Articulating a Space for Critical Learning with a Social Justice Orientation in an Adult Education Programme

Autor/in	Ismail, Salma
Titel	Articulating a Space for Critical Learning with a Social Justice Orientation in an Adult Education Programme
Quelle	In: South African Journal of Education, 38 (2018) 4, Artikel 1702 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ismail, Salma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Curriculum Design; Social Justice; Adult Education; Teacher Education; Teacher Qualifications; Educational Policy; Community Education; Student Motivation; Youth; Employment Potential; Economic Development; Politics of Education; Student Diversity; Adult Educators; Employment Qualifications; Equal Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Soziale Gerechtigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Politics of education; Bildungspolitik; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Schulische Motivation; Jugend; Jugendlicher; Jugendalter; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Wirtschaftsentwicklung; Educational policy; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reflects on work as a radical-feminist adult educator and as part of a group of academics from 10 universities who have developed new national qualifications in the Adult Education Community and Training Sector (ACET) for Higher Education in South Africa. The qualification will respond to the training needs of Adult Education Community lecturers and practitioners, and thereby indirectly contribute to the education and training needs of the communities, unemployed adults and youth who require skills to find employment. In the design of this qualification we sought to ensure the inclusion in the qualification of the new policy requirements, critical transformative educational practices, and perspectives from community educators, as well as recent demands from students for a decolonised curriculum. Sometimes these frameworks are in contradiction to one another, particularly in a neo-liberal context in which education has a strong focus on the workplace. I provide evidence from a qualitative study on student motivations to study further that shows that whilst there is a concern with education for skills development to grow the economy, there are still present strong political motivations to learn on the part of students and therefore it is imperative to teach from all these standpoints. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01