Abstracts
Abstract
This 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.
Résumé
Cet article soutient que le modèle de reconnaissance des acquis (RPL) utilisé au Workers’ College en Afrique du Sud peut être considéré comme une forme de « pédagogie radicale ». Le texte décrit une philosophie éducative en s’inspirant de sources documentaires, de groupes de discussion avec des employés et des observations. Cette vision vise à développer les compétences des partisans d’organisations ouvrières et communautaires, à favoriser leur affirmation de soi et leur dignité, ainsi qu’à offrir une voie d’accès à une éducation postscolaire. L’article documente et tente d’élaborer une théorie sur la manière dont cette philosophie est appliquée en pédagogie et explore certaines des tensions et contradictions rencontrées. Il termine en reconnaissant la contribution unique de ces pratiques éducatives à l’élaboration d’une meilleure compréhension de la façon par laquelle le RPL peut présenter comme une pédagogie radicale.
Appendices
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