The previous chapter concluded with reflections on the scope for twoway processes of learning and solidarity across international divides. This chapter moves on to explore these processes further in the context of struggles for freedom and justice in South Africa in the late 20th century and beyond, illustrating the ways in which the book's key themes run through these experiences. The role of ideas and critical consciousness emerge as centrally important in these challenges to what has been described as ‘the shameful legacy of Britain's colonial past’ (Scottish Education and Action for Development, 1990: 3). And so do the contributions of community education and development, including the contributions of community arts, which were significant in South African struggles for decolonisation. In the final years of apartheid, South Africa had vibrant adult and community education and development programmes that creatively engaged with community and social movement activists, focusing upon learning for decolonisation for the future. These programmes were committed to building a democratic rainbow nation, drawing upon Freirean approaches as these were being developed for the Southern Africa context (Hope and Timmel, 2001).

This chapter concludes with a focus on more recent initiatives, including holistic programmes addressing environmental sustainability, gender equality and social justice in the very different circumstances of post-apartheid South Africa. Here too, decolonisation emerges as a key theme and an ongoing process in the pursuit of social transformation and solidarity, demonstrating the continuing importance of working together for a sustainable future. These final sections draw upon reflections from three South African academics, educationalists and activists who have all made outstanding contributions to learning for social transformation: Astrid von Kotze, Viviene Taylor and Shirley Walters (reflections from personal interviews with Taylor, von Kotze and Walters are included).

Learning and building solidarity for the Anti-Apartheid Movement in the Global North: decolonisation of a special type

Social movements have their own histories of providing formal and informal learning for their supporters as well as developing initiatives to engage the wider public. Civil society organisations and social movements have varied agendas, of course, by no means all progressive: there are movements that promote exclusionary agendas and discriminatory practices, for a start (Kenny et al, 2015).