ABSTRACT
Education within die labour movement may be conceived as a socialization in traditions, values, policies and strategies, as facilitating the engagement and mobilization of members, the selection and development of cadres for leader ship and functionaries for service, as a training in ends and means, in die elaboration of desirable objectives and the skills necessary to achieve diem. It may be understood as a contribution to developing the culture of die working class, its world view and its political mission. Such education may be formal or informal, based upon organic or self-organized discussion and transmis sion in die workplace or in union bodies. Pedagogies of labour will certainly reflect and may legitimize and reinforce or alternatively, challenge and con sciously seek to change prevailing philosophy, programme and leadership widiin die movement. They may engender disputation as to die resources com mitted, who will organize programmes, and die content of die curriculum. Why certain choices are made on diese issues while odiers are rejected will tell us something about the labour movement and its politics. Trade union education is dius part - if a small part - of die agenda of industrial politics. Consideration of its development may cast light on competing conceptions of how labour should organize and act.1
