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Place-Based Social Movements, Learning, and Prefiguration of Other Worlds

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Place-Based Social Movements, Learning, and Prefiguration of Other Worlds In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds By Rainos Mutamba A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Social Justice Education University of Toronto © Copyright by Rainos Mutamba 2018 In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds Rainos Mutamba Doctor of Philosophy Social Justice Education University of Toronto 2018 Abstract Social movements have been and continue to be an integral part of the lifeworld as they create and promote conditions for the transformation of micro and macro aspects of socio-ecological relationships. From the vantage point of the present, we can argue that it is through the work and agitation of feminist, civil rights, LGBTQ, anti-colonial, socialist and environmentalist social movements (among others) that we have experienced socially just changes around the world. The study of social movements is therefore critical for learning about the knowledge-practices necessary to achieve socially just change. This project sought to explore, understand and conceptualize the epistemic ecologies of place- based social movements whose work centers the construction of urgently needed life-affirming human knowledge-practices. Specifically, it sought to illuminate on the scarcely studied connections among learning, knowledge, and society, by examining the social construction of reality in the context of social movement action. ii The flesh and blood of the project come from the work of social actors in Kufunda Learning Movement and my organizing with Ubuntu Learning Village. The study found that in these contexts, social movement actors are learning and constructing emancipatory knowledge- practices through their engagement with place-based social action. By means of learning through practice, reflection and embodiment, the actors produce and develop practices, skills, and processes that address ecological, political, social and economic relationships. In doing so, they produce subjectivities and critical capacities that enable Other social and political ecologies and societies to emerge. Beyond the learning by movement actors and people that interact with the movement, the study argues that these movements are proposals of counterhegemonic life- affirming realities. Ultimately, Kufunda and Ubuntu knowledge-practices are useful for the movements, the society within which the movements are doing work and the global community, to the extent that their knowledge-practices have analytic validity for social theory. iii Acknowledgements Gratitude to the source, the earth and the generation of ancestors from whom I inherited the wisdom to carry out this work. Many thanks to all my communities in different parts of the world from whose knowledge-practices I learnt a great deal. Many thanks to my friends and communities in Tkaronto. This document is a culmination of the many conversations we have over the years. Maita maita Shumba (Andrew Abraham) for the countless conversations and the good and challenging questions that have sharpened my way of being in the world. Maita maita Leslie F for the material support and moral encouragement that was instrumental in my staying the course. Many thanks to my friends at Kufunda Learning Village, the people of Mhondoro, Chegutu, Rusape, Zvimba and Ubuntu Learning Village for hosting me and teaching me so much through your words and actions. Your lived politics is the ultimate inspiration for this work. To Kudakwashe my son, I have no words for your patience and understanding as I spend countless hours on this project. Thanks for providing the soundtrack to this whole process. To my Olive Oil, you came into my life at the ‘right’ time. Thank you for the encouragement, love and care. To my Mwalimus (Teachers), Professor Portelli, Professor Wane and Professor Kumsaa, thank you for your guidance and wisdom. I am forever grateful for your support. iv Table of Contents Table of Contents………………………………………………………………………………...v Acknowledgements....................................................................................................................... iv List of Images .............................................................................................................................. vii CHAPTER 1: Introduction: It takes a village ................................................................................ 1 1.1 Kufunda Learning Movement .............................................................................................. 5 1.2 Ubuntu Learning Village ................................................................................................... 11 1.3 Positioning ......................................................................................................................... 17 1.4 Theoretical and Conceptual Framework: Decolonial Critical Theory ............................... 20 1.5 Rationale for Study ............................................................................................................ 24 1.6 Thesis structure .................................................................................................................. 28 Chapter 2. Learning to Build from Others ................................................................................... 31 2.1 Learning Theories .............................................................................................................. 35 2.3. Social Movement Theories ............................................................................................... 42 2.4. Social Movement Learning ............................................................................................... 53 Chapter 3. The lay of the land ..................................................................................................... 59 3.1 Research is a dirty word ..................................................................................................... 63 3.2 Post-colonial Indigenous Research Methodology: A Third Space Approach ................... 66 3.3 Research Design ................................................................................................................. 73 Chapter 4. Harvests from the Village fields ................................................................................ 77 4.1 The local context of the Kufunda Movement .................................................................... 83 4.2 Kufunda: Cultivating a Trans-Local Learning Movement ................................................ 85 4.3 What do Kufundees do? ..................................................................................................... 92 4.4 What are Kufundees learning and what are the implications? ......................................... 103 4.5 How do Kufundees learn? Learning Philosophy and Methods........................................ 111 Chapter 5. The village circle for reflection ................................................................................ 129 5.1 Kufunda Kufunda Kufunda: A pedagogy for another world ........................................... 131 5.2 Implications of Kufunda Knowledge-Practices ............................................................... 150 5.3 Learning emancipatory politics and social change .......................................................... 163 Chapter Six: Village wisdom and the future.............................................................................. 167 v 6.1 Implications on social movement learning theory ........................................................... 170 6.2 Contributions to scholarly fields ...................................................................................... 176 6.3 Limitations of the study ................................................................................................... 184 6.4 Recommendations for more research ............................................................................... 186 6.5 Concluding Remarks ........................................................................................................ 187 References.................................................................................................................................. 189 Appendices ................................................................................................................................ 205 vi List of Images Image 1. In Circle at Kufunda Ruwa Site .................................................................................................... 7 Image 2. Welcome to Ubuntu Learning Village ........................................................................................11 Figure 3. Madhege Village .........................................................................................................................18 Figure 4. Ubuntu open field .......................................................................................................................62 Figure 5. Ubuntu Arts ................................................................................................................................79 Figure 6. Ongoing appeal for the rain to the rainmakers. ...........................................................................80 Figure 7. Pedagogy of mistakes ...............................................................................................................112 vii CHAPTER 1: Introduction: It takes
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