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Journal articles on the topic 'Activist learnings'
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1
Moreira, Martha Cristina Nunes. "Configurations of atypical parenting activism in disability and chronicity." Ciência & Saúde Coletiva 27, no. 10 (2022): 3939–48. http://dx.doi.org/10.1590/1413-812320222710.07572022en.
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Abstract This article aims to reflect on the configurations of atypical parenting in the field of disability and chronicity. The atypical emic category composes with these fields. Associative symbolicities are explored with an ethnography in social media and interviews with activists. We indicate ongoing processes in the anticapacitist struggle that dialogue with agendas of Politics as Care. We conclude that “atypical activist parenting” operates with meanings and learnings of living and being familiar with disability/chronicity/rarity in proximity to a son/daughter, not being restricted to biographical ruptures.
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Espinar-Ruiz, Eva, and Mónica Moreno-Seco. "LIFE-COURSE EFFECTS OF WOMEN’S POLITICAL ACTIVISM: PUBLIC AND PRIVATE TRAJECTORIES FROM ANTI-FRANCOISM TO THE 15-M IN SPAIN." Mobilization: An International Quarterly 27, no. 2 (2022): 211–28. http://dx.doi.org/10.17813/1086-671x-27-2-211.
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Using life stories, this article analyzes the effects that youthful political participation during the final years of Spain’s Francoist dictatorship had on the public and private life-course trajectories for a group of activist women. Noteworthy among our conclusions is the fundamental role that political engagement plays, becoming a key element of the interviewed women’s identities. They associated political activity with mainly positive emotions, learnings, and empowerment, as well as with the creation of social networks that became especially relevant when reengaging in activism later in their lives. Similarly, their political activism favored the development of heterodox attitudes and behaviors. In general, their personal trajectories were marked by political and social commitments, regardless of the differences in relation to formal participation in political parties and other organizations.
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Stewart, Nathaniel D., and Lauren Thompson. "Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together." Social Sciences 12, no. 6 (2023): 347. http://dx.doi.org/10.3390/socsci12060347.
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Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say “racialized” to acknowledge white supremacists’ racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activist, both with white maternal lineage, connected after storying about our journeys to, through, and beyond the teaching profession. Black and Indigenous educators have centered theories of we are not free until we are all free. Our knowledge contributions further complexify freedom-for-all by offering Black and Indigenous knowledge on nuanced ancestry within the U.S. racialization project. Conversational data stemmed from an educator activist collective project where Lauren and I had many conversations about our similar and unique journeys toward our justice orientation. Our conversations yielded many Black and Indigenous solidarity learnings. These co-learnings included: building solidarity through weaving our unique stories, extending nuanced understandings of racialized experiences, and co-regulation in societal spaces not made for us. We conclude with implications in continuing to build solidarity in social science.
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Taha, Diane, Sally O. Hastings, and Elizabeth M. Minei. "Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research." Journal of the Scholarship of Teaching and Learning 15, no. 6 (2015): 1–15. http://dx.doi.org/10.14434/josotl.v15i6.13820.
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As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes, because offline presents a “safe” place to begin their involvement. Findings also point to the unified pejorative connotations of the term “activist”, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image of activists. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as “activists” or “aspiring activists”. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms.
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Humphrey, Harvey, Tig Slater, Edmund Coleman-Fountain, and Charlotte Jones. "Building a Community for Queer Disability Studies: Lessons from the Snail." Canadian Journal of Disability Studies 12, no. 1 (2023): 1–28. https://doi.org/10.15353/cjds.v12i1.969.
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This article describes the Queer Disability Studies Network, a space set up for Queer Disability Studies academics and activists to find solidarity, particularly those experiencing marginalisation due to queerphobia, transphobia, intersexphobia and ableism in Disability, Queer, Trans and Intersex Studies; and for ideas in these disciplines to inform one another. The network was established to oppose the institutionalisation of ideas that would delegitimise trans lives and identities within academia and provides a space of solidarity and resistance within the neoliberal- ableist university. The article provides an explanation of the origins of the network. From this it uses the network’s snail motif to organise learnings from Trans, Queer, Intersex and Disability Studies into a set of ‘lessons’ for groups seeking to develop solidarities within academic and activist communities. These lessons raise critical questions related to concepts of 1) home, 2) temporalities and mobilities, and 3) embodiments and vulnerabilities. We conclude by discussing the implications of these lessons for practising solidarities and coalitional politics in contested times.
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Costa, Ana L., Henrique Vaz, and Isabel Menezes. "The Activist Craft: Learning Processes and Outcomes of Professional Activism." Adult Education Quarterly 71, no. 3 (2021): 211–31. http://dx.doi.org/10.1177/0741713620988255.
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Work as a place of activism is a vast field to be explored in adult education research, particularly within educational, social, and community intervention with people in situations of vulnerability. This qualitative study aims to unveil the richness of activists’ learning processes and outcomes by reflecting on the pedagogy of professional activism, with professionals working in Portugal. Their sharing reveals a thematic influence and interdependence between the dimensions “How?” and “What?” of professional activism learning and the themes composing them—respectively, “political socialization” and “work experience”; and “critical, social and political consciousness,” “sense of (in)justice and empathy,” and “know-how to speak out.” As professionals learn how to become activists, they also construct this praxis, and themselves as professionals, giving meaning and (re)defining their activist craft, through a learning-creative process.
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Ålund, Aleksandra, and René Léon-Rosales. "Becoming an Activist Citizen: Individual Experiences and Learning Processes within the Swedish Suburban Movement." Journal of Education and Culture Studies 1, no. 2 (2017): 123. http://dx.doi.org/10.22158/jecs.v1n2p123.
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<p class="STYCKEEFTERRUBRIK"><em>Focusing on activism within a new “suburban movement” (förortsrörelse) in Sweden, this article explores the processes of becoming an activist from the perspective of post-migrant youth. The authors ask how individual identities are formed under conditions of social subordination and cultural stigmatization. Using interviews with urban activists the authors elaborate how this experience is contingent on individual and collective learning processes, and related to place struggle; the notion of self-identification for a “justice movement” among Swedish activists in ethnically mixed suburban areas</em><em>. The article is based on </em><em>Megafonen, a youth led organization grounded in Husby, a Stockholm suburb</em><em>.</em><em> Employing the notions of active and activist citizen, the interconnection of racialization and resistance, as well as how conditions of a racialized being affects the options of becoming an activist citizen, are explored. </em></p>
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McIver, Karen. "Engaging Youth to Explore Activism: An Educational Framework for Supporting an Ecological Justice-Oriented Citizenry." Canadian Journal of Action Research 21, no. 1 (2020): 102–25. http://dx.doi.org/10.33524/cjar.v21i1.521.
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The range of social and ecological justice issues our world is currently experiencing is vast. Youth are speaking out and are identifying as activists. Education, and more specifically environmental education, has a role to play in developing justice-oriented citizens committed to taking action on issues. The present study used action research with participation from youth to investigate the role place has played in maintaining the identities of activists committed to social and ecological justice. The secondary focus of the research was to examine whether youth involvement in a participatory, critical learning experience of creating live radio shows with activists as their guests helped the youth to develop and maintain their own activist identity and community. In addressing these questions of activist identity in relation to place, the study is presented in two sections. Part 1 involved research participants producing two live radio shows focused on the role of place in maintaining activism. Part 2 addresses how the youth participants perceived the process of interviewing activists on a radio show as having contributed to their own activist identities. Profiles of each youth participant are presented to explore their perceptions of creating radio shows with older generations of activists. The article concludes with a living theory of education for social and ecological justice.
