Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union

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dc.contributor.advisorSoudien, Crainen_ZA
dc.contributor.advisorGrossman, Jonathanen_ZA
dc.contributor.authorCooper, Lindaen_ZA
dc.date.accessioned2015-09-15T10:30:53Z
dc.date.available2015-09-15T10:30:53Z
dc.date.issued2005en_ZA
dc.descriptionIncludes bibliographical references (p. 260-273).en_ZA
dc.description.abstractThis thesis aims to document and theorise processes of learning and forms of pedagogy and knowledge in the trade union organisational context. It seeks to establish how these vary across sites within the union and in the context of broader historical changes in trade unions' social and political role. The thesis also aims to contribute to the development of a conceptual approach that will allow processes and forms of learning, pedagogy and knowledge in informal or non-formal, collective, social-action contexts such as the trade union to be compared with those in specialised education domains. The study adopts a critical, interpretive, qualitative case study methodology, and is based on a single case of the Cape Town branch of the South African Municipal Workers' Union. Research was carried out in three organisational settings: the union's organised education programmes, sites of everyday organisational involvement, and the occasion of a national strike of the union.en_ZA
dc.identifier.apacitationCooper, L. (2005). <i>Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13998en_ZA
dc.identifier.chicagocitationCooper, Linda. <i>"Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2005. http://hdl.handle.net/11427/13998en_ZA
dc.identifier.citationCooper, L. 2005. Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Cooper, Linda AB - This thesis aims to document and theorise processes of learning and forms of pedagogy and knowledge in the trade union organisational context. It seeks to establish how these vary across sites within the union and in the context of broader historical changes in trade unions' social and political role. The thesis also aims to contribute to the development of a conceptual approach that will allow processes and forms of learning, pedagogy and knowledge in informal or non-formal, collective, social-action contexts such as the trade union to be compared with those in specialised education domains. The study adopts a critical, interpretive, qualitative case study methodology, and is based on a single case of the Cape Town branch of the South African Municipal Workers' Union. Research was carried out in three organisational settings: the union's organised education programmes, sites of everyday organisational involvement, and the occasion of a national strike of the union. DA - 2005 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 T1 - Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union TI - Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union UR - http://hdl.handle.net/11427/13998 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13998
dc.identifier.vancouvercitationCooper L. Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2005 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13998en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleTowards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade unionen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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