Unlearning Hegemony - Abahlali baseMjondolo

528 Pages·2013·1.76 MB·English

‘Unlearning’ hegemony:
An exploration of the applicability of
Alain Badiou’s theory of the event to informal learning
through an examination of the life histories of South African
social movement activists
By
Anne Harley
Thesis submitted in fulfilment of the requirements for the degree of
Doctor of Philosophy
University of KwaZulu-Natal
2012
Abstract
This thesis argues that it is both necessary and possible to change the world. Changing the
world requires engaging with, to try to understand it from the basis of lived reality, and then
acting. Our ability to do this is, however, affected by hegemony, which attempts to convince
us that the way things are is either normal and natural and the only possible way they could
be, or that it is impossible to change them. Nevertheless, there is always resistance to this,
and I suggest that we might learn something useful by examining how this happens.
The thesis thus explores Gramsci’s theory of hegemony, and its applicability to our current
world; and also considers resistance to this. I argue that the nature of capitalism has shifted,
and discuss how this shift has impacted on hegemony, identifying three current interlocking
hegemonic ideologies. I consider current resistance to this hegemony, including the role of
social movements. Much resistance, and many social movements, I argued, cannot properly
be called counter-hegemonic in that, although it/they may critique the dominant economic
system, it/they remain trapped within hegemonic logic. However, it is clear that there is
existing truly counter-hegemonic resistance, including some social movements, and I argue
that Abahlali baseMjondolo is one such counter-hegemonic movement. Thus it is possible
that those who join/align themselves with this movement might be considered to have
‘unlearned’ hegemony and be useful subjects for this study. I thus consider the life stories of
seven people who have aligned themselves to this movement, in order to determine whether
they have indeed ‘unlearned’ hegemony, and if so, how.
I discuss relevant and appropriate theory for examining this phenomenon, including
experiential learning, transformative learning and Freirean emancipatory learning. I argue
that whilst these theories of learning are helpful, they cannot entirely account for unlearning.
I then turn to the theory of the event of Alain Badiou as a possible complementary or
alternative way into thinking about unlearning. I apply both the learning theories and
Badiou’s theory of the event to the stories, all of which show strong evidence of unlearning,,
and consider how useful the theories are in understanding this.
I conclude that all of the theories help to some extent in understanding the unlearning in
stories. There are, however, fundamental differences between the learning theories on the one
hand and Badiou’s theory on the other. I construct a model showing that the basis of the
difference between the adult learning theories and Badiou’s theory of the event rests on the
locus of the trigger for transformation. I argue that Badiou’s theory provides a very useful
additional perspective to adult learning theory; but that it cannot be considered to have
replaced existing theories in understanding how people learn informally to think and act in
counter-hegemonic ways.
Acknowledgements
Firstly, to the people who agreed to be part of this study, because, obviously, it could not
have been done without you. Thank you for sharing your stories with me. I found them, and
you, truly inspiring.
Secondly, to the writers who have inspired me so much with their unswerving commitment to
a better world, and who have so profoundly impacted on my thinking, as will be apparent in
this thesis; too many to mention, but in particular Alain Badiou, Frantz Fanon, Griff Foley,
Paulo Freire, John Holloway, Michael Neocosmos, Richard Pithouse and Jacques Rancière.
Then, to my colleague and supervisor, Peter Rule, who kept me going through the years with
sage advice and excellent suggestions for improvement. Any continuing weaknesses are
really my fault alone.
Finally, this thesis is dedicated to my partner in everything, Mark Butler, for ongoing
challenging conversation, unswerving commitment to what is right and good, and much
happiness over 20 years; and to our children, Hannah and Adam, whose Freirean technique of
always asking ‘why?’ has spurred me on to greater coherence and clarity of argument in all
things. This could not have been done without you.
