Worker education played a crucial role in the development of the trade union movement in South Africa and in the broader struggle for social transformation. This article reviews key moments and dynamics in the trajectory of worker education in South Africa. We argue that international developments, the rise of neoliberalism, and the negotiated compromise between the African National Congress (ANC) and the apartheid state, as well as corporatism resulted in changes to worker education. While the latter as it existed in the past has weakened, the centre of gravity has shifted to community organizations where various forms of learning and creativity continue. Despite the challenges and setbacks of recent years, there remains a significant legacy and influence of the traditions of worker education and militant trade unionism in South Africa, which can and should be drawn upon.

This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.

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