2018/05/02 by Zamokwakho Hlela
Social Sciences · #Adult and Continuing Education Topics #Global Educational Policies and Reforms #Higher Education Practises and Engagement
paper · doi:10.1093/cdj/bsy028
openalex publication_date 2018/05/02 · crossref created 2018/05/02 · crossref issued 2018/05/23 · crossref published 2018/05/23 · crossref published-online 2018/05/23 · crossref published-print 2019/10/01 · crossref deposited 2020/11/01 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/31
Abstract This article analyses the studies of adult learning in Africa, where they exist, often draw uncritically on Western theoretical and methodological frameworks such as andragogy, experiential learning, and transformative learning. These frameworks are informed by individualistic conceptions of learners and learning, shaped by industrial and postindustrial political economy, liberal democratic politics and consumerist culture. Such structures are then imposed on African ‘territories’ of learning, much like a colonial template for carving up the continent, for and under Western eyes. This article, based on a study conducted in a rural village in South Africa, challenges the appropriateness of these frameworks. It adopts an Afrocentric research paradigm which understands research as a collective and collaborative humanizing project which is contextually sensitive and culturally informed. The article presents four community learning places, defines the nature of learning in each place, and concludes that learning in the village is still informed by values of interdependence, interconnectedness, and spiritual values.