Assignment 3 Portfolio
Due date: 28/05/2026
1
,TABLE OF CONTENT
1. Activities
1.1. Activity 1……………………… ………….. ………………………3
1.2. Activity 2…………………………………..…………….. …………7
1.3. Activity 3……………………… ………….. ……………………….11
1.4. Activity 4……………………… ………….. ………………………..13
1.5. Activity 5……………………… ………….. ……………………….17
1.6. Activity 6……………………… ………….. ………………………19
1.7. Activity 7……………………… ………….. ……………………….21
1.8. Activity 8……………………… ………….. ………………………22
1.9. Activity 9……………………… ………….. ……………………… 27
1.10. Activity 10……………………… ………….. …………………………34
2. Final reflection on volunteering and participant observation..38
3. Final reflection on learning process…………………………………39
4. Highlights and tips for fellow students ……………………………41
5. Reference ……………………………………………………………………43
6. Declaration………………………………………………………………44
2
,SECTION 1
ACTIVITY 1
Application of Community Psychology Principles and Decolonial Axioms
Soweto Study Circles Project – After-School Learning Support for Grade 8-10 Learners
Community psychology emphasizes working with communities to promote well-being,
social justice, and empowerment, rather than imposing external solutions. In South Africa,
where historical inequalities continue to shape education outcomes, integrating decolonial
axioms is essential to ensure interventions respect local knowledge and identity. The
Soweto Study Circles Project was developed to address the gap in after-school academic
support for Grade 8-10 learners in Soweto. Many learners return to empty homes due to
parental shift work, lack quiet study spaces, and face exposure to gangs and substance
use in the afternoons. This paper explains how the project applies six core community
psychology principles and six decolonial axioms, with examples from practice.
1. Community Psychology Principles in the Soweto Study Circles Project
1.1 Empowerment
Empowerment involves enabling individuals to gain control over their lives. In the project,
tutors avoid giving direct answers and instead use guided questioning. For example, when a
Grade 9 learner struggled with algebra, the tutor asked the learner to explain their steps.
The learner identified the error independently, which increased confidence and reduced
dependence on external help.
3
, 1.2 Collaboration and Partnership
Effective interventions require equal partnerships between outsiders and community
members. The project holds monthly parent feedback sessions. After one parent requested
a later start on Fridays for religious observance, the schedule was adjusted. This small
change increased attendance and demonstrated that community input shapes the
programme.
1.3 Social Justice
Social justice addresses systemic unfairness. Many learners lack internet, textbooks, and
quiet space at home. By converting church halls into supervised study hubs and sourcing
donated laptops and past papers, the project reduces resource gaps. These actions do not
eliminate inequality, but they provide immediate relief and a fairer learning environment.
1.4 Ecological Perspective
People exist within families, schools, and community systems. One learner’s poor
performance in maths was traced to after-school childcare responsibilities. The project
responded by creating a supervised sibling-care corner, allowing the learner to attend
sessions. This illustrates the need to address context, not just individual behaviour.
1.5 Respect for Diversity
Diversity in language, culture, and learning style must be respected. Some learners explain
concepts in isiZulu before translating to English. Allowing code-switching created a safer
space and improved participation, challenging the dominance of English-only instruction.
1.6 Participation
4
Due date: 28/05/2026
1
,TABLE OF CONTENT
1. Activities
1.1. Activity 1……………………… ………….. ………………………3
1.2. Activity 2…………………………………..…………….. …………7
1.3. Activity 3……………………… ………….. ……………………….11
1.4. Activity 4……………………… ………….. ………………………..13
1.5. Activity 5……………………… ………….. ……………………….17
1.6. Activity 6……………………… ………….. ………………………19
1.7. Activity 7……………………… ………….. ……………………….21
1.8. Activity 8……………………… ………….. ………………………22
1.9. Activity 9……………………… ………….. ……………………… 27
1.10. Activity 10……………………… ………….. …………………………34
2. Final reflection on volunteering and participant observation..38
3. Final reflection on learning process…………………………………39
4. Highlights and tips for fellow students ……………………………41
5. Reference ……………………………………………………………………43
6. Declaration………………………………………………………………44
2
,SECTION 1
ACTIVITY 1
Application of Community Psychology Principles and Decolonial Axioms
Soweto Study Circles Project – After-School Learning Support for Grade 8-10 Learners
Community psychology emphasizes working with communities to promote well-being,
social justice, and empowerment, rather than imposing external solutions. In South Africa,
where historical inequalities continue to shape education outcomes, integrating decolonial
axioms is essential to ensure interventions respect local knowledge and identity. The
Soweto Study Circles Project was developed to address the gap in after-school academic
support for Grade 8-10 learners in Soweto. Many learners return to empty homes due to
parental shift work, lack quiet study spaces, and face exposure to gangs and substance
use in the afternoons. This paper explains how the project applies six core community
psychology principles and six decolonial axioms, with examples from practice.
1. Community Psychology Principles in the Soweto Study Circles Project
1.1 Empowerment
Empowerment involves enabling individuals to gain control over their lives. In the project,
tutors avoid giving direct answers and instead use guided questioning. For example, when a
Grade 9 learner struggled with algebra, the tutor asked the learner to explain their steps.
The learner identified the error independently, which increased confidence and reduced
dependence on external help.
3
, 1.2 Collaboration and Partnership
Effective interventions require equal partnerships between outsiders and community
members. The project holds monthly parent feedback sessions. After one parent requested
a later start on Fridays for religious observance, the schedule was adjusted. This small
change increased attendance and demonstrated that community input shapes the
programme.
1.3 Social Justice
Social justice addresses systemic unfairness. Many learners lack internet, textbooks, and
quiet space at home. By converting church halls into supervised study hubs and sourcing
donated laptops and past papers, the project reduces resource gaps. These actions do not
eliminate inequality, but they provide immediate relief and a fairer learning environment.
1.4 Ecological Perspective
People exist within families, schools, and community systems. One learner’s poor
performance in maths was traced to after-school childcare responsibilities. The project
responded by creating a supervised sibling-care corner, allowing the learner to attend
sessions. This illustrates the need to address context, not just individual behaviour.
1.5 Respect for Diversity
Diversity in language, culture, and learning style must be respected. Some learners explain
concepts in isiZulu before translating to English. Allowing code-switching created a safer
space and improved participation, challenging the dominance of English-only instruction.
1.6 Participation
4
