Transformative Learning in Postapartheid South Africa: Disruption, Dilemma, and Direction

Autor/inn/en	Cox, Amanda J.; John, Vaughn M.
Titel	Transformative Learning in Postapartheid South Africa: Disruption, Dilemma, and Direction
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 4, S.303-318 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713616648376
Schlagwörter	Transformative Learning; Social Change; Racial Segregation; Western Civilization; Criticism; Values; Cultural Context; Foreign Countries; Learning Theories; Informal Education; Adult Education; Violence; Poverty; Social Differences; Case Studies; Observation; Focus Groups; Qualitative Research; Interviews; South Africa + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Sozialer Wandel; Rassentrennung; Kritik; Wertbegriff; Ausland; Learning theory; Lerntheorie; Informelle Bildung; Nichtformale Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Gewalt; Armut; Sozialer Unterschied; Case study; Fallstudie; Case Study; Beobachtung; Qualitative Forschung; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The catalyst for learning and change in transformative learning theory has mostly been explained in terms of a disorientation in a relatively stable life. This article explores a South African, nonformal adult learning program, as a source of "orienting dilemmas," which catalyze learning and change in lives that are regularly and repeatedly disrupted, such that disorientation has become normalized. The article opens a conversation about transformative learning theory in a postapartheid South African context, marked by high levels of violence, poverty, and inequality. It thus responds to critiques of the dominance of Western cultural values and lives in transformative learning theory literature and contributes to the theory in Southern, developing contexts, with greater recognition of the significance of context. The article shows how an early life of repeated disruption and difficulty can be transformed through emancipatory education initiatives. Such programs can introduce "orienting dilemmas," which catalyze transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01