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 Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32646

 Title: Mahatma Gandhi and Martin Luther King, Jr. in the 21st Century: The Pedagogical Possibilities and Limitations for Transformative Education Authors: Adjei, Paul Banahene Advisor: Dei, George Jerry Sefa Department: Sociology and Equity Studies in Education Keywords: Non-ViolenceViolencePedagogyAhimsaSatyagrahaMahatma GandhiMartin Luther King JrFrantz FanonAntiracismAnti-colonialismLoveSpirituality Issue Date: 20-Aug-2012 Abstract: The current trend of global violence and their impact on families and communities as well as the field of university education is scary for a society that is struggling with this false sense of apathy and complacency. How did the ordinary people get seduced to the idea that there is no way out of this global assault? How then do we extricate ourselves from this “tortured consciousness” (Asante, 2007) and this false sense of “nihilism” (West, 1994) and recoup this “incommensurable loss” (Simmons, 2010) to global violence? Even more crucial, where is the place of education in retrieving this incommensurable loss while providing hope and possibility for a better future? Provoked by the desire to have answers to these questions, the dissertation relies on the knowledge and experiences of twenty qualitatively selected university activists and existing literature to critically examine the non-violent praxes of Gandhi and King, Jr. and their pedagogical implications for transformative university education. The dissertation further draws on the knowledge of Frantz Fanon and Malcolm X to bring complex and nuanced readings to violence and non-violence. The dissertation notes that violence and non-violence are not mutually exclusive as already known. The dissertation also notes that while resistive violence may be justified, it does not necessarily guarantee true transformation, reconciliation, and healing. Instead, love, humility, truth, dialogue, non-violent direct action, discipline, and spirituality are salient in achieving true transformation in university activism. The dissertation further observes that educational activism is more than walking on the street with placards to protest against institutional violence. Sometimes, the secret activism that is done strategically within the corridors of power can achieve more far-reaching results than the open protest against power on the street. The dissertation concludes with six key non-violent strategies that can help in social and political mobilization of university students for transformative university education. URI: http://hdl.handle.net/1807/32646 Appears in Collections: Doctoral

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