By Julia Preece
Professor Preece attracts at the broader philosophical and sociological issues of authors from low and center source of revenue international locations which will spotlight values, cultures and studying priorities which are frequently forgotten within the dominant and customarily instrumentalist coverage texts for lifelong learning. She contains connection with African Renaissance texts on African philosophies and schooling traditions, feminist theories on lifelong studying, Southern feminist techniques to gender matters, and comparative learn literature that addresses the hazards of uncritical foreign transfer.
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They are an outcome of different social constructions in the context of prevailing political climates. 2) . . 15). 2) as a political, moral and existential experience. Werbner’s edited book enables a range of authors to describe particular African contexts where the individual’s identity is intertwined with the consequences of transcultural influences. Subjectivities are constantly in progress, changing, borrowing, exchanging, creating new identities as a result of their cultural heritage and interface with the wider world so that ‘postcolonial agency is a hybrid’.
Chapter 2 introduces postcolonialism as a critical theory for framing lifelong learning debates. Issues of uncritical international transfer and the importance of context in relations between the North and South will introduce Chapter 3 which looks at philosophies and traditional values for lifelong learning emanating from Africa and South Asia, drawing on the ideologies of Nyerere and Gandhi, examples of indigenous knowledge practices and expressions of lifelong learning through proverbs and folk 16 Lifelong Learning and Development tales.
Such alternative, subjugated knowledges, are the potential power bases for resisting the dominant social order. The consequence of recognizing subjugated knowledges can lead to an increased sense of self and more positive learner identity at an individual and collective level. I argue in future chapters that indigenous knowledge needs to be integrated into the lifelong learning agenda for the South. The postcolonial project Postcolonialists both borrow from and elaborate on Foucault. While Foucault’s conceptualization of power, knowledge and discourse provide 24 Lifelong Learning and Development a useful analytical framework to develop the above definitional positions, it is argued that postcolonialism is a strategic and more political development of poststructualism.
Lifelong learning and development: a southern perspective by Julia Preece