Decolonization and Feminisms in Global Teaching and Learning by Sara de Jong Rosalba Icaza Olivia U. Rutazibwa

Author:Sara de Jong, Rosalba Icaza, Olivia U. Rutazibwa [Sara de Jong, Rosalba Icaza, Olivia U. Rutazibwa]
Language: eng
Format: epub
Tags: Nonfiction, Social & Cultural Studies, Social Science, Gender Studies
ISBN: 9781351128964
Publisher: Taylor and Francis
Published: 2018-08-06T04:00:00+00:00

Adult learning theories

The widely accepted adult learning theories are built on a premise that adult learners should be self-directed, independent and autonomous. All these are Anglo-European values rooted in privileging self-sufficiency and individualism, which tend to be found in cultures where competitive individual achievement results in a high status (Flannery, 1994). In reality, while use of initiative, self-direction, active participation, research and critical analysis are recognized as integral parts of adult and professional learning within UK universities, most developing countries’ educational systems are not informed by the same ideas. Consideration needs to be given to the fact that the practices of rational argument, engagement with established knowledge, challenging published information and critical analysis are not naturally occurring but are built through particular socialization processes (Moja, 2004). Developing critical thinking, problem solving and constructivist thinking is a challenge for any student. For Zimbabwean students, that endeavour is complicated by a history of colonial imposition of a hierarchical education system that demanded compliance, rather than questioning (Weiler, 2001). Contrary to popular belief, colonization is not something that happened hundreds of years ago. It happened in my lifetime and I am not particularly old; the colonialism legacy is only just unfolding.

Personal experience attests to the difficulties encountered with student-led activities, which crossed the traditional boundaries of learning and what constituted being taught. Far from being empowering and motivating, this approach often prevented full participation and ultimately resulted in feelings of exclusion and learning from the margins. Although observations of this have been made decades ago, thoughtful engagement with these observations continues to lag behind. Wertsch (1991) identified that if students are not sufficiently orientated to this new form of learning, their knowledge and experience may never be shared and this newly found freedom to be an active participant in the adult education process may prove to be disempowering and undermine efforts of well-intentioned instructors. Consequently, under-prepared students may never become full participants in the learning process (Wertsch, 1991).

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