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Claybrook, M. Keith. "Africana Studies, 21st Century Black Student Activism, and High Impact Educational Practices: A Biographical Sketch of David C. Turner, III." Journal of Black Studies 52, no. 4 (2021): 359–78. http://dx.doi.org/10.1177/0021934721996366.
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This article examines the relationship between academia and activism. It explores the undergraduate experience of veteran 21st century Black student activist, David C. Turner, III, revealing the foundations of his academic and activist career in higher education. Framed in the context of student engagement and high impact educational practices, this paper argues that 21st century Black student activists are motivated by a belief in a society and world free from overt, insidious, and institutional racism. Furthermore, it argues that activism offers academically relevant learning opportunities. The article draws upon informal conversations and interactions, formal interviews, and Turner’s published and unpublished writings. It chronicles Turner’s undergraduate experiences at CSU, Dominguez Hills majoring in Africana Studies, president of the Organization of Africana Studies, and research and conference opportunities revealing the foundations of his pursuit of cultural grounding, academic excellence, and social responsibility. Furthermore, it highlights the links between intellectual and academic work, with activism and organizing.
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Drew, Lara. "Embodied Learning Processes in Activism." Canadian Journal for the Study of Adult Education 27, no. 1 (2014): 83–101. http://dx.doi.org/10.56105/cjsae.v27i1.3410.
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In this paper, I employ narrative method to explore the learning processes of adult activists engaged in activism. Drawing on the story of one animal activist I explain the embodied learning processes in a direct action environment. I explore how emotions and the body interplay with learning, which moves beyond a purely cognitive or rational lens of learning which privileges the mind. Importantly, I show the ways in which affect, feelings, emotions and the body are saturated and situated in direct action learning spaces and places. These emotions, sensory and kinaesthetic bodily dynamics encourage a rethink of learning processes that are generally conceptualised as head-based or disembodied. It is argued that embodiment implicates a ‘see-feel-learn’ sequence rather than a rational process of ‘analyse-think-change’ encouraging us to rethink the nature of learning processes in direct action activism.
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Rahul, Patley, K. Rakesh Chander, Manisha Murugesan, et al. "Accredited Social Health Activist (ASHA) and Her Role in District Mental Health Program: Learnings from the COVID 19 Pandemic." Community Mental Health Journal 57, no. 3 (2021): 442–45. http://dx.doi.org/10.1007/s10597-021-00773-1.
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Storey, Valerie, and Roschanda Fletcher. "Developing Scholar Activists." Impacting Education: Journal on Transforming Professional Practice 8, no. 1 (2023): 1–8. http://dx.doi.org/10.5195/ie.2023.277.
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A qualitative descriptive approach was followed in the research, starting with a theoretical conceptualization of scholar activism within doctoral education as a basis for further inquiry. Seventeen doctoral candidates described how they conceptualized and applied the Carnegie Project on the Education Doctorate's (CPED) Framework for the Emerging EdD Activist to their experiences in an online program. Study respondents gave accounts of growing confidence to engage in active, vocal advocacy, which they attributed to their new knowledge and understandings gained through participation in the program. However, for some mid-career students, increased vocal advocacy in the workplace was perceived as endangering career prospects. The data draw attention to the complexity of the professional learning process, calling into question the current input-output model of activism. Further research is necessary to develop a greater understanding of the relationship between a developing scholar-activist and the impact of the EdD and precisely how that can be measured. The findings from this study have implications for program developers and doctoral students wishing to become scholar-activists and agents of change.
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Kaur Luthra, Sangeeta. "Remembering Guru Nanak: Articulations of Faith and Ethics by Sikh Activists in Post 9/11 America." Religions 12, no. 2 (2021): 113. http://dx.doi.org/10.3390/rel12020113.
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This paper explores the role of activism as an inflection point for engagement with religious and cultural identity by younger generations of Sikhs in the US. The response of young Sikh activists and the effects on the community are examined in the context of the 11 September 2001 terrorist attacks in the US. The paper begins with the reflections of a Sikh activist about her personal journey learning about Sikh faith and history, and her activism and personal interests. Important themes that reflect the attitudes of contemporary Sikh activists and organizations are discussed. The effects of the post-9/11 backlash against Sikhs in the US are compared to Guru Nanak’s experiences of and response to violence, strife, and injustice. The social, psychological, and spiritual benefits of service for those who provide service and care are explored in relation to Sikh philosophy, and from the point of view of contemporary cultural and historical studies of Sikh seva (selfless service) and humanitarianism. The paper concludes that many Sikhs, particularly those coming of age in the late 20th and early 21st century, often referred to as millennial and Generation Z, view social justice activism, humanitarianism and Sikh seva as central and equal to other pillars of Sikhism like worship and devotional practices.
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Beek, Avis Eileen, and Jennifer Michelle Straub. "Outreach as Research Activism: Using STEM Outreach as a bridge to Social Change." Journal of Culture and Values in Education 7, no. 3 (2024): 130–46. http://dx.doi.org/10.46303/jcve.2024.32.
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The STEM Explorers outreach project, headed by a Faculty of Education at a University in Ontario, Canada, brings free, hands-on, and in-community science, technology, engineering, and mathematics (STEM) outreach events to children and their families from groups under-represented in STEM education and careers. The project provides pre-service teachers with experience facilitating inclusive approaches to STEM education and also creates a context to explore their conceptions of activism. The purpose of this phenomenographic research is to describe the experiences of these aspiring teachers to better understand the ways that outreach initiatives can impact their role as STEM education activists. Findings suggest that a positive STEM educator identity, a program of integrated and student-centered STEM learning, and possessing an activist sense of purpose, contribute to the degree to which pre-service teachers regard themselves as STEM education activists.
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Ardiwansyah, Bayu. "STUDI KOMPARASI PRESTASI BELAJAR PAI ANTARA SISWA AKTIVIS DAN NON AKTIVIS ROHIS." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (2019): 34. http://dx.doi.org/10.24127/att.v3i01.975.
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This study aims to 1) find out the significance of the differences in PAI learning achievement between activist students and Spiritual non-visionary students in Accounting majors at SMKN 1 Metro 2) knowing the causes of differences in PAI learning achievement between activist students and non-religious Spiritual students in Accounting at SMKN 1 Metro. Rohis activist students referred to in this study are students who in addition to learning, they are also active in carrying out the activities of the Rohis organization. Whereas the non-religious Spiritual students referred to in this study were students who did not follow the Rohis organization. The results of the research at SMK Negeri 1 Metro, which researchers did to students Spiritual and Non-activist Rohis activists concluded that: 1) There are differences in learning achievement of Islamic Education between activist students and Non-Christian Spiritual Accounting Department at Metro 1 Vocational School. Where the learning achievements of Spiritual activist PAI students are better than the learning achievements of Rohan Nonaktivis students. The difference in learning achievement of Islamic Education between activist students and Spiritual Non-Service Students is significant, based on the results of t count = 4.630 consulted with t table (tt) at the significance level of 5% = 1.998 and at 1% significance level = 2.655. or 1,998 <4,630> 2,655. which means significant. 2) There are causes of differences in PAI learning achievements between activist students and non-religious Rohis students in the Accounting Department at SMK Negeri 1 Metro.Keywords: Activists, Non Activists, PAI Achievements, Comparative
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Larri, Larraine J. "Lifelong learning, well-being, and climate justice activism: Exploring social movement learning among Australia’s Knitting Nannas." International Journal of Population Studies 10, no. 2 (2024): 1. http://dx.doi.org/10.36922/ijps.381.
