Learning by participating in social movements: Ethnographic research in Madrid (Spain)

Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, and Hamel-Green, 2015). While in the field of formal education, the focus is usually on 'education for citizenship' or 'citizenship educatio...

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Bibliographic Details
Published in:Australian journal of adult learning 2019-11, Vol.59 (3), p.319-341
Main Authors: Melero, Hector S, Gil-Jaurena, Ines
Format: Article
Language:English
Subjects:
Activism
Activists
Adult education
Adult Learning
Awareness
Change Strategies
Citizen Participation
Citizenship
Civil society
Democracy
Democratic Values
Education
Educational Legislation
Educational Methods
Ethnography
Ethnology
Field study
Foreign Countries
Freire, Paulo
Informal Education
Knowledge
Learning Processes
Participation
Pedagogy
Popular Education
Qualitative research
Researchers
Social activism
Social Change
Social justice
Social movements
Spain
Teachers
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Summary:Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, and Hamel-Green, 2015). While in the field of formal education, the focus is usually on 'education for citizenship' or 'citizenship education' (Schugurensky, 2006, 2010; Schulz, Ainley, Fraillon, Losito, and Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, and Foot, 2018). One explores the influence of social movements in formal education, with diverse approaches and little connection among them. The other studies learning in social movements, mostly inserted in the field of adult education and that form a corpus of interrelated and expanding knowledge. However, there are still few works that arise from an idea of complementarity or that have a double focus on citizen education that leads to activism, and activism as an educational process (Davies, Evans, and Peterson, 2014). Our previous studies1 arose from the idea of complementarity and an understanding that in order to formulate proposals for citizenship education, the object of study must be how citizenship and participation learning happens. That is, trying to understand the learning experiences of activists and the learning that takes place in spaces of participation, such as social movements, to formulate educational proposals (Gil-Jaurena, Ballesteros, Mata and Sanchez-Melero, 2016; Melero, 2018).
ISSN:1443-1394