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Adult education, deliberative democracy and social re-engagement in Africa

Maruatona, T. (SAGE Publications http://jds.sagepub.com, NaN, 2006)

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Abstract:

While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of structural adjustments in the 1990s, and are now attempting to pursue an African renaissance agenda. It demonstrates how adult educators can help create deliberative democracy by working with civil society to engage African communities in public discourse and empower the citizenry.

URI:

http://hdl.handle.net/10311/696

Files in this item: 1

Maruatona_JDS_2006.pdf (1.596Mb)

Adult education, deliberative democracy and social re-engagement in Africa

Maruatona, T. (SAGE, http://www.sagepublications.com, March NaN, 2006)

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Abstract:

URI:

http://hdl.handle.net/10311/658

Files in this item: 1

MARUATONA_JDS_2006.pdf (1.959Mb)

State hegemony and the planning and implementation of literacy education in Botswana

Maruatona, T. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, January 24, 2004)

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Abstract:

Planning adult literacy education in developing nations is largely viewed as a technical process reserved for government officials at the Ministry of Education. This empirical study argues that in Botswana, state sponsored adult literacy asserts its hegemony and stifles learner participation and district initiatives. The paper provides an overview of the socio-economic and political situation in Botswana arguing that in spite of being a liberal democracy, the planning and implementation of adult literacy education is driven by central government officials and views learners as having similar experiences and treats them as passive consumers. It fails to employ literacy education to address social disparities based on ethnicity and gender. Finally, the paper suggests that the planning should be decentralized and use a participatory approach.

URI:

http://hdl.handle.net/10311/820

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Maruatona_IJED_2004.pdf (2.376Mb)

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Browsing by Subject "Hegemony"

Browsing by Subject "Hegemony"

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