Conscientization and Third Space: A Case Study of Tunisian Activism

Autor/inn/en	Boumlik, Habiba; Schwartz, Joni
Titel	Conscientization and Third Space: A Case Study of Tunisian Activism
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 4, S.319-335 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713616652475
Schlagwörter	Foreign Countries; Nongovernmental Organizations; Females; Activism; Social Change; Adult Education; Democracy; Interviews; Social Media; Role of Education; Consciousness Raising; Case Studies; Content Analysis; Educational Methods; Tunisia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Aktivismus; Politischer Protest; Sozialer Wandel; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Demokratie; Interviewing; Interviewtechnik; Soziale Medien; Bildungsauftrag; Bewusstseinsbildung; Case study; Fallstudie; Case Study; Inhaltsanalyse; Educational method; Erziehungsmethode; Tunesien
Abstract	This case study examines, "Al Bawsala," a nongovernmental organization and a female cyber social activist, Amira Yahyaoui, in the aftermath of Tunisia's Jasmine Revolution through the lens of adult education. The theoretical frameworks of conscientization and third space are employed to describe Yahyaoui's development of the watchdog political organization, "Al Bawsala," for the purpose of democratic learning and popular education in Tunisia. Through interviews with Yahyaoui as well as content analysis of social media platforms used by "Al Bawsala," the findings suggest popular education praxis of conscientization and third space are operative and central to Tunisia's relatively nonviolent path toward democratization after the Arab Spring. The authors further suggest that "Al Bawsala's" work is one approach for moving forward in a postrevolution context, and that adult education is central to that process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01