Think Piece. Working for Living: Popular Education as/at Work for Social-ecological Justice
- Burt, Jane C, James, Anna, Walters, Shirley, Von Kotze, Astrid
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
A peaceful revenge: Achieving structural and agential transformation in a South African context using cognitive justice and emancipatory social learning
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
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