The Place of Transformative Learning in the Building of Learning Cities in Africa

Abstract

This article argues that the learning city concept, which is an international initiative devoted to the promotion of sustainable, healthy, green and economically viable cities by the means of lifelong learning, is currently operational in Europe, the Americas, Australia and Asia but absent in Africa. The main point made by the article is that the introduction of learning city projects into Africa will succeed only if this continent's historical, cultural and epistemological realities are relied upon in the selection of an entry methodology. That methodology is here identified as ‘transformative learning’. Transformative learning is a process of learning that begins human transformation from within and moves outwardly. It is recommended as an appropriate methodology for introducing the learning city concept into Africa because an inner transformation that would enable Africans to reconcile their two concepts of city (ancient and modern) is required for the successful take-off of learning city projects in Africa. Although transformative learning counts a number of perspectives, the conscientisation and afrocentric perspectives are here specifically recommended for use because they embody the icons and strategies that may prove effective in introducing the learning city concept into Africa.