Tracey Ollis researched how adult activists learn to become more expert at what they do through socialisation in a ‘community of practice’. This article focuses on ‘emancipatory learning, radical adult education, popular education and the differences and
Posts Tagged: research - (65 found)
James Whelan (2006). Case studies of Maleny and Gold Coast environmental campaigns. (An edited version of this paper will be published in 2007)
Tracey Ollis has researched the ‘social learning’ of social and political activists. She argues that activists’ learning is holistic and embodied. Activists learn through cognition, emotions and the physical body. This paper was presented to the SUCTREA c
Marty Branagan (2004) exploring the role of nonviolent political action in overthrowing the Serbian dictatorship.
Justin Whelan reviews the emerging literature in this field, noting the points of convergence and divergence and suggesting some limitations of the frameworks and opportunities for effective evaluation that meets the needs of interest groups.
Marty Branagan (2003). Delivered at the “Teach-in for Peace”. University of New England.
James Whelan (1994). A critical assessment of Friere, Knowles and community development.
David Reed (1981) Education for Building a People’s Movement, South End Press, Boston, MA. (excellent reading on ‘social education’)
Community organising case study of a campaign to prevent freeway construction in an inner-city park. Written in 2003 by tCA member James Whelan.
Sam La Rocca (2004) Honours thesis, Australian School of Environmental Studies, Griffith University, Brisbane