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The participation of older people in social movement learning presents a unique perspective on lifelong learning opportunities and well-aging in later life. Australia&rsquo;s Knitting Nannas Against Gas and Greed exemplifies how older women have challenged the &ldquo;double jeopardy of old age&rdquo; embodied in ageist sexism and become well-regarded anti-coal seam gas environmental activists. This article explores how engagement in environmental activism has fostered a learning ecology, which promotes transformative and emancipatory learning dispositions that benefit well-aging. A significant gap exists in transformative environmental adult educational research in relation to the motivation for and engagement of older women in environmentalism. Drawing on my Ph.D. research, I identify how women acquire environmental and ecological literacy, develop activist skills, and cultivate emancipatory learning dispositions. They benefit from being part of a supportive community of older women, enhancing their quality of life. This phenomenon is referred to as &ldquo;Nannagogy.&rdquo; &nbsp;
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Arya, Dena, and Matt Henn. "COVID-ized Ethnography: Challenges and Opportunities for Young Environmental Activists and Researchers." Societies 11, no. 2 (2021): 58. http://dx.doi.org/10.3390/soc11020058.
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This article offers a critical and reflective examination of the impact of the enforced 2020/21 COVID-19 lockdown on ethnographic fieldwork conducted with UK-based young environmental activists. A matrix of researcher and activist challenges and opportunities has been co-created with young environmental activists using an emergent research design, incorporating a phased and intensive iterative process using online ethnography and online qualitative interviews. The article focuses on reflections emerging from the process of co-designing and then use of this matrix in practice. It offers an evidence base which others researching hard-to-reach youth populations may themselves deploy when negotiating face-to-face fieldwork approval at their own academic institutions. The pandemic and its associated control regimes, such as lockdown and social distancing measures, will have lasting effects for both activism and researchers. The methodological reflections we offer in this article have the potential to contribute to the learning of social science researchers with respect to how best to respond when carrying out online fieldwork in such contexts—particularly, but not only, with young activists.
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Alvarez, Antonia R. G., Val Kalei Kanuha, Maxine K. L. Anderson, Cathy Kapua, and Kris Bifulco. "“We Were Queens.” Listening to Kānaka Maoli Perspectives on Historical and On-Going Losses in Hawai’i." Genealogy 4, no. 4 (2020): 116. http://dx.doi.org/10.3390/genealogy4040116.
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This study examines a historical trauma theory-informed framework to remember Kānaka Maoli (Native Hawaiian) and lesbian, gay, bisexual, transgender, queer, and/or māhū (LGBTQM) experiences of colonization in Hawai`i. Kānaka Maoli people and LGBTQM Kānaka Maoli face health issues disproportionately when compared with racial and ethnic minorities in Hawai’i, and to the United States as a whole. Applying learnings from historical trauma theorists, health risks are examined as social and community-level responses to colonial oppressions. Through the crossover implementation of the Historical Loss Scale (HLS), this study makes connections between historical losses survived by Kānaka Maoli and mental health. Specifically, this manuscript presents unique ways that Kānaka Maoli describe and define historical losses, and place-based themes that emerged. These themes were: the militarization of land; the adoption of christianity by Kānaka Maoli ali`i; the overthrow of the sovereign Hawaiian monarch; and the importance of māhū and LGBTQ perspectives. Each of these themes will be presented in detail. Written by a queer, mestiza Pinay-American scholar, her mentor, a lesbian Kanaka Maoli scholar/activist, with contributions from Community Advisory Board members, there will also be discussion about ethics of research with and for Kānaka Maoli.
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Farago, Flora, Beth Blue Swadener, Jennifer Richter, Kimberly Eversman, and Denisse Roca-Servat. "Local to Global Justice: Roles of Student Activism in Higher Education, Leadership Development, and Community Engagement." Alberta Journal of Educational Research 64, no. 2 (2018): 154–72. http://dx.doi.org/10.55016/ojs/ajer.v64i2.56382.
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This study examined how organizing an annual social justice forum and festival through involvement in a multi-issue, progressive, activist student organization called Local to Global Justice (LTGJ; www.localtoglobal.org) impacted students’ academic experiences and professional development (e.g., scholar-activism, critical thinking, applied learning), leadership development, and community engagement and activism. Current and alumni student leaders (n = 33; 90% graduate students), faculty mentors (n = 3), and community members (n = 4) of LTGJ (N = 40) completed a close- and open-ended question online survey about their educational experiences and related activism, and shared their perceptions about the value of student activism to higher education. The study is grounded in Paulo Freire’s notions of critical consciousness and praxis, and illustrates how activism, regarding local and global justice struggles, enriches students’ educational experiences within and beyond the university. Findings indicate that student activism and organizing the LTGJ Forum and Festival benefited students academically, professionally, and personally in intersecting and intertwining ways. Themes emerged around the roles that activism played in the development of scholar-activism, critical thinking, applied learning, career and professional development, leadership development, and community engagement and activism. Findings also revealed that involvement with LTGJ was an avenue for engaging with communities outside of academia. The article concludes with implications for multi-issue activist groups on college campuses. Cette étude porte sur l’impact qu’a eu l’organisation d’un forum et festival annuel sur la justice sociale, par l’implication dans une organisation étudiante progressiste, activiste et axée sur la défense de causes multiples : Local to Global Justice (LTGJ; www.localtoglobal.org), sur les expériences académiques, le développement professionnel (par ex., l’activisme, la pensée critique, l’apprentissage appliqué), le développement en leadership, et l’implication et l’activisme communautaires des étudiants. Des leaders étudiants, anciens et actuels (n = 33; 90% étudiants diplômés), mentors du corps professoral (n = 3) et des membres de la communauté (n = 4) LTGJ (N = 40) ont complété un questionnaire en ligne. Les questions, ouvertes ou fermées, portaient sur les expériences éducatives et l’activisme connexe des étudiants et leur donnaient l’occasion de partager leurs perceptions de la valeur de l’activisme étudiant dans le contexte des études supérieures. Cette étude repose sur les notions de Paulo Freire sur la conscience critique et la pratique, et elle illustre dans quelle mesure l’activisme portant sur les luttes locales et globales pour la justice enrichit les expériences éducatives des étudiants, pendant et après l’université. Les résultats indiquent que l’activisme et l’organisation du forum et festival LTGJ avaient procuré aux étudiants une gamme d’avantages entrelacés sur les plans académique, professionnel et personnel. Des thèmes sont ressortis autour des rôles que joue l’activisme dans le développement de la pensée critique, l’apprentissage appliqué, le développement professionnel, le développement du leadership et l’implication et l’activisme communautaires. Les résultats ont également révélé que l’implication auprès de LTGJ était une piste vers l’implication dans d’autres communautés en dehors du monde académique. La présentation d’implications pour les groupes activistes œuvrant sur les campus universitaires et axés sur la défense de causes multiples vient terminer l’article. Mots clés : activisme étudiant, leadership étudiant, conscience critique, pratique, implication communautaire
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Reynolds, Kristin, Daniel R. Block, Colleen Hammelman, Brittany D. Jones, Jessica L. Gilbert, and Henry Herrera. "Envisioning radical food geographies: shared learning and praxis through the Food Justice Scholar-Activist/Activist-Scholar Community of Practice." Human Geography 13, no. 3 (2020): 277–92. http://dx.doi.org/10.1177/1942778620951934.