Table of contents
Chapter 1: Introduction and rationale ........................................... 1
1.1. Change is necessary ............................................... 1
1.2. Change is possible ................................................ 4
1.3. So how do we change the world? ..................................... 6
1.3.1. By trying to understand it ................................... 6
1.3.2. By thinking something new .................................. 7
1.3.3 By acting ................................................. 8
1.4 Therefore, this thesis ............................................... 9
Chapter 2: Research methodology ............................................. 14
2.1 Introduction ..................................................... 14
2.2 Research paradigms ............................................... 15
2.3 Research method ................................................. 22
2.3.1 The narrative or life history method ........................... 24
2.4 Using the life history method ........................................ 31
2.4.1. Data collection ........................................... 32
2.4.2 Analysis ................................................ 35
2.4.2.1 Thematic analysis (37); 2.4.2.2 Event analysis (39)
2.5 Validity and trustworthiness ........................................ 42
2.5.1 Memory ................................................. 42
2.5.2 Bias .................................................... 43
2.5.3 Trustworthiness ........................................... 44
2.5.3.1 Triangulation (45); 2.5.3.2 Reflexive subjectivity (46); 2.5.3.3
Face validity (48); 2.5.3.4 Catalytic validity (49)
2.6 Ethical issues .................................................... 49
2.6.1 Informed consent ......................................... 51
2.6.2 Harm and risk ............................................ 52
2.6.3 Honesty and trust ......................................... 53
2.6.4 Privacy, confidentiality and anonymity ........................ 54
2.6.5 Intervention and advocacy .................................. 55
2.7 Conclusion ...................................................... 56
Chapter 3: Hegemony ...................................................... 57
3.1 Introduction ..................................................... 57
3.2 The concept of hegemony and Antonio Gramsci ........................ 57
3.3 Marx ........................................................... 60
3.4 Gramsci ........................................................ 70
3.4.1 Gramsci’s conception of the State and civil society ............... 71
3.4.2 Gramsci’s conception of ideology and consciousness ............. 75
3.4.3 Gramsci’s conception of hegemony ........................... 76
3.4.4 The role of intellectuals .................................... 82
3.5 Conclusion ..................................................... 85
Chapter 4: Hegemony in the current context ..................................... 86
4.1 Introduction ..................................................... 86
4.2 Changes in the economic base ...................................... 87
4.2.1 Economic crisis ........................................... 88
4.2.2 Colonialism .............................................. 90
4.2.3 Decolonisation and developmentalism ......................... 92
4.2.4 Neoliberalism ............................................ 96
4.2.4.1 Globalization (98)
4.3 Changes in the superstructure under neoliberalism ...................... 100
4.3.1 The role of the state ...................................... 103
4.3.1.1 Force (107); 4.3.1.2 Hegemony (108)
4.3.2. The role of civil society ................................... 108
4.3.3 South Africa ............................................ 113
4.4 Ideology and consciousness ........................................ 116
4.4.1 Neoliberalism as ideology ................................. 119
4.4.2 Liberal democracy ....................................... 122
4.4.3 Postmodernism .......................................... 125
4.4.4 Defeat ................................................. 129
4.5 Conclusion ..................................................... 130
Chapter 5: Resistance ...................................................... 132
5.1 Introduction .................................................... 132
5.2 Gramsci on resistance ............................................ 132
5.3 Resistance since Gramsci ......................................... 133
5.3.1 Possibility versus defeat ................................... 133
5.3.2 Resistance to whom? ..................................... 137
5.3.2.1 ‘With’ the state (137); 5.3.2.2 ‘Within’ the state (139);
5.3.2.3 Outside/ ‘without’ the state (141)
5.3.3 Resistance how? ......................................... 147
5.3.4 Resistance by whom? ..................................... 152
5.3.4.1 The working class (152); 5.3.4.2 The multitude (156);
5.3.4.3 “The party” (157); 5.3.4.4 The role of intellectuals (159);
5.3.4.5 The ‘new’ social movements (163)
5.4 Conclusion ..................................................... 164
