Abstracts
Abstract
This article presents an analysis of the development of a trade union education program in Sierra Leone in the geo-historical context of British colonialism. It places the argument in relation to the contradictory trends of trade unionism more generally and alongside their antagonistic cooperation with capitalism. It discusses the limits and potentialities of a radical pedagogy when trade unions are constrained to engage with existing power structures that use English as the dominant language. It places more theoretical arguments within the context of a country characterized by major inequalities and facing the neo-liberal challenges of globalization and a trade union movement seeking to be representative of an informal workforce but rooted in the formal economy.
Résumé
Cet article propose une analyse de l’élaboration d’un programme de formation syndicale en Sierra Leone dans le contexte géohistorique du colonialisme britannique. Il situe le débat en abordant de manière générale les tendances contradictoires de la formation syndicale et, en parallèle, la coopération conflictuelle avec le capitalisme. Il aborde les limites et les perspectives d’une pédagogie radicale lorsque les organisations syndicales sont contraintes à collaborer avec des structures décisionnelles privilégiant l’anglais comme langue de travail. Il situe plusieurs questionnements théoriques dans le contexte d’un pays reconnu pour ses inégalités profondes et qui fait face aux défis néolibéraux de la mondialisation et d’un mouvement syndical désireux de représenter une main-d’oeuvre informelle, mais qui est à la fois ancrée dans l’économie officielle.
Appendices
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