Suchergebnisse

This paper considers the importance of 'in-between spaces' within the academy for challenging dominant institutional culture and hegemonic power relations towards a 'de-colonised' university. It questions 'mainstreaming' of transformational initiatives, as this can bring about regulation, rather than the turbulence that is often what is needed for substantive change to occur. I draw on a case study of the work of the Division for Lifelong Learning (DLL) at University of the Western Cape and in particular two examples of its marginal activities which were hosted regularly over a 10 year period. These are: the Vice-Chancellor's Annual Julius Nyerere Lecture on Lifelong Learning and the cross-campus Annual Women's Breakfast. I use documentary evidence and insider knowledge to reflect critically on the relevance of the spaces that were created for enacting such alternative institutional practices. I employ 'knowledge democracy' as a lens to bring the margins to the centre of the analysis. The argument is made that the work in the 'in-between-spaces' is a critical part of 'decolonising education' through disruptive, political, pedagogical, and organisational transformation.Keywords: decolonising education; feminist popular education; 'in-between' pedagogical spaces; knowledge democracy; lifelong learning; transformation

Includes bibliographical references. ; The presented dissertation studies informal and nonformal educational processes within three community organisations, which have formed a part of a broader social movement in Cape Town at a particular historic 'moment'. The specific aim of the study has been to describe and explain the self-educational practices within community organisations at a particular historical juncture. Self-education is defined as a conscious strategy which is used by members of community organisations to develop the capabilities of their own membership to participate fully in the management and administration of their organisations. The study therefore focuses on strategies used within community organisations for the imparting of participatory democratic leadership skills. The study is illuminative and explanatory rather than evaluative. The findings of the study show that education for democratic participation is a central concern for the organisations and for community adult educators internationally. However the investigation has revealed that 'democratic participation' has a wide range of meanings which are continuously negotiated and contested. They are determined by a range of economic, political, social, historical and ideological forces at a particular 'moment'. Essential components for both the practice and the analysis of education for democratic participation were found to be action which can consist of either service delivery or political action or both; democratic participatory practices, which entail collective participation in decision-making, in planning and evaluation, sharing of information and skills, and joint responsibility for staff appointments; coherent theoretical knowledge if the organisation to is maintain an advocacy role in the community. The five analytical tools which were developed for the investigation, namely 'action', 'critical reflection', 'theoretical knowledge', 'participatory democratic processes' and the 'relationship between macro and micro organisational contexts', provided useful mechanisms for probing the political and social theories imbedded within the organisations. The importance of the 'tools' was that they focused attention on some of the major contradictions within nonformal and informal education within community organisations. The 'tools' also captured the dynamic, dialectical processes which are ·integral to the educational practices within community organisations. While the study did not set out to develop analytical tools which would have wider, more general usage in the analysis of community adult education, this has been a significant outcome of the research.

"This book is a collection of grounded accounts by feminist popular educators reflecting critically on processes of collective learning and self- and social transformation in various geopolitical settings. Engaging contemporary feminist political issues and theory, contributors explore emerging pedagogical practices"--

This thesis focuses on the development of nonformal educational theory within community organisations. It deals specifically with self-education within a set of organisations in Cape Town where a primary concern was the promotion of democratic participation among their members. The work contains three case studies which give insights into the workings of community organisations within the present conjoncture in South Africa. The study includes detailed commentary on three social theorists (Ivan Illich, Paulo Freire, Antonio Gramsci) who have contributed to adult education in general and community adult education in particular

Intro -- Forging Solidarity: Popular Education at Work -- TABLE OF CONTENTS -- Acronyms and Abbreviations -- 1. Introduction -- 2. Past and Present Intersections: Legacies of Popular Education in the 1970s and 1980s -- 3. Moves to Decolonise Solidarity through Feminist Popular Education -- 4. Popular Education Pedagogy and South-South Solidarity: An Asia Pacific Perspective -- 5. Women's Boat to Gaza: An International Solidarity Mission -- 6. Building Peace, Solidarity and Hope in Africa through Popular Education -- 7. People in Extreme Poverty Act for Change -- 8. Building Economic Solidarity from Grassroots Survival Mechanisms in Freedom Park, Johannesburg -- 9. From Information to Knowledge for Action in Blikkiesdorp -- 10. Being the Earth's Comrade: Research for the People, by the People -- 11. Solidarity Is Not a One-Way Street -- 12. Street Theatre for Solidarity: Possibilities and Limitations -- 13. Amazwi Wethu: Exploring the Possibilities of Cinema as a Solidarity-Forging Tool -- 14. Working with Life Stories: Notes from a Facilitator -- 15. Contours of Radical Pedagogy: Saving Lives and Building Solidarity -- 16. Study Circles: Solidarity through Learning -- 17. Pedagogy of Struggle: #OutsourcingMustFall -- 18. Building a Movement for the Right to Education in Chile -- 19. Solidarity in and Against the Academy -- About the Contributors -- Index.