SECTION ONE
INTRODUCTION
1.1 Introduction
Learning in formal educational institutions for adults has been viewed as an individual endeavour. However, there is increasing acknowledgement that collective learning in social movements is deepening knowledge acquisition and preparing movement activists to act collectively in strengthening social justice (Döös & Wilhelmson, 2011, p. 500; Kilgore, 1999, p. 192). The Fundani Feminist Social Movement (hereinafter referred to as Fundani) has contributed to the learning of its members as well as contributed to the learning amid the broader society and community within which the movement operates. This social movement introduced the ideas for collective learning in adult education as well as for skills …show more content…
Research problem
Collective learning modes in feminist social movements enhance learning in adults. Societal knowledge refers to knowledge embodied in people gathered in communities and networks (Mueller, Carpendale, Budwig & Sokol, 2012, p. 23).
Collective learning modes in feminist social movements enhance learning in adults.
This study investigates the adult collective learning event, an intentional educational intervention of Fundani: “HIV/AIDS Home-based Health Care Program” from 15 to 28 February 2014 (hereinafter referred to as the HIV/AIDS Program). The objective of the planned HIV/AIDS Program was to train activists of Fundani and other activists in Welbedacht on home-based health care for family members afflicted with HIV/AIDS. 1.2 Background and context of the Fundani Feminist Social Movement
Fundani, a feminist social movement established in the year 2000, is registered (2011) as a non-profit organisation (NPO) in terms of the South African Non-profit Organisations Act (NPO Act) and is based in an informal settlement in the area of Welbedacht, in Kwa-Zulu Natal …show more content…
According to the UN (UN, 2011, p. 4-5) in South Africa there is a “persistence of patriarchal attitudes and deep-rooted stereotypes concerning women’s roles and responsibilities that discriminate against women and perpetuate their subordination within the family and society.” In this regard, “entrenched harmful cultural norms and practices, (including forced marriages of women and girls to older men through abduction), are prevalent amongst Black South African women” (UN, 2011, p. 4-5). Despite the fact that these practices are illegal under South African legislation, they remain common practices in communities, where “conservative tradition and custom regards it as acceptable” (WCNOVAW, 2011, p. 4-5). Traditional leaders invoke culture and religion to defend particular practices undermining the rights of women, and in this regard, patriarchy is seemingly unassailable (Albertyn, 2009, p.
INTRODUCTION
1.1 Introduction
Learning in formal educational institutions for adults has been viewed as an individual endeavour. However, there is increasing acknowledgement that collective learning in social movements is deepening knowledge acquisition and preparing movement activists to act collectively in strengthening social justice (Döös & Wilhelmson, 2011, p. 500; Kilgore, 1999, p. 192). The Fundani Feminist Social Movement (hereinafter referred to as Fundani) has contributed to the learning of its members as well as contributed to the learning amid the broader society and community within which the movement operates. This social movement introduced the ideas for collective learning in adult education as well as for skills …show more content…
Research problem
Collective learning modes in feminist social movements enhance learning in adults. Societal knowledge refers to knowledge embodied in people gathered in communities and networks (Mueller, Carpendale, Budwig & Sokol, 2012, p. 23).
Collective learning modes in feminist social movements enhance learning in adults.
This study investigates the adult collective learning event, an intentional educational intervention of Fundani: “HIV/AIDS Home-based Health Care Program” from 15 to 28 February 2014 (hereinafter referred to as the HIV/AIDS Program). The objective of the planned HIV/AIDS Program was to train activists of Fundani and other activists in Welbedacht on home-based health care for family members afflicted with HIV/AIDS. 1.2 Background and context of the Fundani Feminist Social Movement
Fundani, a feminist social movement established in the year 2000, is registered (2011) as a non-profit organisation (NPO) in terms of the South African Non-profit Organisations Act (NPO Act) and is based in an informal settlement in the area of Welbedacht, in Kwa-Zulu Natal …show more content…
According to the UN (UN, 2011, p. 4-5) in South Africa there is a “persistence of patriarchal attitudes and deep-rooted stereotypes concerning women’s roles and responsibilities that discriminate against women and perpetuate their subordination within the family and society.” In this regard, “entrenched harmful cultural norms and practices, (including forced marriages of women and girls to older men through abduction), are prevalent amongst Black South African women” (UN, 2011, p. 4-5). Despite the fact that these practices are illegal under South African legislation, they remain common practices in communities, where “conservative tradition and custom regards it as acceptable” (WCNOVAW, 2011, p. 4-5). Traditional leaders invoke culture and religion to defend particular practices undermining the rights of women, and in this regard, patriarchy is seemingly unassailable (Albertyn, 2009, p.