The course will, provide an understanding of the historical evolution and transformation of the South African political and social system from the one of the past that was fragmented, racist, disempowering and exclusive, to the one that is developmental, participatory, empowering, just and inclusive. The course focuses on community development, which is an integral part of the South African developmental system and has been adopted by various public sectors and private sector entities as an approach, philosophy, process, method and strategy to address basic material, physical and psycho-social needs of poor and vulnerable communities. Community development is cross-cutting and implementation is often challenged by a variety of policies and programmes that are not coherent and integrated and coordinated and this impact on service delivery. The course will further explore some key challenges to community development in South Africa and explore responses to them. Furthermore the course will expose students to the lived experiences of persons living in urban communities.
Prerequisites:
None
Learning outcomes:
By the end of this course, the student should be able to:
Offer a description of the major political, social and cultural trends that impact on communities and development processes in South Africa.
Integrate theory and practice to analyse needs and to collectively plan and facilitate interventions in communities where they work in order to collectively build community capital to bring about social change and justice.
Conduct basic research in communities to facilitate and inform a participatory approach to development.
Demonstrate some critical insight into the challenges presented by community development initiatives.
Offer some critical analysis of service delivery in South Africa.
Broad Course Objectives:
To provide the student with an understanding and critical analysis of the South African historical evolution, political transformation and culture and society.
To critically analyse philosophies and theories of community development relevant to a specific context.
To supervise student through a short service-learning placement to facilitate some exposure to community development efforts and service delivery in South Africa.
Method of presentation:
Learning will be facilitated through lectures, individual and group exercises, debates and discussions, student presentations, assignments, selected guests (practitioners), and fieldtrips.
Required work and form of assessment:
Students are expected to:
Attend all lectures.
Prepare for each class by doing the necessary reading and thinking.
Participate in information gathering for class discussions and debates.
Submit all written assignments before or on the due dates.
Participate in the symposium presentations.
Assessment Criteria
Students will be assessed continuously in line with incremental learning and IES associated assessment criteria as outlined in the IES 2010 Abroad Faculty Handbook.
Assessment 1: Individual Research Paper
Pages number: 8-10
Font: Time New Roman (11) (1.5 line spacing)
Marks: 100
The research paper must identify a particular need that is of particular interest to you. This research paper should be a reflection of your collective learning in this course, which will include what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. You will be required to do and submit an annotated bibliography as a part of the research paper. It is hoped that the annotated bibliography will assist you in familiarising you with the literature relevant for your area of research. You will get credit for using your own practice and service learning experience in your paper.
Research paper component/ subheading
Brief description of each component
Title, Author
A succinct title indicating what the research paper is about, and utilizing a few key words to catch the reader’s attention. Include your name and course and lecturer name.
Introduction and problem statement
Delineate the research paper.
Demonstrate that you have grasped the complexity of the problem- What is it that you would like to address in your project? What is the broad purpose for doing the research project? Is it based on an identified need?
Explain key concepts.
Literature Review
Use primary and secondary sources
What does the literature say about this problem and your study?
Aim and objectives
State the aim and objectives of the research paper.
Methodology
There has to be a method you used to get the information or evidence you require. It must include, the research design (qualitative/quantitative/mixed methods) and techniques (interviews, questionnaires, observations, focus group discussion, systematic literature review, etc); characteristics of the sample, data collection process and analysis.
Results
Organise your results according to your research aim and objectives.
Discussion
Discuss the major findings which are linked to the research objectives.
Draw on the literature for your argument.
Conclusion
Conclusions drawn from the research.
Strengths and weaknesses of your paper.
Implications for others involved in the sector.
What is the final answer you discovered through your study? Unanswered questions and recommendations for future research.
Assessment 2 – Portfolio of Evidence
Marks: 100
This piece of work accounts for 40% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what you learning has been. You will be required to keep a file which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture. Your file MUST contain the following:
An introduction – this is an overall reflection of what you did, your course expectations and your key learning.
Journaling my experience – you can choose to write in this section as often as you like but it should reflect some defining moments for you in the course.
Assignments – in this section you place your marked assignment, including your symposium presentation.
