Workers' education in the global south : : radical adult education at the crossroads / / by Linda Cooper.

• Superior document: Knowledge economy and education, ; Volume 11
• VerfasserIn: Cooper, Linda, 1953-
• Place / Publishing House: Leiden ;, Boston : : Brill Sense,, [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Knowledge economy and education ; Volume 11.
• Physical Description: 1 online resource.

Workers’ Education in the Global South explores the historical development of radical workers’ education in South Africa as one particular strand within the broader tradition of radical adult education. Drawing on the theoretical resources of Activity Theory, Gramsci, Freire and others, it investiga...

Table of Contents

• Acknowledgements
• List of Acronyms
• 1 Introduction: A Workers’ Education Event in 1980s South Africa
• 1 Reclaiming the Radical Tradition
• 2 Defining Workers’ Education
• 3 A Brief History of Workers’ Education in South Africa
• 4 Framing the Book Theoretically and Methodologically
• 5 Concluding Comments
• 2 ‘The Sun Shall Rise for the Workers’: The Contested Political Purposes of Workers’ Education
• 1 Introduction
• 2 Conceptualising the Purpose of Workers’ Education
• 3 Key Lines of Ideological Contestation in Workers’ Education
• 4 Workers’ Education at the Beginning of the 21st Century: Radical Resistance, Pragmatic Accommodation
• 5 Gathering Contradictions: A Possible ‘Breakthrough into Learning Activity’?
• 6 Conclusion
• 3 ‘Healing the Breach’ between Intellectual and Manual Labour: The Epistemology of Workers’ Education
• 1 Intellectual and Manual Labour and Hierarchies of Knowledge
• 2 Radical Approaches to Knowledge
• 3 Knowledge in South African Workers’ Education
• 4 Views on Knowledge in SAMWU
• 5 Views on Knowledge in the Workers’ College
• 6 Emerging Tensions and Contradictions
• 7 Conclusion
• 4 What Is ‘Really Useful Knowledge’ in Workers’ Education?
• 1 The South African ‘Knowledge Wars’
• 2 Knowledge Use in SAMWU
• 3 Gramsci on Organic Intellectuals and Knowledge Production
• 4 Knowledge Differentiation in Workers’ Education
• 5 Organic Intellectuals: ‘Braiding’ New Knowledge
• 6 Tensions and Contradictions in the Knowledge Practices of Workers’ Education
• 7 Conclusion
• 5 The Pedagogy of Workers’ Education: Conscientisation or Indoctrination?
• 1 Introduction
• 2 ‘Visible’ and ‘Invisible’ Pedagogy
• 3 Non-Formal Workers’ Education Programmes under Apartheid
• 4 SAMWU’s Pedagogy: A ‘Mixed Pedagogic Pallet’
• 5 Conclusion: Holding the Tension – A Complex ‘Balancing Act’
• 6 Informal Learning: Workers’ Education as Praxis
• 1 Learning through Organisational Praxis
• 2 Workers’ Education and Cultural Praxis
• 3 Workers’ Education and Mass Action
• 4 Conclusion
• 7 ‘Democracy Has Become Institutionalized’ Workers’ Education and the Formal System
• 1 The Apartheid Labour Market and Skills Development
• 2 Transition to Democracy – But Also to Neo-Liberalism
• 3 Unions and Post-Apartheid Education and Training Policies
• 4 What Went Wrong?
• 5 Navigating the Accreditation Terrain
• 6 Conclusion
• 8 Reinventing Workers’ Education1
• 1 Distinctive Features of Workers’ Education as an Activity System
• 2 The Contribution of Radical Workers’ Education to Our Knowledge Archive
• 3 Radical Workers’ Education at the Crossroads?
• 4 Finding a Way Forward: Re-Inventing Workers’ Education
• 5 Rethinking ‘Workers’ Education’ – Rethinking ‘Work’
• References
• Index.