| Chapter 2: | Review of Relevant Literature |
They identified “a network of human and material resources … which encourages programs for the promotion of skills and knowledge in such areas as family health and nutrition, agricultural productivity, literacy and numeracy and the development of community and cooperative organization” (p. 2).
Participating organizations in the project were the University of Massachusetts’ Center for International Education, the University of Ghana’s Institute of Adult Education, and The People’s Education Association of Ghana (p. 2).
Kinsey and Bing reported that the early project development was most successful “in the numerous examples of personal collaboration around tasks of common concern, in the creation of awareness of new program ideas and preliminary skills in applying them, and in the sense of movement and the possibility of change that resulted.” In addition, following the completion of the project in December 1977, the researchers reported that there were several program developments encouraged by the project, a number of which (at the time of writing) “are exceeding initial expectations.”
They concluded by commenting that organizations, like individuals, work toward independence and the “fulfillment of their capabilities. To the extent that this cross-national project has contributed to these ends for each of the collaborating groups, it can be deemed a success” (as cited in Kinsey & Bing, 1978, pp. 201–203).
In his book Learning in Social Action: A Contribution to Understanding Informal Education, adult education researcher Griff Foley argued that those involved in adult education need to be aware of the “incidental” learning that occurs when people involve themselves in political activity, social struggles and volunteer organizations (Foley, 1999).
To develop his argument, Foley used case studies from various countries coping with diverse political, environmental and other challenges. “He shows how involvement in social action can help people to unlearn dominant, oppressive discourses and learn instead oppositional, liberatory ones. He relates these processes of informal learning in contested contexts to current thinking and practice in adult education and points the way to a more radical agenda.” (Foley, 1999).