Field Work – In this section you will be required to document an interview that you will conduct as part of your research paper. You may also add your photos or any work you developed in your service learning. You may be creative and decide what you would like to add to this section.
Reflection – This section contains an evaluation of your own learning, a reflection of your experiences both the positive and the negative. It also contains your impressions of the course.
Assessment 3 – Symposium
Oral Presentation using Power Point
Marks: 100
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 10 minutes to do a short presentation on their work in the course. Students are encouraged to be creative in putting together the presentation. The idea is for each student to illuminate their learning experience. This means that you could choose to present any aspect of the course including your research project and share this with the class. You could choose to combine your service learning experience with your research paper etc. Credit will be given to students who present their experience holistically and with innovation.
Grading Policy
Students are encouraged to submit all assignments as per deadline below. No negotiations will be entered into in this regard. The University of Cape Town and the University of the Western Cape late assignment policy will apply and is as follows:
All assignments late by one day will received a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted after the first week.
Field Study:
All students participating in the course will be required to fulfil 60 hours of volunteer work at an agency that contributes to community development across the broader Cape Town area. Students will be required to find time during the week to complete the 60 hours of volunteer work over the semester. The work done at the agency will be agreed upon between the agency and the student and must add value to the functioning of the organisation. This process will be closely supervised and monitored by the course coordinator and faculty.
Field Trips:
Field trips will focus on local, community development projects and will bring together some of the coursework with context-specific, developmental practice. The sites you will visit will be announced in class.
Special Project:
In order to assist students to fulfill the 60 hours of volunteer work, all students will be required to participate in the special project. The class will choose three Saturdays where we will work with a community group or organisation to assist them with structured tasks which will add value to their work. The class will choose a planning committee comprising of a two or three people who will contact the community and plan what activities will be done over the three Saturdays. All students in this course MUST fulfill this component.
ASSIGNMENT No.
TYPE
INDIV/PAIRS
MARKS
1.
Research paper
Individual
35%
2.
Portfolio of Evidence
Individual
40%
3.
Symposium
Individual
25%
TOTAL:
100%
content:
Session 1
(Joint lecture at UCT )
Prof Nick Shepherd : Welcome and Introduction
Session 2
Field Trip : Egoli (9h00-13h00)
Session 3
Presenter:
Dr Waggie
Introduction to the course.
Learning objectives, assessment, field trips and preparation to service learning, professional conduct.
Session 4
Presenter:
Dr Waggie
South Africa, the land and its people
This seminar will explore the geography, the people in terms of climate, population groups, languages, religion, provinces and resources, infrastructure and industry.
Peter Joyce (2007). The making of a nation. South Africa’s Road to freedom. Zebra Press, Cape Town. (Chapter 1-12; pages 6-190).
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 1 and 2; pages 5-44)
David Welsh (2009). The Rise and Fall of Apartheid. Jonathan Ball publishers, Johannesburg & Cape Town. (Chapter 2 & 3; pages 29-109)
Leonard Thompson (1995). A History of South Africa. Revised Edition. Yale University Press, New Haven and London (Chapters 1-6; pages 1-220)
Session 6
Presenter:
Dr Waggie
Culture & Society
Society and social structure
Society interaction and networks
Reading:
Simon Bekker & Rachel Prinsloo (eds) (1999). Identity? Theory, Politics and History. Human Research Council, Pretoria. (Chapters 1, 2 & 3; pages 11-94)
Philip Riley (2008). Language, culture and identity. Continuum, London SE1 7NX. (Chapters 2 & 3; pages 21- 159)
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 7; pages 130-146)
Session 7
Presenter:
Dr Waggie
Understanding South African needs .
Poverty, Urban Space and Development
This seminar explores the impact of poverty in South Africa and will focus on the challenge of apartheid and post apartheid geographies in shaping social inequalities.
Reading :
Jeremy Seekings and Nicoli Nattrass (2006). Income Inequality After Apartheid in Class, Race and Inequality in South Africa, University of Kwazulu-Natal
Edgar Pieterse (2009) . Post-Apartheid Geographies in South Africa: Why are Urban Divides so persistent? Interdisciplinary Debates on Development and Cultures:Cities In Development—Spaces, Conflicts and Agency, Leuven University, 15 December 2009.