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Food justice scholarship and activism have coevolved and at times been intertwined over past decades. In some instances, there are clear distinctions between “scholarly” and “activist” activities. However, individuals, groups, and actions often take on characteristics of both, producing knowledge at multiple sociopolitical scales. Recognizing and building upon these dynamics is important for strengthening food justice work. This is especially salient in an era in which academia, including geography, seeks more public engagement, yet has a complicated history of appropriating and/or dismissing experience-based knowledge, exacerbating uneven power-knowledge dynamics. These topics are of direct relevance to geography and intersect with radical geography traditions through engagement in social and political action and putting socio-spatial justice theory into practice. Since 2014, a small-but-growing group of individuals interested in the intersections between scholarship, activism, and geography have cultivated a Food Justice Scholar-Activist/Activist-Scholar Community of Practice (FJSAAS). This article examines the evolution and praxes of FJSAAS focusing on power-knowledge and radical geographies. Based on an analysis of FJSAAS records and recollections of participants since its founding, we discuss challenges encountered, the broader relevance for similarly positioned communities of practice, and offer recommendations for those engaging in food justice scholarship, activism, and/or radical geography. We conclude that radical geographies, concepts of radical food geographies, and scholar-activist/activist-scholar praxis are mutually reinforcing in recognizing experience-based knowledge as part of envisioning and putting into place a more just food system.
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Park, Gwi Ja, and Sangok Park. "A Study on the Human Agency of Ma-eul Education Community Activists." Korean Society for the Study of Lifelong Education 29, no. 4 (2023): 49–86. http://dx.doi.org/10.52758/kjle.2023.29.4.49.
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This study was conducted to understand the proactive and active behaviors of Ma-eul education community activists not merely at a personal level, but within a dimension that includes social structures and cultural characteristics. To achieve this, in-depth interviews were conducted with seven research participants to capture and analyze the manifestation of activists' agency traits using the relational agency conceptual model. The results revealed that the practice of activist agency characteristics emerged in the formation of social intimacy, intentional value sharing, relationship building that supports empowerment, harmonizing practices with convictions, and problem-solving through relationships. These were further facilitated through personal and relational reflection and learning. Based on these findings, the activists' agency was defined as the power of solidarity for forming 'our' relationships. The study discussed and organized the practice of activist agency into relationship-centered practice, forms of agency practice, the cyclical nature of agency manifestation, the characteristics of learning that mediate the manifestation of agency, and the implications of agency practice. This research offers a new perspective for understanding the practice experiences of activists through the concept of agency and attempts to define the concept of activist agency, distinguishing it from previous studies. Additionally, it proposes strategies for the revitalization of village education communities and suggestions for future research.
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Hansson, Niklas, and Kerstin Jacobsson. "Learning to Be Affected: Subjectivity, Sense, and Sensibility in Animal Rights Activism." Society & Animals 22, no. 3 (2014): 262–88. http://dx.doi.org/10.1163/15685306-12341327.
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Abstract Becoming an animal rights activist is not just a process of identity change and re-socialization but also implies, as this article suggests, a “re-engineering” of affective cognitive repertoires and processes of “sensibilization” in relation to nonhuman animals. Activists thereby develop their mental responsiveness and awareness and refine their embodied sensitivity and capacity for sensing. The article proposes a theoretical perspective for understanding these processes. Empirically, this article examines the development of affective dispositions informing activists’ subjectivity and embodied sensibilities. It looks at the ways in which visceral, bodily, or affective responses are cultivated to reinforce activist commitments. First, the analysis identifies “micro-shocks” and “re-shocking” experiences as mechanisms for sustaining commitment. Second, “emphatic identification” and “embodied simulation” are highlighted as mechanisms for nurturing empathy towards animals. Finally, it identifies the role of “affective meat encounters” and the cultivation of disgust as mechanisms for nurturing sensibilities. The analysis is based on a case study of animal rights activists in Sweden.
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De Sario, Beppe. "Narrazioni transnazionali: rappresentazione e racconto nei movimenti alterglobalisti, tra traduzione culturale e attivazione della protesta." PARTECIPAZIONE E CONFLITTO, no. 2 (March 2009): 135–62. http://dx.doi.org/10.3280/paco2009-002006.
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- The article focuses on the role of representations (particularly visual and medial representations), of storytelling (biographical, memory of activism, training to global activism), of personal experience (travels, experience included in counter-summits and protests) and more generally examines cultural practices in the building of basis of mutual recognition and identity for people involved in the networks of alterglobal movements. Representations, narratives and experience have a decisive role in the developing of a globalization from below, giving a sort of cultural ground to communication and organizational networks. In this sense, the "activist experience" acts as a device of mediation and cultural translation in the emerging alterglobal movements, becoming a fundamental dimension of movements which should be considered "transnational" not only on the level of organization, agenda setting, activation of protest, but also at level of subjectivity. The article develops in three parts. In the first part, it's the analysis of representations of alterglobal movements in Genoa (counter-summit and protests against G8 summit) emerging from audiovisual products and documentary films. The second one focuses on biographical stories of activists about learning and training to experience activism in the new environment of protest taking place in Genoa. The third part summarizes concepts and theoretical approaches about a culturalist perspective in the study of alterglobal movements. Keywords: alterglobal movements, transnational subjectivity, cultural experience, representations, narratives. 174
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Panelli, Ruth, and Wendy Larner. "Timely Partnerships? Contrasting Geographies of Activism in New Zealand and Australia." Urban Studies 47, no. 6 (2010): 1343–66. http://dx.doi.org/10.1177/0042098009360226.
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Analyses of activism have inspired geographers for many years, but most of this work has focused on relatively short time-frames, events and struggles. This paper suggests that there is much to be gained from a greater engagement with issues of time and time—spaces. It outlines and applies the contrasting conceptions of chrono/ chora and kairo/ topos notions of time—space as potentially useful ways to interrogate geographies of activism. The paper focuses on two specific forms of activism—an Australian women’s ‘Heritage Project’ and a New Zealand ‘Fishbowl’ evaluation of a community development programme— to show how politics is contingent on diverse temporal as well as spatial conditions. It reveals the complex navigations that are made as these politics are negotiated via both mutual learning processes and the forging of new activist—state relations. It is concluded that these ‘timely partnerships’ have involved moving beyond adversarial conceptions of ‘state’ and ‘activist’, but at the risk of reconstituting activism as ‘social capital’.
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Sarah, Jay, Adshead Maura, and Ryklief Sahra. "'It's a life-changing point for me': critical consciousness, collective empowerment and global awareness as activist identity change in 'popular education'." European Journal of Psychology of Education volume (2023) 38 (February 3, 2022): 161–78. https://doi.org/10.1007/s10212-021-00593-7.
