Participatory Research

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Author: search.filters.author.Clover, Darlene E.Subject: search.filters.subject.SDG 4: Quality Education

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    Imagine/Learning: Thoughts from Two adult educators
    (Canadian Association for the Study of Adult Education, 2014) Hall, Budd L; Clover, Darlene E.
    Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of adult education and the highly regulated learning contexts of schooling, and we suggest adult education theory and practice can be found in many other disciplinary clusters in all our universities. Wherever the formal study for adult education is located, its purpose is always to strengthen capacity for resistance and transformation.
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    Social movement learning: A contemporary re-examination
    (2011) Hall, Budd L; Clover, Darlene E.; Crowther, Jim; Scandrett, Eurig
    Where does the new begin and where does the old end in social movement learning? In this essay, Budd L. Hall, along with Darlene E. Clover, Jim Crowther and Eurig Scandrett, revisit the long-standing distinction between ‘old’ social movements, historically associated with labour struggles and socialist ideologies, and ‘new’ social movements centred on identity politics and recognition. While these categories have been analytically useful, the authors argue that they are increasingly insufficient for understanding the complex social subjects and struggles emerging in the contemporary moment. The demands, assertions and pedagogical practices of movements do not fall neatly into dichotomies; rather, they overlap, intersect and generate new forms of collective learning. Drawing on diverse examples from movements in Brazil, the UK, Venezuela, Argentina, India, Ghana and beyond, the essay highlights both ‘learning in’ movements through participation and struggle, and ‘learning from’ movements as processes of wider public education. In doing so, Dr. Hall emphasises the need for newer pedagogies and newer forms of theorising to understand social movements comprehensively in ways that can guide meaningful social action.