| dc.description.abstract | This qualitative case study explores teacher perspectives on community engagement
efforts at the International School of Dakar (ISD) in Dakar, Senegal. It examines how teachers
define meaningful and reciprocal community engagement, as well as barriers to engagement and
proposed solutions. Semi-structured interviews were conducted with six teachers, two from each
of the elementary, middle and high school departments at the International School of Dakar.
During the interviews, participants discussed their experiences with community engagement at
ISD, defined meaningful and reciprocal community engagement, identified challenges, as well as
posed ideas for improvements. The interview findings were triangulated with analysis of IBO
and school policy documents, as well as a researcher reflective journal. Findings were analysed
within a postcolonial theoretical framework.
The research revealed that teachers defined meaningful and reciprocal community
engagement as engagement that is long-lasting, mutually beneficial, and that results in student
learning. Teachers largely defined community engagement as synonymous with community
service. The service model they described is consistent with a traditional service-learning model.
Teachers perceived the school’s community engagement efforts as largely lacking, identifying
personal, professional and socio-economic barriers to engagement. They proposed solutions that
involved educating teachers, fostering long-term partnerships and soliciting the expertise of the
Senegalese staff members at the school. The case study also revealed that teachers were largely
unsure or unaware of existing programs and resources available, as well as their own
responsibilities with regards to community engagement. This case study advocates for a critical
service-learning model at the International School of Dakar. | en_US |
