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A critical pedagogy of embodied education : learning to become an activist /
Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to acti...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Palgrave Macmillan,
2012.
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| Edición: | 1st ed. |
| Colección: | Palgrave Macmillan's postcolonial studies in education.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Ollis, Tracey. | |
| 245 | 1 | 2 | |a A critical pedagogy of embodied education : |b learning to become an activist / |c Tracey Ollis. |
| 250 | |a 1st ed. | ||
| 260 | |a New York : |b Palgrave Macmillan, |c 2012. | ||
| 300 | |a 1 online resource (xviii, 242 pages) | ||
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| 490 | 1 | |a Palgrave Macmillan's postcolonial studies in education | |
| 520 | |a Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: 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. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist. | ||
| 505 | 0 | |a 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 ₆ 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 Aase 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 ₆ 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 Intelligent Bodies -- 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. | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: 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. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist"--Provided by publisher | ||
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| 650 | 0 | |a Teaching |x Social aspects. | |
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| 776 | 0 | 8 | |i Print version: |a Ollis, Tracey. |t Critical pedagogy of embodied education. |b 1st ed. |d New York : Palgrave Macmillan, 2012 |z 9780230340510 |w (DLC) 2011040103 |w (OCoLC)744287282 |
| 830 | 0 | |a Palgrave Macmillan's postcolonial studies in education. | |
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