Radical Questioning on the Long Walk to Freedom: Nelson Mandela and the Practice of Critical Reflection

Autor/in	Brookfield, Stephen
Titel	Radical Questioning on the Long Walk to Freedom: Nelson Mandela and the Practice of Critical Reflection
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 58 (2008) 2, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713607310150
Schlagwörter	Freedom; Autobiographies; Foreign Countries; Content Analysis; Political Attitudes; Activism; Social Change; Power Structure; Adult Education; Critical Thinking; South Africa + Suchen Sie Ihr Suchwort? Freiheit; Autobiography; Autobiografie; Autobiographie; Ausland; Inhaltsanalyse; Political attitude; Politische Einstellung; Aktivismus; Politischer Protest; Sozialer Wandel; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kritisches Denken; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Nelson Mandela's autobiography "The Long Walk to Freedom" describes how an iconic political activist and freedom fighter reflected on, and sometimes modified, four core assumptions at the heart of his struggle to overturn the White supremacist, minority hegemony and create a free South Africa. Critical reflection's focus is on understanding the dynamics of power (and how to manipulate these) and on uncovering (and combating) ruling class hegemony. Although clearly unaware of adult education's utilization of the idea of critical reflection, Mandela's reasoning on tactics and strategy, his awareness of the need to reappraise assumptions that previously were viewed as gospel, and his use of multiple lenses through which to view his actions as a freedom fighter, exemplify the practice of critical reflection. The article does not presume any sort of historical accuracy, conducting instead a thematic content analysis of Mandela's own personal account of events, which others have challenged. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10