The Making of Post-Apartheid State Policies for Workers, Adult and Community Education and Training: Abandoned Possibilities

Autor/inn/en	Vally, Salim; Motala, Enver
Titel	The Making of Post-Apartheid State Policies for Workers, Adult and Community Education and Training: Abandoned Possibilities
Quelle	In: Education as Change, 26 (2022), Artikel 11366 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vally, Salim) ORCID (Motala, Enver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Adult Education; Community Education; Vocational Education; Labor Education; Educational Policy; Public Policy; Educational Practices; Theory Practice Relationship; Unions; Qualifications; Unemployment; South Africa + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausbildung; Berufsbildung; Labour education; Arbeitserziehung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Bildungspraxis; Theorie-Praxis-Beziehung; Qualifikation; Qualifikationsstufe; Arbeitslosigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	State policies regarding workers' education and the education and training of adults and communities have been hugely influenced by the political and ideological perspectives and approaches that have informed such policies from the onset of the post-apartheid period. These approaches have had pervasively negative effects on especially workers' education. Yet, there is a powerful and instructive legacy of theorisation and practice that suggests other possibilities towards the development of a progressive, even radical, agenda for workers' education and its associated forms. These possibilities have been abandoned by the prevailing regime of policy and practice, which could have drawn on the work of trade unions, progressive social movements and organisations, including some of their negative practices. We consider these historical possibilities briefly with a view to opening up a discussion about the possibilities they represent for educational theory and practice. (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://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01