An action research study of the REFLECT approach in rural Lesotho
Date
2007
Authors
Attwood, Gillian
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Abstract
Development, literacy, empowerment and participation are timeworn words that have
been woven together in varying constellations over the last few decades. A recent
approach to adult education and social change, REFLECT1, has brought these
concepts together in a new manner.
This study, conducted over a five and a half year period, (June 2000 to December
2005), set out to investigate whether REFLECT was responsive to the needs of adults
in two rural Lesotho contexts: an income generating co-operative, and a village
context. I enquired into participants’ experiences of REFLECT, asking whether it
could strengthen participants’ practices and livelihoods. What benefits were gained?
Did literacy practices change? Were participants empowered? What were the
challenges experienced?
The theoretical framework of this study has been informed by critical and postmodern
theory. These theoretical lenses have shaped my investigation and critique of
concepts relevant to the study, namely development, power, participation, and
literacy.
Using an Action Research design, data was collected and analysed using participatory
and collaborative methods, including focus groups, interviews, document and
photograph analysis, observations, as well as journal and field notes. Results are
reported as case studies providing a rich description of the project within the two
contexts of the study.
Results show that communities which used REFLECT benefited on personal and
communal levels. Participants implemented their own learning and development
agendas and took action to improve their livelihoods. Human and social capital were
fortified; people increased their participation in meaningful decision making; and
engaged more extensively in development initiatives. Participants became more selfconfident,
strengthened their capabilities and took action to access resources and
1 Regenerated Freirean Literacy through Empowering Community Techniques
make substantial changes in their lives. In sum, REFLECT stimulated a positive
change process.
However, it was noted that implementing REFLECT is a demanding process.
Ongoing support is required to sustain effective learning and change, particularly
where facilitators are not highly literate and operate in resource poor contexts where
development related needs are perceived as more critical than the need to improve
literacy skills. The challenge is to create a context where literacy and development are
integrally related in practice, with new norms developed to foster sustained learning
around development related action.
Description
A thesis submitted in fulfilment of the requirements for the degree of
Doctor of Philosophy to the Faculty of Humanities, School of Education, University of the Witwatersrand, 2007