English: As a point of entry to local communities the curricular form of community
engagement referred to as “service learning” has gained prominence in South African
higher education institutions over the past decade. Thus far research on service
learning has mostly been conducted to gauge student development and learning
outcomes, while outcomes for community participants have received less attention.
This article reports on research into the outcomes of a specific service learning
module by involving community members as research participants. Suggestions are
made for ensuring that participants from local communities play a more active role
in their own empowerment through transformative service learning interactions
with university students, lecturers and other participants.