Patel, L (2005). Social Welfare and Social development in South Africa. Oxford University Press (Chapter 6 and 7 pages 154-233)
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 4; pages 65-85)
Session 8
Presenter:
Dr Waggie
Introduction to community development
Reading
Jim Ife (1998). Community development. Creating community alternatives- vision, analysis and practice. Longman, Australia. (Chapter 8 & 9; pages 177-225)
Rhonda Phillips & Robert Pittman (2009). An introduction to Community Development. Routledge, London and New York.(Chapter 1 pages 3-19 & Chapter 4 & 5 pages 49-74)
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK. (Chapter 2, pages 23-46)
Session 9
Field trip:
Developing a community profile & observe community development initiatives.
Session 10
Presenter:
Dr Waggie
Approaches to community development and sustainable livelihoods
(1) Introduction to Sustainable Community Development
(2) Asset-based community development
Reading :
Kretzmann and Mcknight (1993). Building Communities from the inside out: A path toward finding and mobilizing community assets. ACTA publications Chicago, Il 60640 (Chapter 3 pages 171-274; Chapter 5 pages 345- 354)
Gary Paul green & Anna Haines (2008). Asset Building and Community Development, 2nd edition. Sage Publications (Chapter 1, pages 1-22; Chapter 4, pages 67-84; Chapter 6, pages 109-122, Chapter 12, pages 227-248)
Session 11
Presenter:
Dr Waggie
Venue: UWC
Critical Look at Community Development in South Africa
This seminar will focus on some of the challenges to community development and will take a critical look at how far South Africa is in terms of addressing the huge social challenges it presents with.
Reading: Patel, L (2005) Social Welfare and Social development in South Africa. Oxford University Press (Chapter 9 pages 266-309)
Session 12
Presenter:
Dr Waggie
Stakeholder impact on community development
Reading :
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK. (Chapter 1, pages1-22; Chapter 9, pages 161-175)
Session 13
Field Trip : Developing a needs assessment
Session 14
Dr Waggie
Student critical reflection and presentations of field trip
Peer review and feedback of presentations
Portfolio Development
Symposium presentation preparation
Session 15
Symposium
Course reflection and evaluation
Required readings:
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK.
Anthony Butler(2004). Contemporary South Africa. Palgrave, Macmillan, London.
David Welsh(2009). The Rise and Fall of Apartheid. Jonathan Ball publishers, Johannesburg & Cape Town.
Edgar Pieterse (2009). Post-Apartheid Geographies in South Africa: Why are Urban Divides so persistent? Interdisciplinary Debates on Development and Cultures: Cities In Development—Spaces, Conflicts and Agency. Leuven University, 15 December 2009.
Gary Paul Green & Anna Haines (2008). Asset Building and Community Development, 2nd edition. Sage Publications.
Jeremy Seekings and Nicoli Nattrass, eds (2006). Income Inequality After Apartheid in Class, Race and Inequality in South Africa. University of Kwazulu-Natal.
Jim Ife (1998). Community development. Creating community alternatives- vision, analysis and practice. Longman, Australia.
Kretzmann and Mcknight (1993). Building Communities from the inside out: A path toward finding and mobilizing community assets. ACTA publications, Chicago.
Patel, L (2005). Social Welfare and Social development in South Africa. Oxford University Press.
Peter Joyce(2007). The making of a nation. South Africa’s Road to freedom. Zebra Press, Cape Town.
Philip Riley (2008). Language, culture and identity. Continuum, London.
Rhonda Phillips & Robert Pittman (2009). An introduction to Community Development. Routledge, London and New York.
Sandrine Rospabe and Harris Selod. Does City Structure cause Unemployment? The case of Cape Town. In Poverty and Policy in Post-Apartheid South Africa.
Simon Bekker & Rachel Prinsloo (eds) (1999). Identity? Theory, Politics and History. Human Research Council, Pretoria.
Warren Kidd (2002). Culture and identity. JW Arrowsmith, Ltd, Bristol.
