Browsing Adult Education by Author "Ntseane, P.G."
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Ntseane, P.G. (AEQ, http://aeq.sagepub.com, November NaN, 2011)[more][less]
Abstract: Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning. URI: http://hdl.handle.net/10311/1117 Files in this item: 1
Ntseane_AEQ_2011.pdf (4.218Mb) -
Ntseane, P.G.; Preece, J. (Routledge. http://www.tandf.co.uk/journals/titles/0376835x.asp, September NaN, 2005)[more][less]
Abstract: A phenomenological study that was carried out among five ethnic groups of Botswana revealed the importance of taking into account culturally situated sexual realities when prevention policies for HIV/AIDS are considered and implemented. Furthermore the study threw light on the ineffectiveness of the current national HIV/AIDS prevention strategy of ‘Abstain, Be faithful, or use a Condom’ (ABC), a strategy that has been externally imposed on communities, without sufficiently engaging the behavioural practices and values of the communities themselves. This paper therefore advocates educational strategies for HIV/AIDS prevention that take into consideration localised social relations and value systems. Devising policies that engage with the discourses that are dominant in each ethnic group can make a difference in a country that has been hard-hit by the HIV/ AIDS epidemic URI: http://hdl.handle.net/10311/517 Files in this item: 1
Ntseane_DSA_2005.pdf (1.017Mb)
Now showing items 1-2 of 2