Abstract
It is crucial for adult educators analytically to reflect on their educational practice within the social reality which is the setting. This paper investigates a training process undertaken by staff of the Community Adult Educator Programme in Natal, South Africa. The educators came equipped with the tools for facilitating learning based on dialogue, critical thinking and problem solving, an approach which had been nurtured in experiences of working with democratic grassroots community organizations. They faced the challenge of applying their practice in the context of a ministry which operates within a closed discourse based on charismatic prophecies and unquestioned dogma. The paper presents the training course for ministry staff as a case study of conflicting methodologies and questions whether it is possible to change the attitudes of people who subscribe to ‘education for domestication’ and who work in a context that is hostile to dialogue and ambiguity.
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