Dr. Firdouza Waggie is a senior lecturer and holds a BSc (PT), MSc (PT) and PhD degree from the University of the Western Cape (UWC). She currently heads the Interdisciplinary Teaching and Learning Unit in the Faculty of Community and Health Sciences at the University of the Western Cape, a unit which is responsible for developing and coordinating interdisciplinary community-oriented core courses and service-learning in both rural and urban communities for health science students. Her expertise and research areas include: graduate attributes, leadership in health professions education, community engagement and development, interprofessional education and school health promotion.
Polity, Community Development, Urban Life in South Africa- UCT Campus
The course will, provide an understanding of the historical evolution and transformation of the South African political and social system from the one of the past that was fragmented, racist, disempowering and exclusive, to the one that is developmental, participatory, empowering, just and inclusive. The course focuses on community development, which is an integral part of the South African developmental system and has been adopted by various public sectors and private sector entities as an approach, philosophy, process, method and strategy to address basic material, physical and psycho-social needs of poor and vulnerable communities. Community development is cross-cutting and implementation is often challenged by a variety of policies and programmes that are not coherent and integrated and coordinated and this impact on service delivery. The course will further explore some key challenges to community development in South Africa and explore responses to them. Furthermore the course will expose students to the lived experiences of persons living in urban communities.
None
By the end of this course, the student should be able to:
Broad Course Objectives:
Learning will be facilitated through lectures, individual and group exercises, debates and discussions, student presentations, assignments, selected guests (practitioners), and fieldtrips.
Students are expected to:
Assessment Criteria
Students will be assessed continuously in line with incremental learning and IES associated assessment criteria as outlined in the IES 2010 Abroad Faculty Handbook.
Assessment 1: Individual Research Paper
Pages number: 8-10
Font: Time New Roman (11) (1.5 line spacing)
Marks: 100
The research paper must identify a particular need that is of particular interest to you. This research paper should be a reflection of your collective learning in this course, which will include what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. You will be required to do and submit an annotated bibliography as a part of the research paper. It is hoped that the annotated bibliography will assist you in familiarising you with the literature relevant for your area of research. You will get credit for using your own practice and service learning experience in your paper.
Research paper component/ subheading
Brief description of each component
Title, Author
A succinct title indicating what the research paper is about, and utilizing a few key words to catch the reader’s attention. Include your name and course and lecturer name.
Introduction and problem statement
Delineate the research paper.
Demonstrate that you have grasped the complexity of the problem- What is it that you would like to address in your project? What is the broad purpose for doing the research project? Is it based on an identified need?
Explain key concepts.
Literature Review
Use primary and secondary sources
What does the literature say about this problem and your study?
Aim and objectives
State the aim and objectives of the research paper.
Methodology
There has to be a method you used to get the information or evidence you require. It must include, the research design (qualitative/quantitative/mixed methods) and techniques (interviews, questionnaires, observations, focus group discussion, systematic literature review, etc); characteristics of the sample, data collection process and analysis.
Results
Organise your results according to your research aim and objectives.
Discussion
Discuss the major findings which are linked to the research objectives.
Draw on the literature for your argument.
Conclusion
Conclusions drawn from the research.
Strengths and weaknesses of your paper.
Implications for others involved in the sector.
What is the final answer you discovered through your study? Unanswered questions and recommendations for future research.
Assessment 2 – Portfolio of Evidence
Marks: 100
This piece of work accounts for 40% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what you learning has been. You will be required to keep a file which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture. Your file MUST contain the following:
Assessment 3 – Symposium
Oral Presentation using Power Point
Marks: 100
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 10 minutes to do a short presentation on their work in the course. Students are encouraged to be creative in putting together the presentation. The idea is for each student to illuminate their learning experience. This means that you could choose to present any aspect of the course including your research project and share this with the class. You could choose to combine your service learning experience with your research paper etc. Credit will be given to students who present their experience holistically and with innovation.
Grading Policy
Students are encouraged to submit all assignments as per deadline below. No negotiations will be entered into in this regard. The University of Cape Town and the University of the Western Cape late assignment policy will apply and is as follows:
All assignments late by one day will received a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted after the first week.
