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Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's
Includes bibliographical references.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2015
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| _version_ | 1867613155012640768 |
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| access_status_str | Open Access |
| author | Walters, Shirley Carol |
| author2 | Kallaway, Peter |
| author_browse | Kallaway, Peter Walters, Shirley Carol |
| author_facet | Kallaway, Peter Walters, Shirley Carol |
| author_sort | Walters, Shirley Carol |
| collection | Thesis |
| description | Includes bibliographical references. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/15893 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:38.662Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/15893 Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's Walters, Shirley Carol Kallaway, Peter Informal Education Self-education Includes bibliographical references. The presented dissertation studies informal and nonformal educational processes within three community organisations, which have formed a part of a broader social movement in Cape Town at a particular historic 'moment'. The specific aim of the study has been to describe and explain the self-educational practices within community organisations at a particular historical juncture. Self-education is defined as a conscious strategy which is used by members of community organisations to develop the capabilities of their own membership to participate fully in the management and administration of their organisations. The study therefore focuses on strategies used within community organisations for the imparting of participatory democratic leadership skills. The study is illuminative and explanatory rather than evaluative. The findings of the study show that education for democratic participation is a central concern for the organisations and for community adult educators internationally. However the investigation has revealed that 'democratic participation' has a wide range of meanings which are continuously negotiated and contested. They are determined by a range of economic, political, social, historical and ideological forces at a particular 'moment'. Essential components for both the practice and the analysis of education for democratic participation were found to be action which can consist of either service delivery or political action or both; democratic participatory practices, which entail collective participation in decision-making, in planning and evaluation, sharing of information and skills, and joint responsibility for staff appointments; coherent theoretical knowledge if the organisation to is maintain an advocacy role in the community. The five analytical tools which were developed for the investigation, namely 'action', 'critical reflection', 'theoretical knowledge', 'participatory democratic processes' and the 'relationship between macro and micro organisational contexts', provided useful mechanisms for probing the political and social theories imbedded within the organisations. The importance of the 'tools' was that they focused attention on some of the major contradictions within nonformal and informal education within community organisations. The 'tools' also captured the dynamic, dialectical processes which are ·integral to the educational practices within community organisations. While the study did not set out to develop analytical tools which would have wider, more general usage in the analysis of community adult education, this has been a significant outcome of the research. 2015-12-20T15:41:49Z 2015-12-20T15:41:49Z 1985 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/15893 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Informal Education Self-education Walters, Shirley Carol Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| thesis_degree_str | Doctoral |
| title | Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| title_full | Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| title_fullStr | Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| title_full_unstemmed | Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| title_short | Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's |
| title_sort | education for democratic participation an analysis of self education strategies within certain community organisations in cape town in the 1980 s |
| topic | Informal Education Self-education |
| url | http://hdl.handle.net/11427/15893 |
| work_keys_str_mv | AT waltersshirleycarol educationfordemocraticparticipationananalysisofselfeducationstrategieswithincertaincommunityorganisationsincapetowninthe1980s |