Recognition of prior learning as “radical pedagogy”: a case study of the workers' college in South Africa.

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dc.contributor.authorBofelo, Mphutlane
dc.contributor.authorShah, Anitha
dc.contributor.authorMoodley, Kessie
dc.contributor.authorCooper, Linda
dc.contributor.authorJones, Barbara
dc.date.accessioned2017-05-31T09:24:05Z
dc.date.available2017-05-31T09:24:05Z
dc.date.issued2013
dc.description.abstractThis article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.en_US
dc.identifier.citationBofelo, M. et al. (2013). Recognition of prior learning as “radical pedagogy”: a case study of the workers' college in South Africa. McGill Journal of Education, 48 (3): 511-530en_US
dc.identifier.issn1916-0666
dc.identifier.urihttp://hdl.handle.net/10566/2895
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherAll Rights Reserved © Faculty of Education, McGill Universityen_US
dc.relation.ispartofseriesMcGill Journal of Education;48(3)
dc.rightsPublisher retains copyright. Authors may archive the published version in their Institutional Repository.
dc.status.ispeerreviewedTRUE
dc.subjectPolitical consciousness
dc.subjectSocial transformation
dc.subjectLabour studies
dc.subjectRecognition of Prior Learning (RPL)en_US
dc.subjectRadical pedagogyen_US
dc.subjectWorker educationen_US
dc.subjectExperiential knowledgeen_US
dc.titleRecognition of prior learning as “radical pedagogy”: a case study of the workers' college in South Africa.en_US
dc.typeArticleen_US

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