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The Youth Global Awareness Programme (YGAP) is a 2-week residential ‘popular education’ programme for young, diverse, international, labour movement activists, run by the International Federation of Workers Education Associations in Cape Town, South Africa. In this mixed method study (<em>N</em> = 47), we draw on the Social Identity Approach to Education and Learning. We propose that the participatory, peer-to-peer learning during YGAP leads to activist identity change, where critical consciousness, collective empowerment and global awareness develop as group norms. The first longitudinal questionnaire study found significant increases in activist identity and critical consciousness, which predicted increased collective empowerment. In the second focus group study, data were analysed with reflexive thematic analysis and two themes provide compelling evidence of learning during YGAP as identity change processes. Participants’ commonalities and differences enhanced activist identities with global awareness. Simultaneously, new knowledge, passion, hope and connection to a global activist community created collective empowerment.
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Pavey, Steve, and Marco Saavedra. "“Make Holy the Bare Life”." Mission Studies 32, no. 2 (2015): 271–91. http://dx.doi.org/10.1163/15733831-12341404.
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This article examines thevivencias en la vida cotidiana(everyday lived experiences) of undocumented youth activists in theusaat the intersection where dislocated “bare lives” encounter the hegemonic sovereign power of the nation-state (Agamben 1998). As nearly 2.1 million undocumented immigrant youth in the United States face the precarious reality of “learning to be illegal” (Gonzales 2011) and the threat of “deportability” (De Genova and Peutz 2010), a growing movement of undocumented youth fight for the dignity and liberation of their community while the light of their activism illuminates the majority who remain in the shadows. Based on three years of ethnographic research and action within the undocumented youth activist movement, this article utilizes a dialogical framework through collaborative and participatory based research methods to examine the theological dimensions of “illegal” and “bare” lives on the margins lived between the borders of citizenship and human dignity, between nation-states and the kingdom of God. The research and writing are grounded in a methodological and theological praxis with the marginalized, embodied most poignantly in the co-authors collaborative work and friendship.
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Kowasch, Matthias, Joana P. Cruz, Pedro Reis, Niklas Gericke, and Katharina Kicker. "Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning." Sustainability 13, no. 21 (2021): 11581. http://dx.doi.org/10.3390/su132111581.
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For about two years, the climate youth activism initiative Fridays for Future has addressed climate emergency, receiving considerable attention because of their consistent protests every week in many different locations worldwide. Based on empirical studies in Austria and Portugal, this paper investigates the motivations of students to participate in the movement and the solutions proposed by young activists to fight against climate emergency. Moreover, we discuss the integration of climate change activism into ESD (education for sustainable development) and transformative learning processes, and how this enables environmental citizenship. The results of the studies reveal that emotions and feelings of solidarity and collective aims are motives to participate in the strikes. The young activists sometimes propose innovative and sometimes radical solutions to climate emergency. Both demonstrations and exhibitions as forms of bottom-up climate activism initiatives contribute to engagement in political dialogue and scientific knowledge transfer. They can be seen as “triggers of change” for transformative learning.
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Finn, Sarah. "Broadening the Scope of Community Engagement." Pedagogy 21, no. 1 (2021): 159–69. http://dx.doi.org/10.1215/15314200-8692754.
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This article explored a community-engaged, first-year writing course that partnered students with student activist groups on campus at Northeastern University in Boston. Their placement with peers connected them with the campus network and illuminated the ways that they could advocate for social justice in their new community. Students wrote in multiple genres as they attended the meetings and events of different groups involved with environmentalism, food justice, adjunct rights, and more. As students connected their social-change work to the classroom, they learned more about different genres of writing, from scholarly inquiries to multi-modal “deliverables” supporting their student groups. These final “deliverables” included posters, videos, prezis, banners, and even original music to be played at meetings or events. The fact that student worked with peers alleviated some common challenges of community-engaged learning, such as a sense of saviorhood. Instead, students felt a sense of civic investment and developed rhetorical flexibility that they implemented in the classroom and with their groups. Students found the course meaningful and valued the opportunity to get involved with campus activism. As they developed as activists and writers, students felt that the classroom and community spheres overlapped and informed each other.
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Atique, Muhammad. "Comparison Of Learning Styles Used By Clinical Faculty Of Hospital And General Practitioners For Their Professional Development." Proceedings 37, no. 3 (2023): 44–49. http://dx.doi.org/10.47489/szmc.v37i3.259.
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Aims & Objectives: To compare the learning styles used by hospital clinical faculty and general practitioners for their professional development/ continued medical education. Place and Duration of Study: This was a Comparative cross-sectional study carried out at Pakistan Kidney and Liver institute and research canter Lahore from October 2019 to November 2020. Material & Methods: Total number of seventy-six medical professionals comprising thirty-eight members of clinical faculty and similar number of general practitioners were included in the study. Amongst these, 45 were males and 31 females’ Learning style questionnaire adopted from Honey and Mumford was distributed to all the participants. According to the learning styles they were grouped into Activists, reflectors, theorists and pragmatists with preference categorization of Very strong, strong, moderate, low and very low. Data was entered and analyzed usin SPSS version 22 Chi-square test was applied to see the significant difference in two groups and P value was calculated and value of less than 0.05 was considered significant. Results: There were 45 males and 31 females with ratio of 1.45:1 .In general practitioners the strongest learning style was reflector, followed by theorist, activist and pragmatists.While in the clinical faculty the strongest preference was again for reflectors, followed by activists then theorists and finally pragmatists, the significant difference statistically was only seen in the moderate preference in activist group which was 0.038. Conclusion: Reflector type of learning style based on pondering, experiencing and observing different perspectives was strongly observed in both genders of consultants and general practitioners. However, a moderate degree of activist type of learning style influenced by doing and feeling was also noted in the general practitioners. Further planning instructional strategy and assessment based on these learning styles could benefit the career growth of these two groups of health professionals.
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Pahnke, Anthony Robert. "The Political Economy of Learning in Agrarian Contention." Contention 11, no. 2 (2023): 57–80. http://dx.doi.org/10.3167/cont.2023.110204.
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Abstract This article explains how an interracial alliance that promotes a radical restructuring of agriculture, featuring African American small-scale producers, farmers of Euro-American descent, Latino farmworkers, and Indigenous people, has come into existence. As I argue, this coalition formed due to changes in international political economy and within transnational activist networks. Specifically, the implementation of neoliberal international trade deals beginning in the 1970s disrupted farmers’ livelihoods in the Global North and South. It drove migrants from countries such as Mexico and Guatemala to the United States with their experiences of agrarian reform, and it saw US farmers simultaneously begin to engage farmers of color in new and important ways. The transnational activist networks that facilitated visits and meetings subsequently provided opportunities for activists to learn from one another and have new experiences, which, as I explore, led people from diverse backgrounds to agree on various principles and forge a common vision.
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Laes, Tuulikki, and Patrick Schmidt. "Activism within music education: working towards inclusion and policy change in the Finnish music school context." British Journal of Music Education 33, no. 1 (2016): 5–23. http://dx.doi.org/10.1017/s0265051715000224.
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This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring this case, contextualised within the Finnish music school system, we identify the challenges and opportunities for activism on micro, meso and macro levels. On the basis of our analysis, we argue that Resonaari's teachers are proactive because, within an inclusive teaching and learning structure, they act in anticipation of future needs and policy changes, engaging in what we call teacher activism. We claim that this type of activism is key for inclusive practices and policy disposition in music education.
