A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training

dc.contributor.advisorIsmail, Salma
dc.contributor.authorSteer, Ashleigh
dc.date.accessioned2019-03-01T06:45:59Z
dc.date.available2019-03-01T06:45:59Z
dc.date.issued2018
dc.date.updated2019-02-25T11:12:35Z
dc.description.abstractThis thesis sets out to explore a comparative study of four Popular Educators using Freirean pedagogical practices in Canada and South Africa and discusses how different country contexts affect their pedagogies. This study explores how critical pedagogy addresses the mobilization of theory and its application into practice in different contexts. In order to analyse and conceptualize the facilitator’s pedagogy and the mobilization of Freire’s theory into their practice; Freire’s critical pedagogical theory was drawn on as well as the theories of other critical and feminist pedagogues, some of who analyse how theory is mobilized into practice. Foley’s theory of ideology is also drawn on alongside Freire’s educational theory. Finally, theories and research examining contextualized pedagogy is employed to analyse how Freire’s critical pedagogy is applied in different social contexts. This is a qualitative comparative study and the research took place in both Cape Town, South Africa and Toronto, Canada and utilized three forms of qualitative data collection tools; interviews, observations and document analysis. The researcher observed two days of workshops for each organisation, conducted interviews with four facilitators and four participants, two facilitators and two participants from each organisation, and carried out document analysis using one organisation information brochure or website from each organisation. Key findings have suggested that the lead facilitators’ pedagogies are greatly influenced by their foundational insurgent, liberating ideologies; ideologies that have been formed over their lifetime through life experiences and engagement with influential theorists and their theories. The lead facilitators’ pedagogies in both contexts pedagogies employ aspects from the Freirean model such as guided student-centred learning. However, availability of access to resources in each context affected facilitators’ ability to engage in different forms of student-centred learning activities. The study confirmed that facilitator’s curriculums were engaging with relevant issues pertaining to students lives, but the delivery of these issues did not align with a Freirean model in both contexts. The divergence from a Freirean delivery was found to be interwoven within the power relations in the classroom. The findings revealed that is seemed difficult for lead facilitators to completely dissolve hierarchies in the classroom, even though an exchange of knowledge was greatly advocated by both facilitators and participants. This study has elucidated how important it is to consider a multitude of factors, including contextual and personal histories when attempting to appropriately contextualize pedagogical models to be conducive to different contexts.
dc.identifier.apacitationSteer, A. (2018). <i>A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/29853en_ZA
dc.identifier.chicagocitationSteer, Ashleigh. <i>"A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2018. http://hdl.handle.net/11427/29853en_ZA
dc.identifier.citationSteer, A. 2018. A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Steer, Ashleigh AB - This thesis sets out to explore a comparative study of four Popular Educators using Freirean pedagogical practices in Canada and South Africa and discusses how different country contexts affect their pedagogies. This study explores how critical pedagogy addresses the mobilization of theory and its application into practice in different contexts. In order to analyse and conceptualize the facilitator’s pedagogy and the mobilization of Freire’s theory into their practice; Freire’s critical pedagogical theory was drawn on as well as the theories of other critical and feminist pedagogues, some of who analyse how theory is mobilized into practice. Foley’s theory of ideology is also drawn on alongside Freire’s educational theory. Finally, theories and research examining contextualized pedagogy is employed to analyse how Freire’s critical pedagogy is applied in different social contexts. This is a qualitative comparative study and the research took place in both Cape Town, South Africa and Toronto, Canada and utilized three forms of qualitative data collection tools; interviews, observations and document analysis. The researcher observed two days of workshops for each organisation, conducted interviews with four facilitators and four participants, two facilitators and two participants from each organisation, and carried out document analysis using one organisation information brochure or website from each organisation. Key findings have suggested that the lead facilitators’ pedagogies are greatly influenced by their foundational insurgent, liberating ideologies; ideologies that have been formed over their lifetime through life experiences and engagement with influential theorists and their theories. The lead facilitators’ pedagogies in both contexts pedagogies employ aspects from the Freirean model such as guided student-centred learning. However, availability of access to resources in each context affected facilitators’ ability to engage in different forms of student-centred learning activities. The study confirmed that facilitator’s curriculums were engaging with relevant issues pertaining to students lives, but the delivery of these issues did not align with a Freirean model in both contexts. The divergence from a Freirean delivery was found to be interwoven within the power relations in the classroom. The findings revealed that is seemed difficult for lead facilitators to completely dissolve hierarchies in the classroom, even though an exchange of knowledge was greatly advocated by both facilitators and participants. This study has elucidated how important it is to consider a multitude of factors, including contextual and personal histories when attempting to appropriately contextualize pedagogical models to be conducive to different contexts. DA - 2018 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2018 T1 - A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training TI - A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training UR - http://hdl.handle.net/11427/29853 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/29853
dc.identifier.vancouvercitationSteer A. A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/29853en_ZA
dc.language.isoeng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducation in Adult Education
dc.titleA Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEd
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