Theorizing pedagogy within social action contexts

Abstract

The trade union movement, with its several million members, can be seen as one of the most significant ‘adult learning institutions’ in South Africa, historically and currently. Over time, trade unions have invested considerable resources in organized education programmes for their members. However, the most pervasive and significant processes of learning within the union movement are arguably those associated with workers’ broader involvement in their organization where – through their experiences of organizing, meeting, taking collective decisions and engaging in collective action – knowledge is shared and new understandings are sought and produced.

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