Chapter 6: Social Movements ............................................... 165
6.1 Introduction .................................................... 165
6.2 Debates about what social movements are ............................ 165
6.3 Social movement theory .......................................... 167
6.3.1 Opportunities/constraints within which social movements
may/may not develop ................................... 167
6.3.2 How social movement participants themselves define
their movements ....................................... 169
6.3.3 Networks, structures, and other resources needed to
mobilize supporters ..................................... 174
6.3.4. ‘Bridging’ theory ........................................ 175
6.3.5 The Marxist analysis of social movements ..................... 176
6.3.6 Critiques of social movement theory ......................... 177
6.4 The city and the slum ............................................. 181
6.5 Social Movements in South Africa .................................. 186
6.6 Conclusion ..................................................... 191
Chapter 7: Abahlali baseMjondolo ........................................... 193
7.1 Introduction .................................................... 193
7.2 History of Abahlali .............................................. 193
7.3 Academic discussion on the movement .............................. 196
7.4. Abahlali as a counter-hegemonic movement .......................... 198
7.4.1 Anti-capitalist (i.e. counter neoliberalism as ideology) ........... 198
7.4.2 Within/without state, but not with
(i.e. counter liberal democracy as ideology) .................. 201
7.4.3 An alternative politics (i.e. counter postmodern ideology) ........ 206
7.4.4 A politics of praxis ....................................... 212
7.5 Conclusion ..................................................... 215
Chapter 8: Unlearning hegemony ............................................ 216
8.1 Introduction .................................................... 216
8.2 Learning hegemony .............................................. 217
8.2.1 Formal education as hegemonic ............................. 217
8.2.2. Counter-hegemonic formal education ........................ 222
8.2.3. Non-formal education as hegemonic ......................... 223
8.2.4. Counter-hegemonic non-formal education .................... 226
8.2.5. Informal education and learning ............................ 227
8.3. Unlearning hegemony ............................................ 237
8.4 Experiential learning ............................................. 238
8.4.1 Kolb’s theory ........................................... 240
8.4.2 Critique of Kolb’s theory .................................. 242
8.4.3 Further development of the theory ........................... 243
8.5 Transformative Learning .......................................... 255
8.5.1 Mezirow’s theory ........................................ 255
8.5.2.1 Meaning Perspectives and Meaning Perspectives (256);
8.5.2.3 Reflection (257); 8.5.2.4. Action (259)
8.5.2 Critique of Mezirow’s theory ............................... 260
8.5.2.1 The process of perspective transformation (262);
8.5.2.2 Critical reflection versus emotional response in perspective
transformation (264); 8.5.2.3 The relationship between transformative
learning and social change (264); 8.5.2.4 The role of the educator
8.5.3 Further development of the theory ..................... 267
8.6 Emancipatory education .......................................... 267
8.6.1 Freire’s theory ........................................... 269
8.6.1.1. Humanization and dehumanization (270);
8.6.1.2. Conscientization (271); 8.6.1.3. Praxis (274)
8.6.2 Critique of Freire’s theory ................................. 279
8.6.2.1. Universal categories and dichotomies (282);
8.6.2.2 Antidialogue, manipulation and authoritarianism (283)
8.6.3 Further development of the theory ........................... 284
8.7 What can we learn from these learning theories? ....................... 286
8.8 Conclusion ..................................................... 288
Chapter 9: Alain Badiou’s theory of the event .................................. 292
9.1 Introduction .................................................... 293
9.2 Alain Badiou ................................................... 293
9.3 Philosophy ..................................................... 293
9.3.1 Badiou’s ontology ........................................ 296
9.3.1.1 Set theory (297); 9.3.1.2 The ‘situation’ (set) (299)
9.3.2 The ‘event’ ............................................. 300
9.3.3 ‘Fidelity’ .............................................. 306
9.4 Badiou’s epistemology ........................................... 308
9.4.1 Knowledge and Truth ..................................... 310
9.4.2 Agency and the subject .................................... 310
9.5 Badiou’s politics ................................................ 314
9.5.1 The current state of the situation/The role of the State ............ 316
