Openly accessible

Adult learning, circumstantial activism and ecological habitus in the coal seam gas protests

Ollis, Tracey 2021, Adult learning, circumstantial activism and ecological habitus in the coal seam gas protests, Australian journal of environmental education, vol. 37, no. 1, pp. 40-55, doi: 10.1017/aee.2020.32.

Attached Files
Name Description MIMEType Size Downloads

Title Adult learning, circumstantial activism and ecological habitus in the coal seam gas protests
Author(s) Ollis, TraceyORCID iD for Ollis, Tracey orcid.org/0000-0003-4801-0454
Journal name Australian journal of environmental education
Volume number 37
Issue number 1
Start page 40
End page 55
Total pages 16
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2021-03
ISSN 0814-0626
2049-775X
Keyword(s) environmental adult education
informal learning
coal seam gas
Bourdieu
Summary This paper outlines adult learning in the space of an important campaign against mining for coal seam gas (CSG). Recently, the government of Victoria became the first state to ban fracking for CSG in Australia. This significant legislative outcome could not have been achieved without the concerted campaigning of activists through the Lock the Gate Alliance (LTGA), in Central Gippsland. The campaign is mainly composed of circumstantial activists who have come together due to the serious threat from fracking to the quality of their land and water supply. This case study research examines adult learning in the field of a campaign. The findings from this research make clear activists learn to think critically about the environment and the impact of fracking for CSG. They learn communication skills, group work and networking skills. They develop a feel for the game of activism by learning informally through socialisation with experienced activists from the LTGA and the Environmental Non-Government Organisation Friends of the Earth (FOE). In turn, FOE resource the coalition and provide opportunities for both informal learning and nonformal learning to the protestors. Drawing on Bourdieu’s writing on practice, this paper outlines practices within the LTGA field that are influential in the knowledge and skill development of the activists.
Language eng
DOI 10.1017/aee.2020.32
Indigenous content off
Field of Research 05 Environmental Sciences
13 Education
16 Studies in Human Society
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2020, The Author
Free to Read? Yes
Use Rights Creative Commons Attribution Non-Commercial No-Derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30145071

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 103 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Mon, 09 Nov 2020, 13:14:29 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.