The Safety of Theory: Working with Educators in a Squatter Community
DOI:
https://doi.org/10.11575/jet.v26i3.52289Abstract
Based on the experience of recent educational work in a squatter community on the outskirts of Cape Town, South Africa, we examine the difficulties and problems encountered in trying to develop a critical pedagogy amongst teachers. We show how sedimented the dominant class's ideology is within the consciousness of oppressed communities and hence how inadequately the process of developing a critical pedagogy is understood. We argue that the empowerment of oppressed teachers is a complex process and that we need to take seriously the specific circumstances which confront these teachers.
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