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conscript members into an anti-capitalist ideology and class-based identity which would challenge hegemonic power. These values and ideologies – the ‘why’ of union education – were so strong that in many ways they constituted or substituted for the ‘what’ of these education programmes. Many of the union

in Workers’ Education in the Global South

pedagogy, which is to challenge the centres of hegemonic power in society. The concept of hybridity has featured strongly in the literature on colonialism, postcolonialism and global identities, where it is seen as a form of ‘strategic borrowing’ – an attempt to ‘control the controllers’. For example, in

in Workers’ Education in the Global South

hegemonic power and a (neo-)colonial mindset and unjust hierarchies in education (Marginson & Mollis, 2001, Tikly & Bond, 2013 ). One methodological approach that is argued to be emancipatory or anti-colonial is Arts-Based Educational Research ( ABER ) ( Cahnmann-Taylor, 2008 ; Eisner, 2008 ). Part of the

in Interrogating and Innovating Comparative and International Education Research