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The pedagogy of activism : learning to change the world

Ollis, Tracey 2010, The pedagogy of activism : learning to change the world, International journal of learning, vol. 17, no. 8, pp. 239-249.

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Title The pedagogy of activism : learning to change the world
Author(s) Ollis, TraceyORCID iD for Ollis, Tracey orcid.org/0000-0003-4801-0454
Journal name International journal of learning
Volume number 17
Issue number 8
Start page 239
End page 249
Total pages 12
Publisher Common Ground
Place of publication Melbourne, Vic.
Publication date 2010
ISSN 1447-9494
1447-9540
Keyword(s) radical adult education
informal learning
social learning
embodied learning
activists' learning
communities of practice
Summary Much of the theorisation regarding radical adult education in Australia has concentrated on activists' pedagogy in the context of critical learning. Learning in social action is largely seen as taking place informally; it is tacit and implied and not always identified or articulated as knowledge or learning. This paper argues how activists' learning is embodied; the whole person is central to how meaning is made. A person's learning is embedded in significant identity change as they 'learn to be and become an activist'. Activists use their emotions, cognition and their physical body to make meaning. The symbolic use of the body is particularly important in the processes of direct action. Activists' learning is mainly informal, social and situated in practice, and they learn from one another by socialisation in a community of practice. Central to the paper is there is much to be learned from the important pedagogy of these activists, I argue that learning in radical adult education should be more prominent in the current discourses of lifelong learning and adult education in general.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30053064

Document type: Journal Article
Collection: School of Education
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