This study explores the work and experience of working-class writers in three Imoments l and the contexts in which their writing has been produced and published. A class a~ymmetrv of access to writing and publishing is seen to characterise all three Imoments l , disadvantaging working-class people, and to explain a corpus of work that, because it remains largely obscure, both surprises the student by its extent while at the same time remaining relatively 2 modest in quantity. The processes of writing and publishing receive increasing attention and come to be seen as powerfully educational for participants. This by-product~educational strand of (especially recent) working-class writing and publishing is set within a tradition of working-class collective self-education and its success set against a pattern of provided schooling that typically has failed (in both sense~) working-class students. The Introduction sets out the origins and development of the study; explores 80me of the key terms of' the title; expounds the structure of ideas; presents an 'overview ' ; and explains the research activities and '~ase-studv' approach developed. eart I explores a 'first moment of working-class writing': roughly the first half of the nineteenth century. Poetry and prose-autobiography are considered with special attention to a particular cluster of texts and to the precursors and contexts of writers and writings. Part II investigates a 'second moment l which began around 1930, climaxed in the three or four veal'S before the outbreak of World War II and had ended by 1945. The approach here is by means of two 'casestudies' and a brief 'overview' that refers to parallels and contrasts in contemporaneous developments in France. At the climax of the study ~art III explores the context end developments of communitY-Dublishinq and workinq-class writinq since 1971. This ohase of the dissertation draws on study of some three hundred oublications and of the oriqins and processes of the Federation of Worker Writers and Community Publishers (FWWCP) and its constituent qroups. Additionally, attention is paid to such overlapping developments as Historv Workshop and the Oral Historv SOCiety. A brief consideration of publications arising in pit communities from the Miners' Strike) 1984-1985, is used to draw together lConclusion) and underline the main arguments of the study.

This dissertation focuses on the potential empowerment writing has among a homeless community in Atlanta, Georgia. Through the participation in a newly created writing workshop and a street newspaper in that community, the narrative and communication among writing participants demonstrate negotiations of self-identification as public and private writers and the situational influence writing has on their lives. The study adds to the “public turn” of writing instruction with the intention of helping to bridge the gap between traditional composition pedagogy in academia and such education in outside community. That participatory instruction reinforces the notion that writing and rhetorical performances can effect positive change in individual lives beyond that institutional space.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas. / AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.

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