Social Movement Learning: From Radical Imagination to Disempowerment?

Autor/inn/en	Zielinska, Malgorzata; Kowzan, Piotr; Prusinowska, Magdalena
Titel	Social Movement Learning: From Radical Imagination to Disempowerment?
Quelle	In: Studies in the Education of Adults, 43 (2011) 2, S.251-267 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Foreign Countries; Activism; Empowerment; Socialization; Universities; Educational Theories; Informal Education; College Students; Program Descriptions; College Administration; Computer Mediated Communication; Content Analysis; Power Structure; Experiential Learning; Adult Education; Social Justice; Politics of Education; Social Systems; Participant Observation; Participative Decision Making; Educational Facilities Planning; Space Utilization; Burnout; Student College Relationship; Student Surveys; Poland + Suchen Sie Ihr Suchwort? Ausland; Aktivismus; Politischer Protest; Socialisation; Sozialisation; University; Universität; Educational theory; Theory of education; Bildungstheorie; Informelle Bildung; Nichtformale Bildung; Collegestudent; College administrators; Hochschulverwaltung; Computerkonferenz; Inhaltsanalyse; Experiental learning; Erfahrungsorientiertes Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Soziale Gerechtigkeit; Educational policy; Bildungspolitik; Social system; Soziales System; Teilnehmende Beobachtung; Raumnutzung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schülerbefragung; Polen
Abstract	Social movements at universities have recently flourished as a response to the Bologna Process and austerity measures at universities, but studies on learning within these movements are still scarce. Our goal is to describe one movement which started at the University of Gdansk in 2009 and aimed at democratising the university and implementing various changes concerning space management and decision-making processes both within academia and in terms of the future of education in general. The results show that knowledge and new skills came mostly from other European movements. Much learning was related to conflicts and tensions within the movement. At the same time as the members have learned to take responsibility for their place, there has also been another, less positive side of learning in this particular movement. Many members have burned out and learned that no significant changes could happen. Moreover, they experienced that cooperation between people with various ideas and values could be very difficult. The authors feel that this less positive side of learning needs also to be addressed in educational theory related to social movements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10