Field Study:
All students participating in the course will be required to fulfil 60 hours of volunteer work at an agency that contributes to community development across the broader Cape Town area. Students will be required to find time during the week to complete the 60 hours of volunteer work over the semester. The work done at the agency will be agreed upon between the agency and the student and must add value to the functioning of the organisation. This process will be closely supervised and monitored by the course coordinator and faculty.
Field Trips:
Field trips will focus on local, community development projects and will bring together some of the coursework with context-specific, developmental practice. The sites you will visit will be announced in class.
Special Project:
In order to assist students to fulfill the 60 hours of volunteer work, all students will be required to participate in the special project. The class will choose three Saturdays where we will work with a community group or organisation to assist them with structured tasks which will add value to their work. The class will choose a planning committee comprising of a two or three people who will contact the community and plan what activities will be done over the three Saturdays. All students in this course MUST fulfill this component.
ASSIGNMENT No.
TYPE
INDIV/PAIRS
MARKS
1.
Research paper
Individual
35%
2.
Portfolio of Evidence
Individual
40%
3.
Symposium
Individual
25%
TOTAL:
100%
Session 1
(Joint lecture at UCT )
Prof Nick Shepherd : Welcome and Introduction
Session 2
Field Trip : Egoli (9h00-13h00)
Session 3
Presenter:
Dr Waggie
Introduction to the course.
Learning objectives, assessment, field trips and preparation to service learning, professional conduct.
Session 4
Presenter:
Dr Waggie
South Africa, the land and its people
This seminar will explore the geography, the people in terms of climate, population groups, languages, religion, provinces and resources, infrastructure and industry.
Reading:
South Africa Yearbook 2007/2008
http://www.statssa.gov.za/publications/P0302/P03022011.pdf
Session 5
Presenter:
Dr Waggie
Milestones in South African history:
Reading:
Peter Joyce (2007). The making of a nation. South Africa’s Road to freedom. Zebra Press, Cape Town. (Chapter 1-12; pages 6-190).
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 1 and 2; pages 5-44)
David Welsh (2009). The Rise and Fall of Apartheid. Jonathan Ball publishers, Johannesburg & Cape Town. (Chapter 2 & 3; pages 29-109)
Leonard Thompson (1995). A History of South Africa. Revised Edition. Yale University Press, New Haven and London (Chapters 1-6; pages 1-220)
Session 6
Presenter:
Dr Waggie
Culture & Society
Society and social structure
Society interaction and networks
Reading:
Simon Bekker & Rachel Prinsloo (eds) (1999). Identity? Theory, Politics and History. Human Research Council, Pretoria. (Chapters 1, 2 & 3; pages 11-94)
Warren Kidd (2002). Culture and identity. JW Arrowsmith, Ltd, Bristol. (Chapter 2; pages 5-28)
Philip Riley (2008). Language, culture and identity. Continuum, London SE1 7NX. (Chapters 2 & 3; pages 21- 159)
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 7; pages 130-146)
Session 7
Presenter:
Dr Waggie
Understanding South African needs .
Poverty, Urban Space and Development
This seminar explores the impact of poverty in South Africa and will focus on the challenge of apartheid and post apartheid geographies in shaping social inequalities.
Reading :
Jeremy Seekings and Nicoli Nattrass (2006). Income Inequality After Apartheid in Class, Race and Inequality in South Africa, University of Kwazulu-Natal
Edgar Pieterse (2009) . Post-Apartheid Geographies in South Africa: Why are Urban Divides so persistent? Interdisciplinary Debates on Development and Cultures:Cities In Development—Spaces, Conflicts and Agency, Leuven University, 15 December 2009.
Patel, L (2005). Social Welfare and Social development in South Africa. Oxford University Press (Chapter 6 and 7 pages 154-233)
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.(Chapter 4; pages 65-85)
Session 8
Presenter:
Dr Waggie
Introduction to community development
Reading
Jim Ife (1998). Community development. Creating community alternatives- vision, analysis and practice. Longman, Australia. (Chapter 8 & 9; pages 177-225)
Rhonda Phillips & Robert Pittman (2009). An introduction to Community Development. Routledge, London and New York. (Chapter 1 pages 3-19 & Chapter 4 & 5 pages 49-74)
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK. (Chapter 2, pages 23-46)
Session 9
Field trip :
Developing a community profile & observe community development initiatives.
