Cox, Laurence and Finnegan, Fergal (2023) Thinking social movement learning, again: Choudry, Freire and the conversation between popular education and social movements. Globalisation, Societies and Education, 21 (5). pp. 595-608. ISSN 14767724

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Abstract

Disciplinary pressures within academia often produce specialised and one-sided accounts of complex social processes. Convincing accounts of popular education regularly acknowledge the importance of social movements but without theorising them adequately–and vice versa. This one-sidedness is compounded by a widespread tendency to generalise from often highly specific institutional and political contexts, as though all movements learned in the same way across space and time and popular education’s role in fostering this learning is simple. Unchecked, this leads to the reification of ‘critical’ theory and the reduction and flattening of emancipatory practices to methods or even predefined goals. This paper constructs a dialogue between the work of Choudry, Freire and other authors in both fields, aimed at both celebrating and problematising their contribution to learning from our struggles. By developing a conversation between them, we want to explore how their insights might be usefully integrated for contemporary social movements.

Item Type:	Article
Keywords:	Popular education; adulteducation; socialmovements; learning andknowledge production; AzizChoudry; Paulo Freire;
Academic Unit:	Faculty of Social Sciences > Sociology
Item ID:	17924
Identification Number:	https://doi.org/10.1080/14767724.2023.2257608
Depositing User:	Dr. Laurence Cox
Date Deposited:	11 Dec 2023 10:15
Journal or Publication Title:	Globalisation, Societies and Education
Publisher:	Taylor & Francis (Routledge)
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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