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Budziszewska, Magdalena, and Zuzanna Głód. "“These Are the Very Small Things That Lead Us to That Goal”: Youth Climate Strike Organizers Talk about Activism Empowering and Taxing Experiences." Sustainability 13, no. 19 (2021): 11119. http://dx.doi.org/10.3390/su131911119.
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Climate change is one of the most pressing issues we face, and the Fridays for Future wave of protests is unique both in its youth character and global reach. However, still not enough is known about how young activists experience their involvement and how the experience of climate activism connects to their personal development and psychological well-being. To gain an enhanced understanding of this issue, we conducted a qualitative study based on eight in-depth interviews with individuals deeply involved in the Youth Climate Strike in Poland. We analyzed the interviews using a rigorous multi-stage thematic analysis. Results showed that the empowering aspects of activism were associated with a heightened sense of agency, a sense of belonging to a community, a sense of duty and ethical integrity, of finding one’s voice and learning new skills, and a sense of personal growth. Activists also indicated aggravating aspects of involvement, such as involving the struggle for balance between activism and other spheres of life, overwork, and conflicts within a peer group. In conclusion, in contrast to the pressing nature of the climate change conundrum, climate activism is often experienced by its young participants as a mostly empowering experience.
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Diem, Sarah, Anjalé D. Welton, and Jeffrey S. Brooks. "Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity." AERA Open 8 (January 2022): 233285842211265. http://dx.doi.org/10.1177/23328584221126518.
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Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.
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Akrich, Madeleine. "From Communities of Practice to Epistemic Communities: Health Mobilizations on the Internet." Sociological Research Online 15, no. 2 (2010): 116–32. http://dx.doi.org/10.5153/sro.2152.
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This paper describes the emergence of new activist groups in the health sector, spinning off from internet discussion groups. In the first part, it shows how self-help discussion groups can be considered as communities of practice in which, partly thanks to the Internet media, collective learning activities result in the constitution of experiencial knowledge, the appropriation of exogenous sources of knowledge, including medical knoweldge and the articulation of these different sources of knowledge in some lay expertise. In the second part, it describes how activist groups might emerge from these discussion groups and develop specific modes of action drawing upon the forms of expertise constituted through the Internet groups. Activists groups together with self-help groups might form epistemic communities ( HAAS 1992 ), i.e. groups of experts engaged in a policy enterprise in which knowledge plays a major role : in the confrontation of health activists with professionals, the capacity to translate political claims into the langage of science appears as a condition to be (even) heard and be taken into consideration.
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DeJordy, Rich, Maureen Scully, Marc J. Ventresca, and W. E. Douglas Creed. "Inhabited Ecosystems: Propelling Transformative Social Change Between and Through Organizations." Administrative Science Quarterly 65, no. 4 (2020): 931–71. http://dx.doi.org/10.1177/0001839219899613.
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Two research streams examine how social movements operate both “in and around” organizations. We probe the empirical spaces between these streams, asking how activism situated in multi-organizational contexts contributes to transformative social change. By exploring activities in the mid-1990s related to advocacy for domestic partner benefits at 24 organizations in Minneapolis–St. Paul, Minnesota, we develop the concept of inhabited ecosystems to explore the relational processes by which employee activists advance change. These activists faced a variety of structural opportunities and restraints, and we identify five mechanisms that sustained their efforts during protracted contestation: learning even from thwarted activism, borrowing from one another’s more or less radical approaches, helping one another avoid the traps of stagnation, fostering solidarity and ecosystem capabilities, and collaboratively expanding the social movement domain. We thus reveal how activism situated in multi-organizational contexts animates an inhabited ecosystem of challengers that propels change efforts “between and through” organizations. These efforts, even when exploratory or incomplete, generate an ecosystem’s capacity to sustain, resource, and even reshape the larger transformative social change effort.
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Groves, Julian McAllister. "Learning to Feel: The Neglected Sociology of Social Movements." Sociological Review 43, no. 3 (1995): 435–61. http://dx.doi.org/10.1111/j.1467-954x.1995.tb00610.x.
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This paper discusses the experience and ideology of emotions among animal rights activists, and more broadly, the applicability of the sociology of emotions to the field of social movements. I examine the case of a social movement which relies heavily on empathy in its initial recruitment, and which has been derisively labeled by outsiders as ‘emotional’. I explain recruitment to animal rights activism by showing how activists develop a ‘vocabulary of emotions’ to rationalize their participation to others and themselves, along with managing the emotional tone of the movement by limiting the kinds of people who can take part in debates about animal cruelty. The interactive nature in which emotions develop in social movements is stressed over previous approaches to emotions in the social movement literature, which treat emotions as impulsive or irrational.
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Butterwick, Shauna, and Maren Elfert. "Women Social Activists of Atlantic Canada: Stories of Re-Enchantment, Authenticity, and Hope." Canadian Journal for the Study of Adult Education 27, no. 1 (2014): 65–82. http://dx.doi.org/10.56105/cjsae.v27i1.3338.
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In this paper, we offer our analysis of the profiles of 27 elder women social activists of Atlantic Canada, profiles that were created by Dr. Liz Burge. Our goal is to honor these women and to inform, and hopefully inspire, others involved in social activism. We hope our research will contribute to the growing field of inquiry in adult education into feminist approaches to social movement learning (SML). We found these social activists’ engagements were powerfully shaped by their families’ values, initial experiences of finding voice and “speaking up”, and both formal and informal learning about effective approaches for political engagement. The stories speak to a social activism where the personal is political and the boundaries between the private and the public sphere are blurred. These women’s profiles, we argue, resist the ‘malaise of modernity’, specifically its glorification of individualism, disenchantment with the world, and retreat from political engagement. In their stories we see a process of re-enchantment that involves a search for authenticity fueled by hope.
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Bryant, Elise K., and Christopher C. Sonn. "Country and climate: Journeys toward the decolonial option among non-indigenous climate activists." PINS-Psychology in Society 63, no. 1 (2022): 52–82. https://doi.org/10.57157/pins2022vol63iss1a5441.
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Climate and environmental activism have long grappled with concerns of First Nations’ land, rights, and sovereignty in the Australian settler-colonial context. However, analyses of environmental campaigns indicate that there are tensions with the realities of decolonial praxis in the intersubjective exchange among Indigenous and non-Indigenous people. We aimed to respond to and work alongside First Nations’ agendas in this space in by making visible the role of coloniality, interrogating complicity and colonial narcissism, and exploring ways in which non-Indigenous climate activists understand and traverse the decolonial option in order to disrupt hegemonic systems of colonial violence. From the thematic analysis of interviews with five non-Indigenous climate activists from around Australia, four major themes emerged: development of positionality awareness, negotiation of positionality, decolonial imaginings, and a shared journey of (un)learning. These findings illustrate the shifts in subjectivities, the imaginings of decolonial futures, the dilemmas of navigating competing discourses, and the fundamental importance of ongoing learning and unlearning with one another in authentic dialogue. Considerations for future research and decolonial climate activism actions are explored.
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Scharff, Christina. "Creating Content for Instagram: Digital Feminist Activism and the Politics of Class." Astrolabio, no. 31 (July 28, 2023): 152–78. http://dx.doi.org/10.55441/1668.7515.n31.39411.
