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ERIC Number: EJ1026390
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0024-9033
Recognition of Prior Learning as "Radical Pedagogy": A Case Study of the Workers' College in South Africa
Bofelo, Mphutlane; Shah, Anitha; Moodley, Kessie; Cooper, Linda; Jones, Barbara
McGill Journal of Education, v48 n3 p511-530 2013
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.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A