A critical pedagogy of embodied education: learning to become an activist

Explores the differences and similarities between two groups: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Outlines the pedagogy of activism and the process of learning to become an activist. TRACEY OLLIS Lecturer in the School of Global Studies, Social Science, andPlanning at Royal Melbourne Institute of Technology, Australia. INDICE: A Critical Pedagogy of Activism - Introduction - Defining Activism- The 'Accidental Activist' - Prelude to the Research - Activist as Researcher - The Importance of a Book on Activists' Pedagogy - Central Research Questions - Book Structure - Case Study Research - Introduction - Qualitative Research - Phenomenology - Research as Social Change - Why are you doing 'Objectivist' Research? - The Method - Conclusion - The Politics of Adult Education - Introduction - Popular Education and Radical Adult Education - Learning through Social Action - Learning to Think Critically - Transformative Learning - Learning to be Radical - Social Learning - Learning on the Job - Identity and Learning - Postcolonial Theories of Education - Conclusion - The Lifelong Activists -Introduction - The Lifelong Activists b Biographical Profiles - Typologies and their Limitations - Stages and Phases of Learning - Student Politics - Developing an Activist Epistemology - Learning Skills 'on the job' of Activism - Significant Mentors - Identity: Learning to become an Activist - Emotions and Learning - Spirituality - Conclusion - Case Study: Jorge's Story - Conclusion -Case Study: Cam Walker's Story - Conclusion - Case study: Kerry's Story - Conclusion - Conclusion to the Quintain of Case Studies - The Circumstantial Activists - Introduction - Circumstantial Activists: Biographical Profiles - Stages and Phases of Learning - Circumstances and Activism - Formal Learning - Developing an Activist Epistemology - Critical Thinking - Identity Formation b Learning to become an Activist - Emotions and Learning - The Learning Edge - Religion, Social Justice and Spirituality - Conclusion - Case Studies - Introduction - Case Study: Terry's story - Conclusion - Case Study: Catherine's story -Conclusion - Case Study: Tim Forcey's story - Conclusion - Case study: Grace's story - Conclusion - Embodied Learning - Introduction - Learning and the Whole Body: Being There - Rationalism and Adult Education - The Junk Category of Practical Knowledge - Emotions and Activism - Critical Thinking in IntelligentBodies - Conclusion - Informal and Social Learning - Introduction - Social Learning: Communities of Practice - Apprenticeship Learning: The Role of Mentors- Learning Community - Rapid Learning and Circumstantial Activists - Power and the Social Learning Model - Learning to 'become' an Activist - Conclusion - A Critical Pedagogy of Embodied Education - Introduction - The Typology of Lifelong and Circumstantial Activists - Activists' Stages and Phases of Learning (both groups) - Differences between Lifelong and Circumstantial Activists - Facilitating a Critical Pedagogy of Activism a way Forward - The Intelligent Body - Freire's Legacy - A Final Word -

• ISBN: 978-0-230-34051-0
• Editorial: Palgrave MacM
• Encuadernacion: Cartoné
• Páginas: 256
• Fecha Publicación: 27/03/2012
• Nº Volúmenes: 1
• Idioma: Inglés