The last two decades have ushered in what has become known as a "Participatory Revolution," with authorities called into communities to listen to ordinary people through "open" forums for engagement. The Participation Paradox argues that amplifying the voices of the poor and dispossessed is often a quick fix incapable of delivering lasting change.
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This article highlights both the internal educative practices of social movements and how these practices can effectively link to building Freirean pedagogies within higher education institutions. At the heart of this possibility lies the democratic transformation of relations between students and teachers on the one hand and researchers and activists on the other. I draw from two case studies of my own research on community-based organisations and workers' movements in post-apartheid South Africa, which point to the possibilities and challenges of developing Freirean approaches within the neoliberal higher education context. The article suggests that if the goal of education is to challenge systems of oppression, then social justice and the democratisation of the knowledge project must be the guiding principles we employ to navigate our everyday teaching and learning practices both inside and outside the academy.
A wide body of scholarly literature on social movements on an international level emphatically, but uncritically, declares that 'another world is possible'. This paper investigates this trend and its implications for political and academic practice in post-apartheid South Africa, where community-based movements have emerged primarily in order to access basic services. In particular, it highlights the pivotal role that the state and poor people's immediate basic needs play in limiting social movements' contribution towards a transformative development agenda. Paying close attention to poor people's struggles and needs, the paper argues that there is a sharp disjuncture between the ideologies manufactured by academics, and the worldviews that the working class and poor possess. It concludes by providing insight into the possibilities for post-apartheid political struggles – praxis – to lead to the formation of class consciousness and to a formidable challenge to neoliberalism.
