.D. (1985). Curriculum: A Comprehensive Introduction. Boston, Toronto: Little, Brown and Company.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. In Cranton, P. (Ed.), Transformative Learning in Action. Vol. 74: New Directions for Adult and Continuing Education (pp. 5-12). San Francisco: Jossey-Bass.

Mezirow, J. (2012). Learning to Think Like an Adult: Core Concepts of Transformation Theory. In The Handbook of Transformative Learning: Theory, Research and Practice, Edited by Taylor, E.W. and Cranton, P. San Francisco: Jossey-Bass, a Wiley Imprint.

Nemerowicz, G. and Rosi, E. (1997). Education for Leadership and Social Responsibility. London/Washington D.C.: The Falmer Press.

N’Sial, S. C. (2007). Former pour Transformer [To Train in order to Transform]. Kinshasa: Edition de la C.P.E.

Ntamushobora, F. (May 2012). From Transmission to Transformation: An Exploration of Education for Holistic Transformation in Selected Christian and Public Universities in Kenya. Doctoral Thesis. Biola University: USA.

Sammut, K. (2014). Transformative learning theory and coaching: Application in practice. In International Journal of Evidence Based Coaching and Mentoring. Special Issue of June (8): 39-53.

Van Manen, M. (2014). Phenomenology of Practice. Meaning-Giving Methods in Phenomenological Research and Writing. Walnut Creek, California: Left Coast Press.

VanZanten, S. (2011). Joining the Mission. A guide for (mainly) new college faculty. Grand Rapids, Michigan, the United States of America: Wm. B. Eerdmans Publishing Co.

Published
2017-12-20
How to Cite
Bunduki, K.H., and L.G. Higgs. 2017. “Reimagining Education for Transformation and Social Change: A Case Study of Integrated Learning at UCBC in the DRC”. South African Journal of Higher Education 31 (1), 14-28. https://doi.org/10.20853/31-1-979.
Issue
Vol. 31 No. 1 (2017)
Section
General Articles

Copyright (c) 2017 Leonie Gysbertha Higgs, Kwane Honore Bunduki

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.

Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.

A copy of the authors' publishers version may also be hosted on the following websites:

  • Non-commercial personal homepage or blog.
  • Institutional webpage.
  • Authors Institutional Repository.

The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI.  Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.

Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository  SUNScholar.

Articles as a whole, may not be re-published with another journal.

The following license applies:

Attribution CC BY-NC-ND 4.0