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Author:   Linda Cooper
Publisher:   Brill
Imprint:   Brill
Volume:   11
Weight:   0.455kg
ISBN:  

9789004428973

ISBN 10:   9004428976
Pages:   210
Publication Date:   09 April 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Acknowledgements List of Acronyms 1 Introduction: A Workers’ Education Event in 1980s South Africa  1 Reclaiming the Radical Tradition  2 Defining Workers’ Education  3 A Brief History of Workers’ Education in South Africa  4 Framing the Book Theoretically and Methodologically  5 Concluding Comments 2 ‘The Sun Shall Rise for the Workers’: The Contested Political Purposes of Workers’ Education  1 Introduction  2 Conceptualising the Purpose of Workers’ Education  3 Key Lines of Ideological Contestation in Workers’ Education  4 Workers’ Education at the Beginning of the 21st Century: Radical Resistance, Pragmatic Accommodation  5 Gathering Contradictions: A Possible ‘Breakthrough into Learning Activity’?  6 Conclusion 3 ‘Healing the Breach’ between Intellectual and Manual Labour: The Epistemology of Workers’ Education  1 Intellectual and Manual Labour and Hierarchies of Knowledge  2 Radical Approaches to Knowledge  3 Knowledge in South African Workers’ Education  4 Views on Knowledge in SAMWU  5 Views on Knowledge in the Workers’ College  6 Emerging Tensions and Contradictions  7 Conclusion 4 What Is ‘Really Useful Knowledge’ in Workers’ Education?  1 The South African ‘Knowledge Wars’  2 Knowledge Use in SAMWU  3 Gramsci on Organic Intellectuals and Knowledge Production  4 Knowledge Differentiation in Workers’ Education  5 Organic Intellectuals: ‘Braiding’ New Knowledge  6 Tensions and Contradictions in the Knowledge Practices of Workers’ Education  7 Conclusion 5 The Pedagogy of Workers’ Education: Conscientisation or Indoctrination?  1 Introduction  2 ‘Visible’ and ‘Invisible’ Pedagogy  3 Non-Formal Workers’ Education Programmes under Apartheid  4 SAMWU’s Pedagogy: A ‘Mixed Pedagogic Pallet’  5 Conclusion: Holding the Tension – A Complex ‘Balancing Act’ 6 Informal Learning: Workers’ Education as Praxis  1 Learning through Organisational Praxis  2 Workers’ Education and Cultural Praxis  3 Workers’ Education and Mass Action  4 Conclusion 7 ‘Democracy Has Become Institutionalized’ Workers’ Education and the Formal System  1 The Apartheid Labour Market and Skills Development  2 Transition to Democracy – But Also to Neo-Liberalism  3 Unions and Post-Apartheid Education and Training Policies  4 What Went Wrong?  5 Navigating the Accreditation Terrain  6 Conclusion 8 Reinventing Workers’ Education1  1 Distinctive Features of Workers’ Education as an Activity System  2 The Contribution of Radical Workers’ Education to Our Knowledge Archive  3 Radical Workers’ Education at the Crossroads?  4 Finding a Way Forward: Re-Inventing Workers’ Education  5 Rethinking ‘Workers’ Education’ – Rethinking ‘Work’ References Index

Reviews

It is difficult to do justice to this book. Cooper has done South African educational scholarship and radical education more generally a tremendous service in writing it. It presents a singular challenge to dominant approaches to knowledge in South African educational research, provides an unrivalled account of the history of worker education in South Africa and an unflinching critique of its contemporary reformist directions. It is also extremely well written, combining rich theoretical discussion with empirically-validated arguments, as well as accounts and stories from her research that add enormously to the texture and readability of the text. The book goes well beyond critique, examining the limits on and possibilities for a regeneration of radical theory and practice in this area. As such, it is an inspiration . - Linda Chisholm in Transformation, vol. 104 (December 30, 2020)

""It is difficult to do justice to this book. Cooper has done South African educational scholarship and radical education more generally a tremendous service in writing it. It presents a singular challenge to dominant approaches to knowledge in South African educational research, provides an unrivalled account of the history of worker education in South Africa and an unflinching critique of its contemporary reformist directions. It is also extremely well written, combining rich theoretical discussion with empirically-validated arguments, as well as accounts and stories from her research that add enormously to the texture and readability of the text. The book goes well beyond critique, examining the limits on and possibilities for a regeneration of radical theory and practice in this area. As such, it is an inspiration"". - Linda Chisholm in Transformation, vol. 104 (December 30, 2020)

Author Information

Linda Cooper, Ph.D. (2005), University of Cape Town, is Emerita Associate Professor at that university. She has published widely on workers’ education, including her most recent co-edited publication Renewing Workers’ Education: Towards a Radical Alternative Vision (HSRC Press, 2019).

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