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Thesis. and Thanks to All Colleagues at CLP Who Put up with My Absence and Had to Fill in Where Needed

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Thesis. and Thanks to All Colleagues at CLP Who Put up with My Absence and Had to Fill in Where Needed KNOWLEDGE PRODUCTION IN/FOR ACTION: A CASE STUDY OF ABAHLALI BASEMJONDOLO MOVEMENT BANTOE DAVID NTSENG A thesis submitted in fulfilment of the requirements of the degree of Master of Education in the School of Education, College of Humanities, University of KwaZulu-Natal, Pietermaritzburg DECEMBER 2014 i DECLARATION Submitted in fulfilment of the requirements for the degree of Master of Education, in the Graduate Programme in Adult Education, University of KwaZulu-Natal, Pietermaritzburg, South Africa. I, David Ntseng, declare that 1. The research reported in this thesis, except where otherwise indicated, is my original research. 2. This thesis has not been submitted for any degree or examination at any other university. 3. This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. 4. This thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) Their words have been re-written but the general information attributed to them has been referenced b) Where their exact words have been used, then their writing has been placed in italics and inside quotation marks, and referenced. 5. This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References sections. _______________ Signature ii ABSTRACT Social movement struggles have generated an interest amongst theorists who want to contribute to the growing literature about organisations that organise and mobilise in recent years. Amongst these theorists are those who argue that most crucial in researching social movements is looking at learning and theorising within social movements. There is a debate about whether there is in fact any theorising within social movements, or rather external theorists present their own ideas about social movements. This study locates itself at the forefront of this debate with the intention to argue that social movements’ struggles are useful for understanding learning and theorising within social movements themselves. It uses existing theories of learning, in particular Communities of Practice theory, to argue that social movements theorise. The study uses Abahlali baseMjondolo, a social movement in Durban, South Africa, to engage with the question of learning in social movements. I conducted eight interviews with current and former members of Abahlali, looked at documents generated by the movement itself, and drew on my eight years’ experience of working closely with the movement. The study is located within a critical paradigm and is written within the Marxist theory of social movements, hence it sees Abahlali’s struggle as being about confronting systems of power. It is a struggle that rests on issues of equality, justice and social transformation where the rights of being human and rights to place and to a decent life take priority. Critically important is that this struggle is a school through which its members derive new meanings and power to engage their reality. The study shows that this struggle is not elite driven or externally manipulated but that organising and mobilising take place from the ground up. What is striking in this study is that Abahlali’s struggle is part of their practice of theorising. In their struggle, Abahlali have produced a phenomenon based on their lived experience and theoretical framing called Ubuhlalism. However, using the Community of Practice theory, the study presents significant shifts in Abahlali’s practice and theory-making processes over time. Key Words: learning, participation, social movements, learning theories, Ubuhlalism iii ACKNOWLEDGEMENTS There are number of people that I owe for the completion of this dissertation. First I want to thank my supervisor, Anne Harley, for the undivided commitment, courage, thoughtfulness and dedication that she showed throughout this process. I would not have come this far if it was not for her. I want to thank Graham Philpott, my colleague and Director and the Church Land Programme, for allowing me time off from CLP to do the research and write this thesis. And thanks to all colleagues at CLP who put up with my absence and had to fill in where needed. I want to send a special thanks to Abahlali members who granted me permission to conduct the research in the movement and access material and other resources from the movement. I owe this research in particular to Abahlali comrades who made time and allowed me to interview them, Thinabantu Khanyile, Nokukhanya Dlamuka, Sbusiso Zikode, Zodwa Nsibande, Mnikelo Ndabankulu, Lindela Figlan, Mduduzi Hlongwa and Mama Kikine. This thesis would not have been a success if it were not for you. I am thankful to my wife for showing love and care, and to the rest of the family for encouraging me to finish and taking pressure off me whilst I was writing this thesis. I will always thank God for you. iv TABLE OF CONTENTS Chapter One: Introduction and Rationale ........................................................................................................ 1 1.1 Introduction .................................................................................................................................................. 1 1.2 Rationale ...................................................................................................................................................... 2 1.3 Background ................................................................................................................................................... 3 1.3.1 The current state of shack settlements in Durban ................................................................................ 4 1.3.2 Abahlali baseMjondolo ......................................................................................................................... 7 1.4 Research questions ..................................................................................................................................... 14 1.5 Thesis outline .............................................................................................................................................. 15 Chapter Two: Literature Review ..................................................................................................................... 16 2.1 Introduction ................................................................................................................................................ 16 2.2 Social movement theories informing literature .......................................................................................... 16 2.2.1 Marxist theory ..................................................................................................................................... 17 2.2.2 New Social Movement theory ............................................................................................................. 18 2.2.3 Resource Mobilization theory ............................................................................................................. 18 2.3 Literature on specific social movements with similarities to Abahlali ........................................................ 19 2.3.1 Movemento Trabaldos Sem Terra (MST) ............................................................................................. 20 2.3.2 The Zapatistas ..................................................................................................................................... 21 2.4 Literature on Abahlali baseMjondolo ......................................................................................................... 23 2.4.1 Early academic work and reactions to these ....................................................................................... 23 2.4.2 Current academic work ....................................................................................................................... 28 2.5 Learning in social movements .................................................................................................................... 30 Chapter Three: Theoretical Framework .......................................................................................................... 36 3.1 Introduction ................................................................................................................................................ 36 3.2 Experiential Learning theory....................................................................................................................... 37 3.2.1 Relevance for social movement learning ............................................................................................ 38 3.2.2 Why it is not useful enough for this research ..................................................................................... 38 3.3 Transformative Learning theory ................................................................................................................. 39 3.3.1 Relevance for social movement learning ............................................................................................ 41 3.3.2 Why it is not useful enough for this research ..................................................................................... 42 3.4 Communities of Practice ............................................................................................................................
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