Education in Africa 
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| Title: | Critical Pedagogy and the Public Sphere: Comparative Perspectives in Education in South Africa and the United States |
| Author: | Jackson, Shannon M. |
| Year: | 1997 |
| Periodical: | Social Dynamics |
| Volume: | 23 |
| Issue: | 2 |
| Period: | Summer |
| Pages: | 19-56 |
| Language: | English |
| Geographic terms: | South Africa United States |
| Subjects: | educational reform Education and Oral Traditions |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/02533959708458632 |
| Abstract: | This paper considers the current questions raised by the desire to Africanize as well as democratize education in South Africa. How these questions articulate with a larger discourse on black subjectivity and the reproduction of inequality are imbricated with the argument that democratization sets up a unique challenge to the formation of African subjectivity and vice versa. Because debates about the relationship of education to the reproduction of unequal power relationships, particularly in terms of race, have been unfolding in the US, the article looks closely at this context in addition to that of South Africa. The purpose is to open up ways to talk about the relationship of education to the democratic process in general and in terms of the liberal-communitarian divide. Critical pedagogy, which became a compelling response to the reproduction of inequality, which confronts the American education system as a whole, is a stragegy which is examined in the article. How critical pedagogy theorizes the discursive recreation of identity and how it politicizes the classroom itself is worked into an analysis of the poststructural critique of subjectivity. Bibliogr. |
