Between the Vision of Yesterday and the Reality of Today: Forging a Pedagogy of Possibility

Autor/in	Vally, Salim
Titel	Between the Vision of Yesterday and the Reality of Today: Forging a Pedagogy of Possibility
Quelle	In: Education as Change, 24 (2020), Artikel 6984 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vally, Salim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Foreign Countries; Educational Policy; Neoliberalism; Politics of Education; Privatization; Social Class; Citizenship Education; Democracy; Role of Education; Social Justice; Educational Change; Popular Education; Labor Education; Race; South Africa + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Educational policy; Privatisation; Privatisierung; Social classes; Soziale Klasse; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Bildungsauftrag; Soziale Gerechtigkeit; Bildungsreform; Befreiungspädagogik; Labour education; Arbeitserziehung; Rasse; Abstammung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I discuss the vision of education for liberation during the antiapartheid struggle in South Africa. The article focuses specifically on "People's Education" and "Workers' Education". Instead of an instrumental role for education reduced solely to the labour market requirements of business, economic growth and international competitiveness, I argue that the purpose of education is much broader. Embedded in a rich tradition of an educational praxis based on social justice and democratic citizenship, the popular movements associated with people's and workers' education generated alternatives to apartheid's legacy on education. In contemporary South Africa, this apartheid legacy is exacerbated by post-apartheid policies rooted in neoliberalism. While post-1994 education policies established the legislative framework for social justice, equity and adequate resources remain unattainable and elusive. In the face of the desultory state of schooling and the failures of neoliberalism, the article takes issue with the proffered solutions advocated by proponents of neoliberalism, including strident calls for the privatisation of education and resorting back to an apartheid-like disciplinary regime. In forging a pedagogy of possibility, social class analysis and effective community participation in education policy deliberations would need to be reinserted into the conversations about redress and education reform if the country is to overcome its inequalities and social cleavages. To this end, alternatives and possibilities raised during the struggle against apartheid are reiterated, re-examined and offered as prisms through which an alternative education can be practised. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01