Encountering works by Nyerere and Freire

Abstract

This conceptual paper presents an encounter of a work regarding education on self-reliance by Tanzanian educator Julius K. Nyerere (1922–1999) with a work by Brazilian educator Paolo Freire (1921–1997) on education for liberation to explore their relevance for contemporary radical popular education. To this end, the study aligns with the methodological approaches used in qualitative comparative education research. Entering into a comparative dialogue between both contributions contextualises the respective features of each contribution and allows a systematic dialogue between commonalities and differences and for conclusions to be drawn regarding radical popular education. Solidarity and sustainability serve as guiding categories in this endeavour. They point conclusively to the benefits of further theoretical encounters (with, for example, the philosophy of ubuntu), to the risks of neoliberal reinterpretations and, against this background, to the quest for nurturing contemporary approaches in radical popular education in adult education academia, research and practice under the auspices of social change and transformation.

Inclusive adult learning and education in India and Germany: On the intersectionality of class and caste with disability

“…To accomplish this, we employed methodological approaches from qualitative comparative education research that sought to understand educational phenomena within the framework of an interpretive and ideographic design (Fairbrother, 2016;Manzon, 2016). As elaborated in earlier works (Schreiber-Barsch & Rule, 2021;Schreiber-Barsch et al, 2023), these approaches recognise the importance of contextualising and locating such phenomena historically, sociopolitically, geographically and temporally; indeed, generalisation is not their primary aim.…”