Social Movement Learning: Theorizing a Canadian Tradition
Abstract
Hall, B. (2006). Social movement learning: Theorizing a Canadian tradition. Contexts of adult education: Canadian perspectives, 230-238.
Many of us working in adult education in Canada associate ourselves with that stream of adult education which has been closely aligned to some of the major social movements of the 19th, 20th and 21st centuries. We draw inspiration from the educational activities associated with the rise of labour organizing in Canada, with the suffragette and women’s movements, with the peace movements of the many wars, with economic development in the Atlantic Provinces in the mid-20th century, with the environmental movements, with Aboriginal struggles for self-determination, and with social justice movements of anti-racism, HIV/AIDS, class privilege, diverse sexualities, dis/ability and anti-globalization. This chapter makes the case that it is precisely the learning and knowledge generating capacities of social movements which accounts for much of the power which is claimed by these movements. Deepening our understanding of learning within the contexts of social movements is a contribution, however modest, to the achievement a larger historic project of a world we want.
Abstract
Hall, B. (2006). Social movement learning: Theorizing a Canadian tradition. Contexts of adult education: Canadian perspectives, 230-238.
Many of us working in adult education in Canada associate ourselves with that stream of adult education which has been closely aligned to some of the major social movements of the 19th, 20th and 21st centuries. We draw inspiration from the educational activities associated with the rise of labour organizing in Canada, with the suffragette and women’s movements, with the peace movements of the many wars, with economic development in the Atlantic Provinces in the mid-20th century, with the environmental movements, with Aboriginal struggles for self-determination, and with social justice movements of anti-racism, HIV/AIDS, class privilege, diverse sexualities, dis/ability and anti-globalization. This chapter makes the case that it is precisely the learning and knowledge generating capacities of social movements which accounts for much of the power which is claimed by these movements. Deepening our understanding of learning within the contexts of social movements is a contribution, however modest, to the achievement a larger historic project of a world we want.