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This article explores some of the classed dynamics of doing digital feminist activism. Based on 30 qualitative in-depth interviews with feminist activists, who are based in Germany and the UK, the article examines the ways in which class background and class inequalities shape feminists’ experiences of being politically active on Instagram. Taking Instagram’s visual focus as a starting point for analysis, the article demonstrates the know-how and editorial skills required to produce visually appealing content. Access to this form of expertise is not equally available, however, and class background affects —though does not determine— who feels confident and at ease in producing visually engaging content. Shifting to a different set of knowledges, the second part of the article homes in on a widely shared sense amongst the activists that they had to know and say the “right” things when taking part in activism online. Self-education was deemed an important feature of doing digital feminist activism, and this article critically explores the classed, but also racialised politics of digital “learning cultures”, and the ways in which the apparent requirement “to know” may have exclusionary effects.
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Burt, Jane. "Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements." Sustainability 11, no. 20 (2019): 5611. http://dx.doi.org/10.3390/su11205611.
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This paper describes how Changing Practice courses, developed by environmental activists in South Africa and based on social learning practice, have seeded cognitive justice action. For the educator-activists who facilitated these courses, it became apparent that we needed a bold emancipatory pedagogy which included cognitive justice issues. This enabled us and the activist-researcher participants to understand the extent to which local, indigenous, and spiritual knowledge had been excluded from water governance. The paper investigates how participants in the ‘Water and Tradition’ change project, established by the Vaal Environmental Justice Alliance (VEJA, engaged with cognitive justice, to demonstrate how African spiritual practice offers a re-visioning of the natural world. Finally, using the tools of critical realist theory, the paper reviews how VEJA bring about transformative social action through their participation in the Changing Practice course.
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Sahu, Sanjib, Nagarajan Shyama, Maulik Chokshi, et al. "Effectiveness of Supply Chain Planning in Ensuring Availability of CD/NCD Drugs in Non-Metropolitan and Rural Public Health System." Journal of Health Management 24, no. 1 (2022): 132–45. http://dx.doi.org/10.1177/09720634221078064.
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Several studies have reported on the shortage of drugs with the changing demographic and disease profile, especially triggered by the growing burden of lifestyle diseases. However, very few have evaluated the demand-side challenges from the objective of universalisation of healthcare. Therefore, this study was designed to evaluate the factors that have impeded access to affordable generic and essential drugs in non-metropolitan urban and rural India. The study was conducted in six states and responses were elicited from a sample of doctors, pharmacists, nurses, accredited social health activist (ASHA) workers, state officials, warehouse managers and patients across the study states. The study reveals that while the acceptance of prescribing generic drugs has improved over the last decade, the use of branded drugs has been restricted only to complex cases or where generic drug efficacy has not been established. The centralised procurement efficiencies seem to have hit a plateau in terms of assuring drug availability to the last mile, thereby impacting local purchase, especially pandemic procurement. Most states have also established dedicated corporations for drug procurement, albeit at different levels of organisational maturity as far as adherence to the processes and systems are concerned. However, supply chain phenomena like the bullwhip effect gets accentuated given the levels of our public health system. Learnings from other consumer-facing sectors with similar challenges of increased variability and uncertainty are yet to be explored for the health sector to leapfrog towards achieving improved ‘drug availability’ or ‘zero stock-out’. Standardising drug categories, regular updating of the essential drug list (EDL) reflecting the demographic and disease profile, various practices like complete digitisation, rolling forecasts, stock-keeping unit rationalisation, flexible public procurement contracts, etc., have been explored as potential solutions in this paper. Creating a dedicated team of forecasters within the procurement organisations, well adept at using analytics, could be key to real-time demand estimation, paving the way for a quarterly rolling forecast to facilitate procurement using well-designed rate contracts with suppliers that captures variability in such rolling forecasts.
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Lammert, Catherine. "Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research." Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 230–47. http://dx.doi.org/10.1177/2381336920937263.
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This descriptive case study explored literacy preservice teachers’ (PTs) learning for the use of practice-based research and the impact of research experiences on their literacy teaching. This project spanned two courses and two contexts: a learning and development course focused on PTs’ stance as inquirers, activists, and practice-based researchers, with work in a field placement classroom, and a reading methods course, focused on literacy teaching through inquiry and activism, with a mediated literacy mentoring experience. The researcher employed framings of communities of practice and transformative activism in analyzing PTs’ identity development as researchers, identifying resources and design features that supported PTs’ learning, and understanding connections between PTs’ stances as inquirers and use of inquiry as literacy curriculum. Findings indicate the ongoing identity development PTs experienced as they used practice-based research to envision and enact transformative possibilities in literacy teaching.
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Zaino, Karen, and Jerusha Conner. "“Through the Looking Glass”: The Transformative Power of Reading for Youth Activists." Youth 4, no. 3 (2024): 950–67. http://dx.doi.org/10.3390/youth4030060.
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Cases of historical and contemporary social movements suggest that among activists, reading texts together is a valuable learning experience. However, less research exists on the specific texts youth activists seek out in their work and the role these texts play in shaping their understanding of themselves as activists. Drawing on Rudine Sims Bishop’s classic formulation of books as mirrors, windows, and sliding glass doors, this study explores the under-appreciated role texts may play in drawing young people to activism and shaping their identities as activists. Coupled with interview data from six youth activists engaged in the climate justice movement, survey data from 237 self-identifying youth activists suggest that the texts youth activists name as influential serve a “through the looking glass” function: they often reflect problematic aspects of the social world and one’s place within it, while also revealing new and aspirational roles readers might take on to address social problems. The texts the youth identified as influential were diverse; there were few commonalities among titles, underscoring the importance of ongoing access to a broad range of reading materials. Ultimately, findings suggest that texts work to bind together the various internal and external, micro, meso, and macro influences that collectively shape youth activists’ narratives of becoming.
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Cortes, Krista L. "AfroBoriqua Mothering: Teaching/Learning Blackness in a Bay Area AfroPuerto Rican Community of Practice." Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 127. http://dx.doi.org/10.29333/ejecs/351.
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This article puts forth the notion of Afroboriqua mothering to understand the types of conditions that allow communal, proleptic practices of blackness to exist within AfroPuerto Rican communities. Afroboriqua mothering is an act that occurs within a community of practice that queers how we understand mothering through activism that always centers blackness and anti-colonial Puerto Ricanness. Through participant-observation and a series of interviews with members of one AfroPuerto Rican community in Northern California, Afroboriqua mothering surfaced as a way to describe teaching and learning (or teaching/learning) within AfroLatinx multi-generational communities that centers blackness as an ancestral, cooperative, and activist practice.
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Aedo, María Paz, and Gabriela Cabaña. "Affects, activisms and resistances facing the impacts of Capitaloceno: an embodied learning experience in Chile." Matter: Journal of New Materialist Research 1, no. 2 (2020): 97–122. http://dx.doi.org/10.1344/jnmr.v1i2.31971.
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The planetary transformations of Capitalocene affect us in multiple and heterogeneous forms. In this context, activisms emerging as embodied, experiential and situated manifestations of affectation. This article is an exploration of the activisms and resistances against impacts that Capitalocene -specifically, the extractivism- has had in Chilean society, from the perspective and experience of our own trajectories as global south academics and activists, committed to the entanglements that emerge constantly in the face of the impacts. Our work refers to the affects and resistances that we as authors have had the chance to experience in spaces of training and companionship of activists who resist in territories affected by the mining, agro-export and energy industry; and those who studied the Diploma in Social Ecology and Political Ecology from the Group of Agroecology and the Environment at the University of Santiago, offered between 2013 and 2017. Based on these experiences, we argue that the "affective turn" offers an indispensable perspective about hegemony, resistances and political changes in the current crisis.
