Rekindling Community Education in Neoliberal Times

Fitzsimons, Camilla

doi:10.1007/978-3-319-45937-0_8

Cited by 3 publications

(4 citation statements)

References 105 publications

(166 reference statements)

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“…Different forms of community education abound but our interest lies with the radical model. Whereas the radical model can be defined as an educational attempt aimed at eliminating major inequalities all together from the society or significantly reduce the current scale, 24,25 we contend that inequality can take different forms. As COVID-19 has exacerbated economic, educational, health and social class inequalities in the society, [26][27][28] the place of a radical form of community education as a possible panacea cannot be overlooked.…”

Section: Conceptualising Community Health Educationmentioning

confidence: 99%

Community Health Education for Health Crisis Management: The Case of COVID-19 in Cameroon

Mbah

Bang

Ndi

et al. 2021

Community Health Equity Research & Policy

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The current coronavirus disease 2019 (COVID-19) pandemic has led Cameroon’s government to implement public health measures aimed at preventing its spread. This paper investigates how community health education on the virus was being carried out, what gaps exist and what further action could be taken. A survey instrument was used to gather data among a total of 179 Cameroonians recruited via opportunistic and snowball sampling methods. According to our findings, gaps exist. These include the need for adequate community health education on COVID-19, maximising multilingualism and indigenous cultural assets and disbanding misconceptions on the pandemic, as well as stigmatisation. The paper culminates by underlining the significance of an integrated approach to confront the pandemic. This approach captures the need to frame but also firm up community health education architecture on COVID-19 that captures inputs from different stakeholders, including indigenous knowledge holders, for collective wellbeing.

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Section: Conceptualising Community Health Educationmentioning

confidence: 99%

Community Health Education for Health Crisis Management: The Case of COVID-19 in Cameroon

Mbah

Bang

Ndi

et al. 2021

Community Health Equity Research & Policy

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“…The last strategy moves adult education closer to community education which has been struggling to accommodate its original commitment to equality and justice as against a more recent but now fashionable business-led principles and co-optation by the state. Fitzsimons [13] asserts that under current realities, community education that aims to support personal wellbeing and development is insufficient but must be politically cognisant of the external milieu. She draws attention to the fact that community educators must act in a smart way to underline the "the need to be more strategic in relationships with the state, the need to network, the need to be more political and the need to showcase the work of community education".…”

Section: Theoretical Perspectives On Ale Practicementioning

confidence: 99%

“…She draws attention to the fact that community educators must act in a smart way to underline the "the need to be more strategic in relationships with the state, the need to network, the need to be more political and the need to showcase the work of community education". Both McLean [12] and Fitzsimons [13] who approached the matter from different angles (the learner and the practitioner) -have arrived at the conclusion that a humanistic form of adult and community education that focus solely on the individual is impossible and inadequate in current times.…”

Section: Theoretical Perspectives On Ale Practicementioning

confidence: 99%

Interrogating Values of Adult Education Practice in Hong Kong

Chan

2021

Vestn. Ross. univ. družby nar., Ser. Filosofiâ

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The practice of adult learning and education (ALE) in Hong Kong is lesser known to the wider community of ALE practitioners due to lack of exchanges with international peers. There is a small community of full-time ALE practitioners working mainly in university continuing education schools but a larger body of uncharacterised or alternative practitioners can also be found. Essentially, both types of practitioners are conservative in their outlook and they adopt strategies that align with market needs and priorities set by public funders. Under the backdrop of neoliberalism which has harmonised ALE practice worldwide, a dominant form of individualised learning makes it difficult to promote group learning for societal advancement. ALE practitioners in Hong Kong are no exception to this influence and have been found to profess philosophical orientations favouring the behaviourist/narrowed progressivist notions of learner empowerment for economic and personal gains. Given recent worldwide renewed enthusiasm in making ALE responsive to societal issues, this paper examines the options and learning areas that ALE practitioners in Hong Kong can make their contributions to, such as: health advocacy, climate justice, and media literacy. Through engaging in these aspects of work, practitioners will have to incorporate methods of facilitating group learning in formal and non-formal ALE programmes and courses. An embrace by practitioners of the original notion of progressivist philosophy in adult education may emerge as one of the outcomes to make ALE practice inclusive, relevant and socially responsible. Even with the ongoing COVID-19 health crisis, it is deemed even more pressing to pursue a balanced practice approach that can take care of individual's skills transformation for post-COVID economy as well as developing human bonds that would help to make society progressive as a countercheck to neoliberal-inspired individualistic adult learning.

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“…By expanding both access and choice, the government hopes to draw into education the 18 million youths and adults (Nzimande 2017) previously pushed out of basic education. While the driving motivation is what Fitzsimons (2015) refers to as "labour market re-activation", further aims are addressing the historical and ongoing class, racialised, gender-based, and geographical inequality in access to schooling, and facilitating a "route out of poverty for individuals" (DHET 2013, 5). An underlying assumption of this view of education is that key drivers to the problems of unemployment, poverty and inequality lie in the nature of education and can be resolved through educational reforms that ensure equality of educational opportunity for all South Africans.…”

Section: Introductionmentioning

confidence: 99%

Curriculum-in-Motion: Bringing Community Education to Life through Community-Based Participatory Action Research

Senekal

2022

EaC

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This article presents a case study of the process of bringing community education to life as it was developed by the Community Education Programme at the Centre of Integrated Post-School Education at Nelson Mandela University. The article argues for a learning programme that co-creates learning starting from the experience of participants (curriculum-in-motion) as opposed to a learning programme and curriculum structured around systematised knowledge. The article describes in detail the process of developing a learning programme from the lived experience of marginalised and excluded communities through the process of community-based participatory action research, and argues for an approach to the development of community education and the curricula associated with its learning programmes as praxis—the process of engaged participation in intentional intellectual and practical work to construct an educational space for social change.

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Rekindling Community Education in Neoliberal Times

Cited by 3 publications

References 105 publications

Community Health Education for Health Crisis Management: The Case of COVID-19 in Cameroon

Community Health Education for Health Crisis Management: The Case of COVID-19 in Cameroon

Interrogating Values of Adult Education Practice in Hong Kong

Curriculum-in-Motion: Bringing Community Education to Life through Community-Based Participatory Action Research

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