Encountering works by Nyerere and Freire. Exploring the connections between education for liberation and education for self-reliance in contemporary radical popular education.

Autor/inn/en	Schreiber-Barsch, Silke; Bulugu, Joseph Badokufa; Eble, Lukas
Titel	Encountering works by Nyerere and Freire. Exploring the connections between education for liberation and education for self-reliance in contemporary radical popular education.
Quelle	In: European journal for Research on the Education and Learning of Adults, 14 (2023) 1, S. 79-96Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:27221 10.3384/rela.2000-7426.4420
URN	urn:nbn:de:0111-pedocs-272212
Schlagwörter	Bildung; Solidarität; Qualitative Forschung; Vergleichende Forschung; Selbstständigkeit; Bildung; Erwachsenenbildung; Solidarität; Befreiung; Selbstständigkeit; Vergleichende Forschung; Befreiung; Erwachsenenbildung; Volksbildung; Freire, Paulo; Nyerere, Julius K.
Abstract	This conceptual paper presents an encounter of a work regarding education on self-reliance by Tanzanian educator Julius K. Nyerere (1922-1999) with a work by Brazilian educator Paolo Freire (1921-1997) on education for liberation to explore their relevance for contemporary radical popular education. To this end, the study aligns with the methodological approaches used in qualitative comparative education research. Entering into a comparative dialogue between both contributions contextualises the respective features of each contribution and allows a systematic dialogue between commonalities and differences and for conclusions to be drawn regarding radical popular education. Solidarity and sustainability serve as guiding categories in this endeavour. They point conclusively to the benefits of further theoretical encounters (with, for example, the philosophy of ubuntu), to the risks of neoliberal reinterpretations and, against this background, to the quest for nurturing contemporary approaches in radical popular education in adult education academia, research and practice under the auspices of social change and transformation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1