9.5.2 Current hegemony ........................................ 316
9.5.2.1 Neoliberal capitalism (318); 9.5.2.2 Liberal democracy (318);
9.5.2.3 Postmodernism (319)
9.5.3 Praxis/ So, what is to be done? .............................. 320
9.6 Critique ....................................................... 322
9.7 Badiou’s relevance to this study .................................... 326
9.7.1 Badiou and hegemony ..................................... 329
9.7.2 Badiou and adult learning theory ............................ 329
9.7.2.1 The nature of consciousness and the role of hegemony (331);
9.7.2.2 ‘Unlearning’ hegemony (332)
9.8 Conclusion ..................................................... 333
Chapter 10: Life stories .................................................... 336
10.1 Introduction ................................................... 337
10.2 Andrew Collins ................................................ 337
10.3 Lindela Figlan ................................................. 340
10.4 Zodwa Nsibande ............................................... 360
10.5 David Ntseng .................................................. 365
10.6 Mazwi Nzimande ............................................... 369
10.7 Richard Pithouse ............................................... 379
10.8 S’bu Zikode ................................................... 389
Chapter 11: Analysis and discussion .......................................... 404
11.1 Introduction ................................................... 416
11.2 Approach to data analysis ........................................ 416
11.3 Why have the activists considered in this study joined/aligned
themselves with Abahlali baseMjondolo? .................... 416
11.4 Have these activists ‘unlearned’ the hegemony of our current context,
and if so, how? ........................................ 419
11.4.1 Learning hegemony ..................................... 424
11.4.1.1 Family and friends (425); 11.4.1.2 Church (425);
11.4.1.3 Media and culture (425); 11.4.1.4 Schooling (428)
11.4.2 ‘Unlearning’ hegemony .................................. 429
11.4.2.1 ‘Unlearning’ party politics/liberal democracy and
developmentalism (435); 11.4.2.2 ‘Unlearning’ difference, especially
race and class (436)
11.5 To what extent was their ‘unlearning’ of hegemony informal,
and how did this happen? ................................ 445
11.5.1 Experiential learning ..................................... 450
11.5.2 Transformative learning .................................. 451
11.5.3 Emancipatory learning ................................... 452
11.6 What does Badiou’s theory of event-fidelity-truth contribute to
understanding this process? ............................... 454
11.6.1 Hegemony, consciousness, and the state of the situation ........ 458
11.6.2 Shifting consciousness versus fidelity to the event ............. 466
11.6.3 Unlearning and change ................................... 467
11.7 Conclusion .................................................... 470
Chapter 12: Conclusion .................................................... 472
12.1 Introduction ................................................... 473
12.2 Overview of argument ........................................... 473
12.3 Reflection on my findings ........................................ 473
12.4 Reflection on life history methodology .............................. 475
12.5 Possible areas for further investigation .............................. 477
12.6 “The importance of staying angry” ................................. 478
Appendix 1: List of interviews .............................................. 479
Appendix 2: Interview schedule ............................................. 480
Appendix 3: Examples of analysis ............................................ 481
References .............................................................. 482
List of Tables
Table 1: Categorisation of research paradigms ................................... 15
Table 2: Characterisations of research paradigms ................................. 16
Table 3: A typology of struggle vis-a-vis the state ............................... 137
Table 4: Livingstone’s categorisation of education ........................ ....... 230
Table 5: Eraut’s typology of informal learning .................................. 233
Table 6: Badiou’s main works ............................................... 297
Table 7: Badiou’s terminology ...... ........................................ 300
Table 8: Research participants ............................................... 338
Table 9: The situation ..................................................... 460
List of Illustrations
Figure 1: Marx’s base-superstructure model
Figure 2: Kolb’s model of experiential learning
Figure 3: Boud, Keogh and Walker’s model of experiential learning
Figure 4: Jarvis’ model of experiential learning
Figure 5: Jarvis’ revised model of experiential learning
Figure 6: Marsick and Watkins’ model of informal or incidental learning
Figure 7: A comparison between adult learning theories and Badiou’s theory of the event