Session 10
Presenter:
Dr Waggie
Approaches to community development and sustainable livelihoods
(1) Introduction to Sustainable Community Development
(2) Asset-based community development
Reading :
Kretzmann and Mcknight (1993). Building Communities from the inside out: A path toward finding and mobilizing community assets. ACTA publications Chicago, Il 60640 (Chapter 3 pages 171-274; Chapter 5 pages 345- 354)
Gary Paul green & Anna Haines (2008). Asset Building and Community Development, 2nd edition. Sage Publications (Chapter 1, pages 1-22; Chapter 4, pages 67-84; Chapter 6, pages 109-122, Chapter 12, pages 227-248)
Session 11
Presenter:
Dr Waggie
Venue: UWC
Critical Look at Community Development in South Africa
This seminar will focus on some of the challenges to community development and will take a critical look at how far South Africa is in terms of addressing the huge social challenges it presents with.
Reading: Patel, L (2005) Social Welfare and Social development in South Africa. Oxford University Press (Chapter 9 pages 266-309)
Session 12
Presenter:
Dr Waggie
Stakeholder impact on community development
Reading :
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK. (Chapter 1, pages1-22; Chapter 9, pages 161-175)
Session 13
Field Trip : Developing a needs assessment
Session 14
Dr Waggie
Student critical reflection and presentations of field trip
Peer review and feedback of presentations
Portfolio Development
Symposium presentation preparation
Session 15
Symposium
Course reflection and evaluation
Alison Gilchrist (2009). The well-connected community. A networking approach to community development. Policy Press, Bristol, UK.
Anthony Butler (2004). Contemporary South Africa. Palgrave, Macmillan, London.
David Welsh (2009). The Rise and Fall of Apartheid. Jonathan Ball publishers, Johannesburg & Cape Town.
Edgar Pieterse (2009). Post-Apartheid Geographies in South Africa: Why are Urban Divides so persistent? Interdisciplinary Debates on Development and Cultures: Cities In Development—Spaces, Conflicts and Agency. Leuven University, 15 December 2009.
Gary Paul Green & Anna Haines (2008). Asset Building and Community Development, 2nd edition. Sage Publications.
Jeremy Seekings and Nicoli Nattrass, eds (2006). Income Inequality After Apartheid in Class, Race and Inequality in South Africa. University of Kwazulu-Natal.
Jim Ife (1998). Community development. Creating community alternatives- vision, analysis and practice. Longman, Australia.
Kretzmann and Mcknight (1993). Building Communities from the inside out: A path toward finding and mobilizing community assets. ACTA publications, Chicago.
Patel, L (2005). Social Welfare and Social development in South Africa. Oxford University Press.
Peter Joyce (2007). The making of a nation. South Africa’s Road to freedom. Zebra Press, Cape Town.
Philip Riley (2008). Language, culture and identity. Continuum, London.
Rhonda Phillips & Robert Pittman (2009). An introduction to Community Development. Routledge, London and New York.
Sandrine Rospabe and Harris Selod. Does City Structure cause Unemployment? The case of Cape Town. In Poverty and Policy in Post-Apartheid South Africa.
Simon Bekker & Rachel Prinsloo (eds) (1999). Identity? Theory, Politics and History. Human Research Council, Pretoria.
Warren Kidd (2002). Culture and identity. JW Arrowsmith, Ltd, Bristol.
South Africa Yearbook 2007/2008 http://www.statssa.gov.za/publications/P0302/P03022011.pdf
Dr. Firdouza Waggie is a senior lecturer and holds a BSc (PT), MSc (PT) and PhD degree from the University of the Western Cape (UWC). She currently heads the Interdisciplinary Teaching and Learning Unit in the Faculty of Community and Health Sciences at the University of the Western Cape, a unit which is responsible for developing and coordinating interdisciplinary community-oriented core courses and service-learning in both rural and urban communities for health science students. Her expertise and research areas include: graduate attributes, leadership in health professions education, community engagement and development, interprofessional education and school health promotion.