Astrid von Kotze
Biographic Data
| ID | 5126552 |
|---|---|
| NAME | Astrid von Kotze |
| GIVEN NAMES | Astrid |
| FAMILY NAME | von Kotze |
| SIGNATURE | VON KOTZE A |
| AFFILIATIONS | University of the Western Cape |
| ORCID | 0000-0002-4720-4639 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Gut as Teacher: Learning from our bodies
This paper reports on a short course for working class people, in Cape Town, South Africa. It outlines how a ‘gut pedagogy’, that is, a practice of teaching through the body that takes the digestive system as ‘teacher’, is the starting point for ‘reading the world’. The journey of food as life and energy-giving substances from the world, through the body, back into the world, illustrates how systems are entangled with each other. The gut pedagogy…
Taking risks: Exploring ecofeminist, climate-just popular education
The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldvi…
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
If you can’t measure it, it doesn’t exist”? Popular education in the shadows of global reporting on adult learning and education
Discourses on adult learning and education (ALE) and in particular the GRALE Report generally have limited coverage of popular education as part of its ecology. Given both the long history of popular education globally as a necessary approach towards affecting transformation and the socio-economic-ecological transformations that are needed, we identify the challenge of incorporating the radical approach of popular education more explicitly into A…
Navigating our way: A compass for popular educators
This article addresses the tensions and contradictions of applying a popular education approach in the current context of South Africa. It draws upon data from an 18-month research project exploring the traditions of popular education. It presents an extended discussion on the meanings of popular education, and their varied implications for practice. It presents a heuristic device in the form of a ‘compass’, to assist popular educators locate the…
Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
Living while being alive: Education and learning in the Treatment Action Campaign
This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV‐positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists develop a critical understanding of the underlying causes of their ill health and its link to economic po…
Exploring the transformative potential of project-based learning in university adult education
This paper critically explores the potential of Project Based Learning (Pbl) to facilitate socially transformative kinds of learning. It focuses on a model of Pbl developed at the Catholic University of Leuven for students of ‘Social Pedagogy’, which has its origins in the social democratic concerns of linking student learning to real-life community problems. The paper explores the pedagogic and epistemological considerations for adopting such a …
Why Disasters Are a Gender Issue
As women are the hardest hit in times of disaster, and their very survival strategies impact on the environment, ASTRID VON KOTZE believes it is imperative that disaster management programmes consider gender in all stages of planning and implementation to reduce the risks to disasters
Contending models of learning and teaching in the Ministry
It is crucial for adult educators analytically to reflect on their educational practice within the social reality which is the setting. This paper investigates a training process undertaken by staff of the Community Adult Educator Programme in Natal, South Africa. The educators came equipped with the tools for facilitating learning based on dialogue, critical thinking and problem solving, an approach which had been nurtured in experiences of work…
Women Workers and the Struggle for Cultural Transformations
Workers' Theatre in South Africa
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Navigating our way: A compass for popular educators
This article addresses the tensions and contradictions of applying a popular education approach in the current context of South Africa. It draws upon data from an 18-month research project exploring the traditions of popular education. It presents an extended discussion on the meanings of popular education, and their varied implications for practice. It presents a heuristic device in the form of a ‘compass’, to assist popular educators locate the…
Living while being alive: Education and learning in the Treatment Action Campaign
This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV‐positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists develop a critical understanding of the underlying causes of their ill health and its link to economic po…
If you can’t measure it, it doesn’t exist”? Popular education in the shadows of global reporting on adult learning and education
Discourses on adult learning and education (ALE) and in particular the GRALE Report generally have limited coverage of popular education as part of its ecology. Given both the long history of popular education globally as a necessary approach towards affecting transformation and the socio-economic-ecological transformations that are needed, we identify the challenge of incorporating the radical approach of popular education more explicitly into A…
Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
Workers' Theatre in South Africa
Women Workers and the Struggle for Cultural Transformations
Contending models of learning and teaching in the Ministry
It is crucial for adult educators analytically to reflect on their educational practice within the social reality which is the setting. This paper investigates a training process undertaken by staff of the Community Adult Educator Programme in Natal, South Africa. The educators came equipped with the tools for facilitating learning based on dialogue, critical thinking and problem solving, an approach which had been nurtured in experiences of work…
Why Disasters Are a Gender Issue
As women are the hardest hit in times of disaster, and their very survival strategies impact on the environment, ASTRID VON KOTZE believes it is imperative that disaster management programmes consider gender in all stages of planning and implementation to reduce the risks to disasters
Exploring the transformative potential of project-based learning in university adult education
This paper critically explores the potential of Project Based Learning (Pbl) to facilitate socially transformative kinds of learning. It focuses on a model of Pbl developed at the Catholic University of Leuven for students of ‘Social Pedagogy’, which has its origins in the social democratic concerns of linking student learning to real-life community problems. The paper explores the pedagogic and epistemological considerations for adopting such a …
Living while being alive: Education and learning in the Treatment Action Campaign
This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV‐positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists develop a critical understanding of the underlying causes of their ill health and its link to economic po…
Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
Navigating our way: A compass for popular educators
This article addresses the tensions and contradictions of applying a popular education approach in the current context of South Africa. It draws upon data from an 18-month research project exploring the traditions of popular education. It presents an extended discussion on the meanings of popular education, and their varied implications for practice. It presents a heuristic device in the form of a ‘compass’, to assist popular educators locate the…
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
If you can’t measure it, it doesn’t exist”? Popular education in the shadows of global reporting on adult learning and education
Discourses on adult learning and education (ALE) and in particular the GRALE Report generally have limited coverage of popular education as part of its ecology. Given both the long history of popular education globally as a necessary approach towards affecting transformation and the socio-economic-ecological transformations that are needed, we identify the challenge of incorporating the radical approach of popular education more explicitly into A…
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Taking risks: Exploring ecofeminist, climate-just popular education
The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldvi…
Gut as Teacher: Learning from our bodies
This paper reports on a short course for working class people, in Cape Town, South Africa. It outlines how a ‘gut pedagogy’, that is, a practice of teaching through the body that takes the digestive system as ‘teacher’, is the starting point for ‘reading the world’. The journey of food as life and energy-giving substances from the world, through the body, back into the world, illustrates how systems are entangled with each other. The gut pedagogy…
Sociology (10 works) · Pedagogy (9 works) · Political science (9 works) · Adult and Continuing Education Topics (7 works) · Adult education (5 works) · Psychology (5 works) · Computer Science (2 works) · Context (archaeology (2 works) · Ecofeminism (2 works) · Ecology (2 works)