Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4192
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dc.contributor.authorMaome, Itumeleng Judithen_US
dc.contributor.authorTawiah, Sampsonen_US
dc.date.accessioned2022-08-26T12:11:58Z-
dc.date.available2022-08-26T12:11:58Z-
dc.date.issued2022-08-15-
dc.identifier.citationMaome, I.J. and Tawiah, S. 2022. Advancing livelihoods and transformation of rural women : the role of critical pedagogy in bridging gender gap in South Africa. Journal of International Women's Studies. 24(5).en_US
dc.identifier.issn1539-8706-
dc.identifier.urihttps://hdl.handle.net/10321/4192-
dc.description.abstractThe essence of advancing livelihoods is to heighten socio-economic transformation among the poor, especially rural women through education. The statement above suggests that locating these women as critical stakeholders and affording them opportunities to improve their skills and knowledge can advance values significantly. In the country in general, rural women generate less income as compared to men. Hence, educational practices geared toward women are to address this gap. Transformation, however, does not come cheap. It takes consented effort on educators, learners, and society to embrace educational provisions, programs, and new teaching methods for a sustainable change, especially for rural women. To achieve these objectives, a reflection of critical pedagogy and stakeholder theories into women’s lives is essential. The study primarily investigated the role of critical pedagogy in advancing livelihoods and transforming the socio-economic lives of women in Mthatha, South Africa. Interviews, focus group discussions, and documentary analysis form the basis for gathering data from rural women (n=35) purposely selected for the study. The emergent findings show that the curriculum of ACET does not add value to these women’s livelihood because it does not empower them with the requisite skills to fend for themselves. Therefore, the study recommended a robust investigation into the theory of critical pedagogy and the possible benefit of transformative practices in adult education, mainly geared towards women’s developmenten_US
dc.format.extent13 p.en_US
dc.language.isoenen_US
dc.publisherBridgewater State Collegeen_US
dc.relation.ispartofJournal of International Women's Studies; Vol. 24, Issue 5en_US
dc.subject1699 Other Studies in Human Societyen_US
dc.subjectGender Studiesen_US
dc.subjectCritical pedagogyen_US
dc.subjectAdult learnersen_US
dc.subjectLivelihooden_US
dc.subjectRural womenen_US
dc.subjectTeaching and learningen_US
dc.titleAdvancing livelihoods and transformation of rural women : the role of critical pedagogy in bridging gender gap in South Africaen_US
dc.typeArticleen_US
dc.date.updated2022-08-26T10:07:19Z-
local.sdgSDG10-
local.sdgSDG05-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.fulltextWith Fulltext-
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