Theorising Education and Learning in Social Movements: Environmental Justice Campaigns in Scotland and India

Autor/inn/en	Scandrett, Eurig; Crowther, Jim; Hemmi, Akiko; Mukherjee, Suroopa; Shah, Dharmesh; Sen, Tarunima
Titel	Theorising Education and Learning in Social Movements: Environmental Justice Campaigns in Scotland and India
Quelle	In: Studies in the Education of Adults, 42 (2010) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Social Justice; Adult Education; Lifelong Learning; Foreign Countries; Social Change; Ideology; Educational Opportunities; Hazardous Materials; Conservation (Environment); Environmental Education; Environmental Standards; Animal Husbandry; India; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Ausland; Sozialer Wandel; Ideologie; Bildungsangebot; Bildungschance; Hazardous substance; Gefahrstoff; Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Umweltauflage; Tierhaltung; Indien
Abstract	There is a need for a theoretical understanding of education and learning in social movements which takes into consideration the diverse ways in which learning occurs as well as the social, economic and ecological conditions in which movements emerge. These material conditions set opportunities and constraints for the generation and distribution of knowledge which subsequently reflects social interests resulting from these conditions. Theory, which aims to explain learning in this context, must recognise that in social movements there occurs collective as well as individual learning and sustained, formalised education, as well as informal and spontaneous learning. Social movements also make use of lay and specialist knowledge, often selected and combined in innovative ways to ensure that "really useful knowledge" is put at the service of emancipatory projects. This has significant implications for educators who see their work as contributing to social justice. The comparatively neglected work of Ettore Gelpi provides an important foundation for a dialectical understanding between these material conditions and lifelong education in social movements. Moreover, this dialectic can be understood to occur at multiple levels: between micro-level learning; meso-level frame construction and macro-level culture-ideology. Empirical work in environmental justice movements in Scotland and India provides illustrations of these levels of learning. (Contains 1 figure.) (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10