Learning For Living

Towards A New Vision For Post-School Learning in South Africa
Erscheinungsjahr 2018
ISBN: 978-0-7969-2524-4
Verlag: HSRC Press

Buch, Englisch, 312 Seiten, Paperback, Format (B × H): 184 mm x 248 mm

The post-school education and training system in South Africa has been the focus of much attention since the establishment of the Department of Higher Education and Training in 2009. In the context of deepening inequality, poverty and unemployment, the need for a humanising, liberating and critical approach to learning and pedagogy in post-school education is becoming urgent. The rural and urban voices that speak in this book tell us that the current system is out of touch with the ways in which they are making a life.

Learning for Living challenges policy makers, researchers, educators and civil society organisations to think critically about the relationship between post-school education and the world of work, and about how to transform the post-school system to better serve the needs and interests of rural and urban communities. It issues a call to action, and proposes key principles to inform an alternative vision of post-school learning.

Autoren/Hrsg.

Inhaltsverzeichnis

- Lists of figures, tables and diagrams
- List of acronyms
- Foreword
- Acknowledgements
- Note to the reader
- Section 1 Experience – living and learning
- Chapter 1 Being there
- Chapter 2 Making a life
- Chapter 3 Making life harder, making it easier
- Chapter 4 Experiences of learning
- Formal spaces of learning
- Non-formal spaces of learning
- Learning from life
- Chapter 5 Making learning easier, making it harder
- Getting there
- Staying there
- Moving on
- Learning for life
- What have we heard?
- Section 2 Reflection and input – the implications
- Chapter 6 Doing – in, against and beyond
- ‘Development’ and capitalism
- Researching an alternative: a better framework for ‘making a life’
- Making a good life
- Chapter 7 Learning from and for our lives
- Education that helps, education that harms
- Education as beneficial to the individual and society
- Education as reproducing existing power relations
- Resistance
- Learning for hope and possibility
- Being ‘educated’ for our lives
- Section 3 Action – a new vision for post-school learning in South Africa
- Chapter 8 What learning do people want?
- How people want to learn
- What people want to learn
- Chapter 9 Learning to make a life
- A return to lived experiences
- Dismantling the current vision
- A new framework for making a life and learning
- Principles for a new practice in post-school learning
- References
- Index

Über Autor(innen)

Britt Baatjes is a research associate at the Centre for Education Rights and Transformation (CERT) (University of Johannesburg). She has a background in adult and community education, including teaching, curriculum development and writing of materials in ‘plain language’ versions. She holds a Master’s degree in Adult Education from the University of KwaZulu-Natal (UKZN). Her research interests include theory and practice of ‘work’; non-formal education and informal learning; and eco-pedagogy.

Ivor Baatjes is Director of the Centre for Integrated Post-School Education and Training (CIPSET), Nelson Mandela University and the current Chair of the Education Policy Consortium (EPC). He has worked in all the subsectors of the post-school education and training sector. His research interests include adult and community education; higher education; workers education; and learning in social movements. Ivor was Senior Researcher at the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg and previously Director of the Centre for Adult Education at the University of KwaZulu-Natal (UKZN). He also served as policy maker in the Adult Education and Training Directorate of the National Department of Education in the mid-1990s. He was the founder and country Director of the Paulo Freire Institute – South Africa and continues to serve as a member of the international advisors to the Paulo Freire Institute (Brazil).

David Balwanz is a Postdoctoral Research Fellow at the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg. His current research focuses on secondary education and youth development in low and middle-income countries and exploring issues of agency and subjectivity-formation. David holds a PhD in International Education Policy/Political Economy from the University of Maryland-College Park.

Anne Harley is a lecturer in adult education in the School of Education, University of KwaZulu-Natal (UKZN) in South Africa. She teaches and supervises in the field of adult education and participatory development at both undergraduate and postgraduate level. Working in a critical frame, Anne is interested in issues relating to ‘development’ and, in particular, the relationship between ‘development’ and the poor; in gender issues; in environmental justice issues; and in the possibilities for change through genuinely grassroots social movements and their thinking and learning. She has researched and published in all of these areas. She heads up the Paulo Freire Institute-SA based within the discipline of Adult Education at UKZN.

Sonya Leurquain-Steyn is a researcher at the Centre for Post-School Education and Training (CIPSET), Nelson Mandela University in Port Elizabeth. She forms part of CIPSET’s Vocational Education Programme where her work focuses largely on gender studies and critical pedagogy. Sonya holds an Honour’s degree in Psychology from the University of the Witwatersrand and is currently pursuing her Master’s in Education.