The purpose of this study is to provide an historical and . sociocultural analysis of the education of the African Indigenous Churches, AICS, in South Africa. The theoretical debate in the radical adult education tradition over the past two decades is examined to identify appropriate tools of analysis. The potential contribution of the theoretical frameworks of Freire and Gramsci to the discipline and to the present task is considered, The study aims to critically appropriate a Gramscian conceptual framework, as offering the most potentially insightful analytical tools for understanding the nature of the AICs as educators. The study also investigates the nature of AICS, their education practices and their relation to the balance of forces in South Africa. in the historical period 1880-1980. It examines the educational relationship between the state, the “mainline” churches and the AICS. A broad overview of the role and nature of AIC education, from the period o colonial rule and early proletarianisation until the 1950s, is provided. There is an outline of the complex history of the educational initiatives that were established during the 1960s and 1970s by AIC associations, under the patronage of conservative and liberal sectors of the white mainline churches. The thesis focuses on one of the most well-established independent educational institutes in the contemporary period, the Khanya African Independent Churches Theological Training and Research Institute. The aim is to explore the dynamics of AIC education through an examination of the history and nature of Khanya’s educational work, to analyse and illustrate the actual practices., forms of consciousness and culture of Khanya s staff and students. The historical context and the balance of forces out of which the Khanya Institute arose, are analysed, while the history of the Khanya Instituteis traced, as well as the philosophies of the organisations which contributed its formation, shaping its philosophy and education practice. The study examines Khanya’s structure and mode of functioning, the objective and subjective forces which act to determine how its philosophy is implemented. A detailed examination of the educational delivery of the Khan Institute is presented, as well as the common sense, expressed needs and achievements of the students. Finally, conclusions about Khanya Institute and the AICs as educators are drawn,, and the contribution of the study to radical adult education is considered.
|Degree Type||Doctoral degree|
|Degree Description||D Phil|