What is REFLECT?

REFLECT is an innovative approach to adult learning and social change that fuses the theories of Paulo Freire with participatory methodologies developed for Participatory Rural Appraisal (PRA).

Freire:

• Brazilian educator who radicalised a generation of literacy workers in 1960s and 1970s by linking literacy to social change.
• Condemned ‘banking’ concept and espoused dialogue fundamental – a coming together of learner and teacher.
• Promoted ‘conscientisation’ – the process of learning to perceive social, political, economic contradictions and take action by deconstructing contradictions and negotiating more equal conditions.

PRA:

• Participatory Rural Appraisal - used in development field to engage with communities in participatory way and learn from them in terms of their realities.

Therefore: Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT).

Brief History

Originally developed through pilot projects in Bangladesh, El Salvador and Uganda, REFLECT is now used by over 500 organisations in more than 70 countries, in each case adapted to the local context. It was awarded UN Literacy Prizes in 2003 and 2005, for the way in which it has revolutionised adult learning.

Central to REFLECT is an awareness of power dynamics and relationships, and the effect of this on participation and learning. As such, the approach requires a transformation of traditional classroom roles, placing learners at the centre of their own learning process. The teacher becomes facilitator, their role transformed from one of directing or transferring knowledge to one of facilitating, sharing, enabling and catalysing, as well as learning and reflecting themselves. The participants therefore set their own agenda, identify their own issues, prepare their own learning materials and act on their analysis. Underpinning the approach is a huge (and ever-expanding) range of participatory tools and techniques.

Prominent among these are visualisation tools (or graphics) such as calendars, maps, matrices, rivers, and trees, which enable participants to communicate their knowledge, experience and feelings without being restricted by literacy and language barriers. The construction of the graphic involves discussion on a key issue in the learners’ lives, generating vocabulary that is relevant and practical.

Other participatory tools such as roleplay are introduced to give learners the opportunity to rehearse real situations.

The accumulated discussion, reflection and analysis of each issue leads learners to identify actions that they can take (individually or as a group) to improve their situation. These actions involve the practical use of oral and written language, thus strengthening people’s language use outside the classroom. Furthermore, using the REFLECT tools and approach encourages documentation of the learners’ own experiences and histories – a valuable end in itself.

The core elements of REFLECT

REFLECT is based on a series of core principles and elements, derived both from the theoretical foundations in Freire and Participatory Rural Appraisal, and from evolution of the approach through practical application and experience.

… power and voice

REFLECT is a process that aims to strengthen people’s capacity to communicate by whatever means are most relevant to them. Although part of the process may be about learning a new language, the focus is on using this in a meaningful way. It is through focusing on the practical use that real learning takes place.

… a political process

REFLECT is premised on the recognition that achieving social change and greater social justice is a fundamentally political process. REFLECT is not a neutral approach. It seeks to help people in the struggle to assert their rights, challenge injustice and change their position in society. As such it requires us to explicitly align ourselves with the poorest and most marginalised. It involves working with people rather than for them.

… a democratic space

REFLECT involves creating a democratic space – one in which everyone’s voice is given equal weight. This needs to be actively constructed, as it does not naturally exist. As such it is counter-cultural – challenging the power relationships and stratification that have created inequality. It is never easy and may never be perfectly achieved, but it should be a constant focus.

... an intensive and extensive process

REFLECT is rarely a short or one-off process. Groups usually meet for about two years, and sometimes continue indefinitely. Often they meet three times a week – sometimes up to six times a week and rarely less than once a week. Each meeting may take about two hours. This intensity of contact on an ongoing basis is one of the fundamental ingredients for a process that seeks to achieve serious social or political change.

… grounded in existing knowledge

REFLECT begins with respecting and valuing people’s existing knowledge and experiences. However this does not mean accepting opinions or prejudices without challenge. Whatsmore, there will always be a part of the process in which participants are enabled to access new information and ideas from new sources. The key is to give people control over that process and confidence in their own starting point, so that they can be critical and selective.

… linking reflection and action

REFLECT involves a continual cycle of reflection and action. It is not about reflection or learning for the sake of it, but rather reflection for the purpose of change. Neither is it about action isolated from reflection, as pure activism rapidly loses direction. It is the fusion of these elements, and it can start with either.

… using participatory tools

A wide range of participatory tools are used within a REFLECT process to help create an open, democratic environment in which everyone is able to contribute. Visualisation approaches are of particular importance (calendars, diagrams, maps, etc…) and can provide a structure for the process. However, many other participatory methods and processes are also used, including theatre, role-play, song, dance, video or photography.

… power awareness

All participatory tools can be distorted, manipulated or used in exploitative ways if they are not linked to an awareness of power relationships. REFLECT is a political process in which the multiple dimensions of power and stratification are always the focus of reflection, and actions are oriented towards changing inequitable power relationships whatever their basis. A structural analysis is needed to ensure that issues are not dealt with at a superficial level. Only through such analysis can effective strategic actions be determined.

… coherence and self-organisation

REFLECT needs to be used systematically. The same principles and processes that apply to the participants also apply to us, within our own institutions and even our personal lives. It is important that the facilitator engage in the process alongside the participants, subjecting her/his behaviour, experiences and opinions to the same analysis, rather than standing outside as teacher and judge. Ideally, the focus of the process should be towards self-organisation, so that groups are self-managed where possible rather than being facilitated by, or dependent on, outsiders.

REFLECT today

Over the past five years, REFLECT has grown and diversified in South Africa and the REFLECT approach has been used to address a range of critical issues - such as family literacy, income generation, HIV/AIDs and local governance - in response to local needs. In other words, REFLECT is not simply an approach to literacy and adult education, it has also a critical tool for community development.