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Curnow, Joe, and Tanner Vea. "Emotional configurations of politicization in social justice movements." Information and Learning Sciences 121, no. 9/10 (2020): 729–47. http://dx.doi.org/10.1108/ils-01-2020-0017.
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Purpose This paper aims to trace how emotion shapes the sense that is made of politics and how politicization can remake and re-mark emotion, giving it new meaning in context. This paper brings together theories of politicization and emotional configurations in learning to interrogate the role emotion plays in the learning of social justice activists. Design/methodology/approach Drawing on sociocultural learning perspectives, the paper traces politicization processes across the youth climate movement (using video-based interaction analysis) and the animal rights movement (using ethnographic interviews and participant observation). Findings Emotional configurations significantly impacted activists’ politicization in terms of what was learned conceptually, the kinds of practices – including emotional practices – that were taken up collectively, the epistemologies that framed social justice work, and the identities that were made salient in collective action. In turn, politicization reshaped how social justice activists made sense of emotion in the course of activist practice. Social implications This study is valuable for theorizing social justice learning, so social movement facilitators and educators might design spaces where learning about gender, racialization, colonialism and/or human/more-than-human relations can thrive. By attending to emotional configurations, this study can help facilitate a design that supports and sustains learning for justice. Originality/value Emotion remains under-theorized and under-analyzed in the learning sciences, despite indications that emotion enables and constrains particular learning opportunities. This paper proposes new ways of understanding emotion and politicization as co-constitutive processes for learning scientists interested in politics and social justice.
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Sadlier, Stephen T. "Care work by convocation: Activist packages on streets to pedagogical packages in schools." Global Studies of Childhood 8, no. 1 (2018): 38–52. http://dx.doi.org/10.1177/1035719x18760874.
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This portrait of activist education, drawn from a larger ethnographic study into critical literacies and teacher activism in Oaxaca, Mexico in the wake of a teacher-driven social movement, showcases the celebrating of a popular, contentious national hero, Benito Juárez. In Mexico’s poorest region, where teacher mobilization on the streets and learning strategies in schools intersect, resistance to authoritarianism and instructional compliance with officialdom often overlap. Although critical multicultural approaches advocate for teaching to reduce the achievement gap or to critique extant power structures and practices, this article locates the repositioning of a mainstream historical personage as a pedagogical package, an allegory for justice and equality. Deploying the hero as a pedagogical package, the activist teachers established democratic education, altering formal timetables and curricular maps and humanizing the formal learning spaces in school in the aftermath of intensified conflict. Celebrating a popular hero on his birthday in school is a convocation for community members, parents, teachers and students to gather. The contentious relationships between teachers and the village community softened, particularly among men, and classroom learning and street-level mobilization formed part of a continuum of teacher practice.
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Ara, Shawkat, Md Abul Kashem Mir, Syeda Shahria Samad, and Rasel Ahmed. "A comparative study on violent and aggressive attitudes and activism among students and non-students." Rajshahi University Journal of Life & Earth and Agricultural Sciences 40 (January 15, 2015): 15–22. http://dx.doi.org/10.3329/rujleas.v40i0.21610.
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The purpose of this study was to investigate the violent and aggressive attitudes for student activists, non-student activists and student non-activists of different educational institutions within the framework of socio-cultural background. The study has been developed under the theoretical interpretation of biological theory of aggression and violence, and social learning theory of aggression and violence. It uses a multidimensional co relational approach with a criterion group design.The study was conducted into two phases. In the first phase criterion groups of student activists, non student activists and student non activists were selected on the basis of an activism criteria questionnaire. To achieve the goal 360 respondents was equally taken from student activists, non-student activists and student non-activists. Each sample group was sub-divided into upper middle and lower middle SES background. The violent and aggressive attitudes composed of five dimensions such as political violence, social violence, institutional violence, administrative violence and sex violence in the violence - nonviolence continuum. The main objective of the present investigation was to make a comparative study of the pattern of the attitudes of student activists, non-student activists and studentnon-activists. In this Study it was hypothesized that student activists would score higher on the attitudinal variables of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively. The data were analyzed to obtain Mean, SD & t-test to test hypothesis. The result revealed that student activists were found to possess higher score on the attitudinal variable of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively.
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Booth, Tyler, and Harriet Thew. "Experiencing Climate Change and Living Through It—Provocations for Education Based on South African Youth Experiences of Climate Change Policymaking and Politics." Youth 5, no. 2 (2025): 37. https://doi.org/10.3390/youth5020037.
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This research investigates youth participation in climate change politics and policymaking in South Africa, responding to a notable lack of Global South-facing studies in the literature on youth climate activism. Guided by our lead author’s substantial engagement in South Africa’s youth climate movement from 2014–2024 and drawing upon semi-structured interviews with 12 young climate activists, we offer rich insights into young South Africans’ motivations to participate in climate politics and policymaking. We then draw upon these insights to offer a series of provocations for climate change education. On investigating why youth participate, we find that although they report similar intrinsic and extrinsic motivations for participation to their Global North counterparts, South African youth climate activists place far greater emphasis on situated awareness and lived experience. We further improve the understanding of how young people perceive meaningful participation and climate (in)justices and how this shapes and is shaped by their activism. We therefore emphasise the value of incorporating both local case studies and affective elements in climate change pedagogies to encourage participation in collective climate action. Ultimately, we call for an enhanced recognition and inclusion of youth as active contributors to, and educators within, climate change governance and for the reconceptualization of youth climate activism, and policy engagement as key sites of transformative learning.
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Seidman-Wright, Taliya, and Sarah Rotz. "Exploring activist perspectives on Indigenous-settler solidarity in Toronto’s food sovereignty movement." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 11, no. 3 (2024): 65–89. https://doi.org/10.15353/cfs-rcea.v11i3.699.
Full textAbstract:
While food movements have increasingly taken up the framework of Indigenous food sovereignty in their work, settler food activists continue to define food systems on stolen lands. In this article, we explore whether and how food activists in Toronto are building solidarity with Indigenous peoples and movements in their work. Drawing on semi-structured interviews with food activists and content analysis of Toronto food organizations, we identify three main themes: (un)learning, relationship-building, and systemic constraints and visions for the future. Our findings reveal that many settler food activists are engaging in (un)learning processes, building decolonizing relationships, and supporting greater Indigenous leadership at their organizations. However, participants’ solidarity-building efforts are in the minority among food organizations more broadly, and there is significant work to be done to prioritize Indigenous struggles for land and sovereignty in food movement work. Further, NGO structure and function, corporatized and donor-centric funding models, and settler colonialism more broadly, significantly constrain the capacities of food organizations to align with Indigenous goals and visions. We argue that settler food activists have a responsibility to more deeply consider the role of food activism in upholding and challenging settler colonialism, to let go of settler claims to authority over food and knowledge systems on stolen lands, and to advocate for deeper systemic changes that redistribute power and resources to Indigenous peoples and Indigenous-led initiatives.