Category Archives: Anne Harley

The pedagogy of road blockades

Road blockades have long since been a tool of struggle, and in recent months have featured in protests in South Africa, Guinea, Mozambique, Nigeria, Palestine, Chile, Brazil, Argentina, India, Canada, Turkey, and probably in most other countries in the world. Whilst some road blockades might be considered spontaneous eruptions of anger, with little reflective thought involved, others are clearly part of conscious praxis, a tactic reflecting Gramsci’s ‘war of manoeuvre’. However, I argue, road blockades are also used as a counter-hegemonic pedagogical tool in a ‘war of position’, as one of the associated pedagogies within the “multi-faceted praxis and political strategy” of Subaltern Social Movements (Kapoor, 2011). The article uses two such movements, Abahlali baseMjondolo in South Africa, and the piqueteros in Argentina, to explore this claim.

‘Unlearning’ hegemony: An exploration of the applicability of Alain Badiou’s theory of the event to informal learning through an examination of the life histories of South African social movement activists

Anne Harley, 2012

This thesis argues that it is both necessary and possible to change the world. Changing the world requires engaging with, to try to understand it from the basis of lived reality, and then acting. Our ability to do this is, however, affected by hegemony, which attempts to convince us that the way things are is either normal and natural and the only possible way they could be, or that it is impossible to change them. Nevertheless, there is always resistance to this, and I suggest that we might learn something useful by examining how this happens.

The thesis thus explores Gramsci’s theory of hegemony, and its applicability to our current world; and also considers resistance to this. I argue that the nature of capitalism has shifted, and discuss how this shift has impacted on hegemony, identifying three current interlocking hegemonic ideologies. I consider current resistance to this hegemony, including the role of social movements. Much resistance, and many social movements, I argued, cannot properly be called counter-hegemonic in that, although it/they may critique the dominant economic system, it/they remain trapped within hegemonic logic. However, it is clear that there is existing truly counter-hegemonic resistance, including some social movements, and I argue that Abahlali baseMjondolo is one such counter-hegemonic movement. Thus it is possible that those who join/align themselves with this movement might be considered to have ‘unlearned’ hegemony and be useful subjects for this study. I thus consider the life stories of seven people who have aligned themselves to this movement, in order to determine whether they have indeed ‘unlearned’ hegemony, and if so, how.

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Unlearning Hegemony

“We are Poor, not Stupid”: Learning from Autonomous Grassroots Social Movements in South Africa

https://www.sensepublishers.com/media/1468-learning-and-education-for-a-better-world.pdf

“We are Poor, not Stupid”: Learning from Autonomous Grassroots Social Movements in South Africa

by Anne Harley

During the course of 2008, six militants from two South African social movements met every month to reflect on what they were learning through the struggle they were engaged in as social movement actors, and what they were learning as participants in a Certificate-level course at the local university. They called these sessions ‘Living learning’. Their reflections were written up after each session, and published in late 2009 as Living Learning (Figlan et al., 2009). ‘Living learning’ was intended partly as a space to reflect on what and how to take back the things that the militants, mandated by their movements to attend the course, had learned in the classrooms of the academy:

For a living learning, the critical question was always how best to take back to our communities whatever we might gain?; how best can our communities benefit from the few of us who are lucky to have access to the course?; how will we utilise the academic skills we can gain?; how do we take this information back? It has always been the task of a synthesis and a breaking down of the University theory so that we can work out properly what we can learn from it – and so we can understand for ourselves in what way it is different from the daily learning of struggle and life emijondolo [in the shacks] or eplasini [on the farms] (Figlan et al., 2009, p. 7).

But, significantly, ‘Living learning’ was also about how to combine the university of struggle and the academic university, and indeed ‘disrupt’ the academic university.

Attachments

“We are Poor, not Stupid”: Learning from Autonomous Grassroots Social Movements in South Africa