Abstract
This article is a pan-African feminist intervention in popular education practices and discourses in Africa. We provide a broad overview of popular education’s genealogy in Africa. The first section examines conceptions of popular education, exploring conceptual contestations and practical challenges. We identify four periods in Africa’s popular education development, and these periods have distinct characteristics ranging from oppositional, to supportive, co-opted, and critical. This historical overview enables us to historicise the emergence of feminist popular education, which was in response to blind spots identified by popular education feminists and pan-African feminists. Drawing from these critiques, we advocate a pan-African feminist approach to popular education. To that end, we make several key interventions in feminist popular education literature.
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