Abstract
This chapter reflects on the challenges and strategies of holding onto critical transformative educational practices in an adult education program at the University of Cape Town (UCT) in postapartheid South Africa, which is following neoliberal economic policies. Generally speaking, in the context of the antiapartheid struggle in the 1980s, most students were strongly motivated to “learn for liberation”; in the 1990s and the early 2000s, under a new legitimate, democratic government, they were optimistic and preoccupied with the reconstruction of the society. Over the last few years, however, I have observed changes in adult students’ behavior, both in their motivations for further study and in their curricula and pedagogical choices. Although student motivations still reflect the basic preoccupations of working “to empower people” and “toward a better South Africa” (student interviews 2005-9), there has been a change in emphasis from them wanting to make a contribution to “a more just society for all” to wanting to earn a better place in society for themselves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Allman, Paula. 2010. Critical Education against Global Capitalism: Karl Marx and Revolutionary Critical Education. Rotterdam: Sense Publishers.
Brookfield, Stephen. 2005. The Power of Critical Theory: Liberating Adult Learning and Teaching. San Francisco: Jossey-Bass.
Department of Education. 1997. Education White Paper 3: A Program for the Transformation of Higher Education. Pretoria: Government Printer.
Essof, Shereen. 2004. African Feminist Pedagogies: Some Reflections. Unpublished seminar paper given to students in the adult learning program at UCT.
Foley, Griff. 2001. “Radical Adult Education and Learning.” International Journal of Lifelong Education 20 (1/2):71–88.
Freire, Paulo. 1983. Pedagogy of the Oppressed. New York: Continuum.
Gramsci, Antonio. 1971. Selections from the Prison Notebook. Quinton Hoare and Geoffrey Nowell-Smith, eds. and trans., London and New York: Lawrence and Wishart International Publications.
Hill Collins, Patricia. 2000. Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment. New York: Routledge.
Hooks, Bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Hill Collins, Patricia. 2006. Feminist Theory: From Margin to Center. London: Pluto Press.
Hill Collins, Patricia. 2009. Belonging: A Culture of Place. New York: Routledge.
Illeris, Knud. 2007. How We Learn—Learning and Non-Learning in School and beyond. London and New York: Routledge.
Ismail, Salma. 2009. “Popular Pedagogy and the Changing Political Landscape: A Case Study of a Women’s Housing Social Movement.” Studies in Continuing Education 31 (3):281–95.
Ismail, Salma, and Linda Cooper. 2011. “‘Resistance from the Periphery’: A Case Study to Widen Access to Adult Learners at a South African University.” In International Perspectives on Higher Education—Institutional Transformation to Engage a Diverse Student Body Vol. 6. UK: Emerald. 29–40.
Kallaway, Peter. 2009. “It’s No Time to Fiddle as Education Is Burning.” Cape Times, September 27.
Luke, Carmen, and Jennifer Gore, eds. 1992. Feminisms and Critical Pedagogy. New York: Routledge.
Martin, Ian. 2006. “Where Have All the Flowers Gone?” Adult Learning 18 (2):15–8.
Mayo, Majorie. 2005. Global Citizens: Social Movements and the Challenge of Globalization. London: Zed Books.
Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
Miller, Nancy. 1991. Getting Personal, Feminist Occasions and Other Autobiographical Acts. London: Routledge.
Moshenberg, Dan. 2008. Email Correspondence: Director of Women Studies at George Washington University, Washington, United States.
Newman, Michael. 2006. Teaching Defiance—Stories and Strategies for Activist Educators. San Francisco: Jossey-Bass.
Rivage-Seul, Peggy. 2002. Freire in the Classroom. Paper presented at the meeting of North American and Cuban philosophers and social scientists, June 28-July 2, University of Havana, Cuba.
Thompson, Jane. 2000. Women, Class and Education. London: Routledge.
Von Kotze, Astrid. 2005. “People’s Education and the Academy: An Experience from South Africa.” In Jim Crowther, Vernon Galloway, and Ian Martin, eds., Popular Education: Engaging the Academy— International Perspectives. England: National Institute of Adult Continuing Education.
Walters, Shirley, and Linzi Manicom. 1996. Gender in Popular Education: Methods for Empowerment. London: Zed Books.
Youngman, Frank. 2000. The Political Economy of Adult Education and Development. London: Zed Books.
Editor information
Copyright information
© 2012 Linzi Manicom and Shirley Walters
About this chapter
Cite this chapter
Ismail, S. (2012). Holding onto Transformative Practices in a University. In: Manicom, L., Walters, S. (eds) Feminist Popular Education in Transnational Debates. Comparative Feminist Studies Series. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137014597_11
Download citation
DOI: https://doi.org/10.1057/9781137014597_11
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-34217-4
Online ISBN: 978-1-137-01459-7
eBook Packages: Palgrave Media & Culture CollectionLiterature, Cultural and Media Studies (R0)