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Abstract

The essence of advancing livelihoods is to heighten socio-economic transformation among the poor, especially rural women through education. The statement above suggests that locating these women as critical stakeholders and affording them opportunities to improve their skills and knowledge can advance values significantly. In the country in general, rural women generate less income as compared to men. Hence, educational practices geared toward women are to address this gap. Transformation, however, does not come cheap. It takes consented effort on educators, learners, and society to embrace educational provisions, programs, and new teaching methods for a sustainable change, especially for rural women. To achieve these objectives, a reflection of critical pedagogy and stakeholder theories into women’s lives is essential. The study primarily investigated the role of critical pedagogy in advancing livelihoods and transforming the socio-economic lives of women in Mthatha, South Africa. Interviews, focus group discussions, and documentary analysis form the basis for gathering data from rural women (n=35) purposely selected for the study. The emergent findings show that the curriculum of ACET does not add value to these women’s livelihood because it does not empower them with the requisite skills to fend for themselves. Therefore, the study recommended a robust investigation into the theory of critical pedagogy and the possible benefit of transformative practices in adult education, mainly geared towards women’s development.

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