Presentamos un artículo que se ha publicado recientemente en la revista australiana de aprendizaje de personas adultas (Australian Journal of Adult Learning – AJAL) (https://www.ajal.net.au/downloads/learning-by-participating-in-social-movements-ethnographic-research-in-madrid-spain/), derivado de la tesis doctoral de Héctor S. Melero, titulada “Espacios y prácticas de participación ciudadana. Análisis y propuestas desde un enfoque intercultural” (disponible en el repositorio institucional de la UNED: http://e-spacio.uned.es/fez/view/tesisuned:ED-Pg-Educac-Hsanchez).
El artículo forma parte de un número monográfico de la revista sobre “Adult learning, social movements, popular education and the power of knowledge”, cuyo índice es el siguiente:
AJAL Volume 59 / Number 3 / November 2019
https://www.ajal.net.au/downloads/ajal-volume-59-number-3-november-2019/
Featured articles
- Close, yet so far apart: Bridging social movement theory with popular education
Kai A. Heidemann
Refereed articles
- Learning by participating in social movements: Ethnographic research in Madrid (Spain)
Héctor S. Melero & Inés Gil-Jaurena
- Here we stand: The pedagogy of Occupy Wall Street
Darren Webb
- Learning in social movements: Emotion, identity and Egyptian diaspora becoming ‘logically and emotionally invested’ in the continuing struggle
Helen Underhill
- Reconceptualising activism for a pedagogy of struggle: Occupying education, the power of the empty signifier for the future of education
Cassie Earl
- Student voice and agency for Indigenous Māori students in higher education transitions
Diana Amundsen
- Exploring the power of the media in promoting lifelong learning and popular mobilisation drive against ‘Galamsey’ in Ghana
Isaac Kofi Biney
Book reviews
- Spaces of political pedagogy Occupy! And other radical experiments in adult learning – Cassie Earl
Reviewed by Dr Shaun Rawolle, Deakin University
El artículo elaborado por Héctor S. Melero e Inés Gil Jaurena (co-directora de la tesis doctoral) se centra en los siguientes aspectos:
“Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, & 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, & Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, & 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, & Peterson, 2014). Our previous studies 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 & Sánchez-Melero, 2016; Melero, 2018).”
Quien tenga interés en consultar el texto completo por favor que lo indique en los comentarios o se ponga en contacto con los autores.
