Herder Identity in Lesotho: Implications for Non-Formal Education

Autor/inn/en	Pitikoe, Selloane; Preece, Julia
Titel	Herder Identity in Lesotho: Implications for Non-Formal Education
Quelle	In: International Journal of Lifelong Education, 35 (2016) 6, S.607-628 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1203831
Schlagwörter	Foreign Countries; Agricultural Occupations; Adults; Social Capital; Identification (Psychology); Nonformal Education; Educational Policy; Cultural Influences; Public Opinion; Negative Attitudes; Masculinity; Social Influences; Curriculum; Adult Education; Power Structure; Qualitative Research; Interviews; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Sozialkapital; Non-formal education; Non formal education; Nichtformale Bildung; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss; Öffentliche Meinung; Negative Fixierung; Männlichkeit; Sozialer Einfluss; Curricula; Lehrplan; Rahmenplan; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities--public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being "othered." This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others. The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01