This article explores informal adult education for change in Mexico through the conceptual lens of social movement learning and public pedagogy. It adopts a multiple case design featuring two advocacy networks, two civil society organisations, and two self-help authors. It analyses how they position themselves as change agents addressing issues of…

This article critically examines how news media, as a form of public pedagogy, functioned to 'educate' the public about the Standing Rock pipeline protests in North Dakota, USA. Drawing on literature in public pedagogy, social movement learning and communication studies, we employed ethnographic content analysis to identify emergent patterns,…

In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action.…

In this article we explore the potential of psychogeographic mapping for developing an understanding of community-as-enacted and discuss how this can help us to get a more nuanced sense of the dynamics of civic learning within communities of plurality and difference. We argue that civic learning has to do with the transformation of private…

Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

Outlines a theory of collective learning based on Vygotsky's Zone of Proximal Development and on New Social Movements theory. Argues that it is more appropriate than individual learning theories as it describes the relationship between individual and group development and it addresses social justice. (SK)

Applies a conceptualization of democracy (equal participation, horizontal relations, deliberative knowledge that informs viewpoints, recognition of diversity, internal democratic decision making, action to form society) to Swedish study circles. Concludes that study circles are only partly successful: they foster participation but their power to…

Explores aspects of the tradition of radical adult education--self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle and social action, and critical pedagogy. Presents a method for critical and emancipatory adult learning in an era of global capitalism. (SK)

Interviews with 24 women change agents who experienced feminist consciousness raising led to these findings: (1) emancipatory learning involved a transformation from alienation to agency in knowing; (2) knowing centered in authenticity was essential to critical reflection; and (3) the knowledge they constructed motivated their action for social…

Contrasts the current conceptualization of lifelong learning in the context of globalization with the concept in the context of Africa. States that lifelong learning in traditional African societies was the foundation for active citizenship in the process of becoming a revered ancestor. Suggests lessons for the current construction of lifelong…

The Antigonish Movement used lifelong education to overcome educational and economic inequities. Begun in Canada's Maritime Provinces, the movement anticipated many of the principles of lifelong learning, adult learning, and Paolo Freire. (SK)

This review of China's liberation struggle, 1920-40, examines political education in the Chinese Communist army, the educational process during land reform, and the participatory process of learning in social action exemplified by the history of this period. (SK)

Urges a repositioning of higher education away from postmodernist mindsets. Proposes that the future of mass higher education lies in attracting adults from a wide social spectrum and in defending the public nature of truth and values. (Contains 56 references.) (Author/SK)

Compares three social policy models (market, progressive-liberal-welfare, social redistribution); links them to adult education models (vocational-behaviorist, liberal-humanist-progressive, liberatory/social reconstruction) and to sociological theories (structural functionalism and conflict theory). (SK)

Focuses upon the relationship between Paulo Freire's ideas and radical community education as a way of assessing the degree to which Freire's work may be applicable to western societies in general. (JOW)