As an advocate for Engaged Scholarship, I see it as not merely an approach, but a fundamental responsibility of higher education to drive social transformation and champion social justice. Higher Education Institutions (HEIs) must not only be centres of learning but also active participants in the quest for a more equitable and inclusive society. This conviction underpins my commitment to forging robust partnerships between university staff and students with governments, industries, businesses, civic organisation and citizens at large - particularly those from marginalized communities and social organizations - to collaboratively address and dismantle systemic inequalities. Central to my embrace of Engaged Scholarship is the seamless integration of research, teaching, and service/community engagement, all geared towards achieving social justice objectives. This approach enriches the educational journey, firmly anchoring it in the realities of the world, while simultaneously bridging knowledge gaps and fostering a culture of civic responsibility and engagement.
I challenge the traditional notion that academia should remain aloof from societal issues. Instead, I advocate for a higher education model deeply embedded within society, dedicated to the public good, and actively contributing to social change. My philosophy extends beyond academic boundaries, employing scholarship as a powerful tool for social justice. By promoting inclusivity, fostering dialogue across differences, and encouraging collective action, I aim to cultivate an academic culture that not only values but actively pursues social transformation and justice.
My philosophy is deeply intertwined with the evolution of higher education institutions (HEIs) from traditional Mode 1 to the more dynamic and socially responsive Mode 2. Mode 1 represents the conventional paradigm of knowledge production, characterized by disciplinary silos, where academic inquiry is driven primarily by theoretical or disciplinary concerns, often detached from societal needs. In contrast, my commitment to Engaged Scholarship aligns with the principles of Mode 2, which emphasizes transdisciplinary approaches, problem-solving in real-world contexts, and the co-creation of knowledge with community stakeholders. This shift represents a fundamental reorientation of higher education's role in society - towards active participation in addressing social injustices and fostering societal transformation. In my embrace of Mode 2, I champion the idea that academia has a crucial role in breaking down the walls that traditionally separate it from the broader community. I actively pursue partnerships that bring together scholars, community members, practitioners, and policymakers to tackle pressing social issues collaboratively. These partnerships are grounded in mutual respect and the recognition that all participants bring valuable perspectives and knowledge to the table. This approach enriches the educational journey by grounding learning in real-world challenges, thereby making academic work more relevant and impactful.
My philosophy also challenges the traditional metrics of academic success, advocating for a broader evaluation that recognizes the value of societal impact and community engagement. I believe that HEIs should not only disseminate knowledge but also actively contribute to the social good by addressing the needs and challenges of the communities they serve. This involves reimagining the curriculum, research agendas, and institutional policies to prioritize social justice, equity, and sustainability.
In my journey as an advocate for Engaged Scholarship, I have been particularly inspired by the concept of Scholarship of Engagement for Societal Impact (SoE-SI). This concept represents a commitment to integrating academic pursuits with societal needs, creating a bridge between the ivory tower and the wider community. My philosophy is deeply rooted in this approach, which emphasizes not just the generation of knowledge but its application towards meaningful societal change. Incorporating SoE-SI into my philosophy means actively seeking out partnerships (see my completed and current research projects in my portfolio) that facilitate this kind of impactful work. It involves designing research projects that are not only innovative but also responsive to the needs of the community, teaching courses that prepare students (see my Learning and Teaching as well as Curriculum Development sections of my portfolio) to be socially responsible leaders, and participating in service/engagement activities that directly benefit the public. This approach requires a willingness to listen and learn from community partners, valuing their experiences and knowledge as essential to the co-creation of solutions to complex social issues.
My commitment to this scholarship is also reflected in my advocacy for institutional change within higher education. I champion policies and practices (see my research outputs as well as engaged service impact tools in my portfolio) that recognize and reward engaged scholarship, arguing that academic institutions must broaden their definitions of excellence to include societal impact. By embedding SoE-SI into the fabric of higher education, we can foster an academic culture that is not only intellectually vibrant but also deeply committed to serving society.
Through my work, I strive to embody the principles of community engagement, using my platform as a scholar to advocate for change, challenge injustices, and contribute to a more equitable and sustainable world. This commitment shapes my approach to learning & teaching, research, and service/community engagement, guiding me towards projects and interventions (locally and internationally) that have the potential to make a significant societal impact. In doing so, I aim to not only navigate the shift from Mode 1 to Mode 2 in higher education but to also inspire others to join me in this vital work, collectively advancing the cause of social justice and societal transformation.
Cornel Hart: Diversity Statement
I have worked with diverse populations as a Managing Director of my own International Research and Development Consultancy, in Academia, and in the less privileged communities in which I grew up and serve to this day. The University of the Western Cape strives to building an equitable and dynamic society and its Department of Social Work believes in justice, gender equity, human diversity, and citizenship for all.
I belief in team building, empathy, integrity, equality, self-discipline, adaptability, flexibility, and networking. This requires a positive attitude, a sense of self-worth and a focus on relationship and partnership building. My general approach as a community development activist, practitioner, researcher and lecturer is that of respect and humble engagement which follows a key principle of ensuring that everybody with whom I interact become participants and collaborators at all levels of practice in an equal, fair, transparent and empowering manner – irrespective of gender, age, race, religion, culture, nationality and social-economic status. On the face of it respect seems to mean that one treat everyone professionally, with humility and empathy.
An example of promoting an inclusionary environment at UWC would be to build a staff and student component that works hard to understand each other as colleagues, peers, and community members within the university and society at large. This would be possible through open lines of communication and cooperation among a diverse campus community, and for me to lead by example, while collectively contributing towards a world-class educational and research experience.