Transcending the Traditional Fieldwork Placement in Child and Youth Care through a Rural Community in Ndwedwe

Community engagement has been identified as a powerful pedagogical tool, despite its gradual integration into the core functions of teaching and research within the higher education landscape in South Africa. The initiation of university–community partnerships can strengthen the well-being of vulnerable individuals and families in marginalised communities, which resonates with child and youth care education. Using qualitative research methodology, this article seeks to explore how twelve students experienced being placed in a rural context for their fieldwork practicum placement. This was found to differ from traditional child and youth care settings (such as child and youth care centres), as they received mentorship and supervision from community-based child and youth care workers and the nature of their engagement activities were identified and supported based on community needs and the support of community members. Using thematic analysis, the data reflected that there were rich opportunities to learn within community spaces and to develop interventions within grandmother-headed households, strengthening the activities within the community safe park while simultaneously learning alongside rural child and youth care workers.