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Descriptors:
Adult Education; Popular Education; Social Change; Political Attitudes; Criticism; Social Systems; Correlation; Social Action; Educational Practices

Abstract:
Popular education, by which is meant adult education within and in support of radical social movements, has become a major topic in academic adult education in recent times. This paper criticises the lack of attention paid in most of this writing to the history, theory and practice of revolutionary parties in the communist and socialist tradition. Through an exploration of the concept of the "party line", it is argued that this neglect has led to a one-sided view of the relationship between education and action, a view which must be overcome for popular education to become an effective force for socialist transformation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transformative Learning; Popular Education; Foreign Countries; Social Change; Educational Practices; Position Papers; Educational Philosophy; Educational History; Ideology; Communities of Practice; Educational Objectives; Activism

Abstract:
The aim of this philosophical and historical position paper is to discuss the ways in which Popular Education--folkbildning--has contributed to the social transformation of Sweden through self-directed and collaborative educational practices. One of our premises is that individual transformative learning, fostered by folkbildning, has contributed to a collective transformation of Swedish society since the late 1890s and laid the ground for a modern and coherent society with a high level of trust among its citizens. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Change; Popular Education; Empowerment; Educational Improvement; Educational Change; School Restructuring; Parent Participation; Parent School Relationship; Hispanic Americans; Ideology; Parent Attitudes; Change Agents; School Community Relationship; Urban Areas; Program Descriptions

Abstract:
Where dominant models of urban school reform often regard immigrant communities as obstacles that must be managed or reduced, the two projects analyzed in this study ("Alianza" and the Project) regard the community as a powerful source of knowledge and as partners working towards educational improvement (Nygreen, 2009). This paper analyses the ways in which Latino parents involved in these projects, come together to learn about their communities and engage in a process of community building that strengthens their capacity to resist, if not overcome, dominant ideologies and institutions. Latino parents in these projects do more than simply challenge the narrative of reform that continues to position them at the margins; they establish their own spaces of learning and solidarity that enable them to crystallize their perspectives and become agents of change in their local context. We posit that community building is key to creating sustained long-term relationships that can survive and withstand the struggle towards institutional change and open doors for Latino community empowerment in schools and the broader society. (Contains 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Popular Education; Educational Radio; Educational History; Educational Philosophy; Leisure Time; Documentaries; Reports; Social Environment; Cultural Context; Foreign Countries

Abstract:
John Macmurray was a public intellectual and an early proponent of popular education through the new medium of radio. National broadcasting of the time was finding its role in the competing cultures of education and entertainment, and significantly one of Macmurray's first radio projects in 1931-1932 concerned the issue of "Learning to Live". Here he explored the tension between learning for labour and learning for leisure. Public understanding of education over the following two decades was fostered through the media of print and cinema. Three examples are identified here to explore how this "conceptual couple" of "learning" and "life" were treated: a propaganda film (1941) that adopted Macmurray's title, "Learning to live;" "School and life," an official report published in 1947; and a commercial documentary production in 1949 entitled "Education for living." Macmurray conveyed his "applied philosophy" through public broadcasting even before his major academic publications and his use of radio itself demonstrated its potential for learning as leisure activity for a mass audience. As in radio, so in documentary film, and even in official reports new understandings of education had to be accessible and attractive. Appraisal of Macmurray's work must include an historical examination of new media in the development of educational discourse. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Popular Education; Social Control; Public Education; Social Systems; Business; Mass Instruction; Role; Foreign Countries; Educational History; Social Class; Educational Administration

Abstract:
The business side of the Lancasterian system of mass schooling has been highlighted by some researchers. However, this feature is usually considered of minor importance compared to other dimensions of that system, namely the social control role of popular education in early nineteenth-century Britain. The present surge of projects and mechanisms directed to capitalist valorisation within public education systems provides an enhanced relevance to the study of past experiments with similar meaning and content. In this paper, I seek to understand the processes of educational production and capital valorisation in the Lancasterian undertaking. Succinctly as it may be, I refer to initiatives originated in the Benthamite circle in support of the Lancasterian system and aimed at extending it to superior branches of knowledge and to other social classes. (Contains 66 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Popular Education; Visual Arts; Mental Health Programs; Foreign Countries; Trauma; Teaching Methods; Group Therapy; Interviews; Observation; Mental Health; Stress Variables; Psychoeducational Methods

Abstract:
How can visual arts and popular education pedagogy contribute to collective recovery from and reconstruction after trauma? This question framed the design and delivery of the Trauma Recovery and Reconstruction Group (TRRG), which consisted of 12 group sessions delivered to clients (trauma survivors) of the Centre for Concurrent Disorders (CCD) in Vancouver, Canada. Data were generated through individual and group interviews, observations (field notes) and creation of visual images. The use of popular education and visual art methods proved to be a powerful approach to deepening understanding and taking action. Participants learned how the delivery of mental health services, as well as acting as systems of exclusion organized around gender, race and class, were implicated in their (re)traumatization. Through the popular education process, participants also identified actions that could enhance their collective recovery and reconstruction. Implications arising from the study include the need for ongoing contextually oriented assessment to accurately determine states of health and stress, and the value of collective popular education and visual arts methods for clinically based trauma related psycho-education. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Popular Education; Private Schools; Foreign Countries; Vocational Education; Religion; Clergy; Religious Education; Industry; School Location; Teaching Methods; Educational History

Abstract:
Many religious orders and congregations that were deported from France between 1904 and 1914 established themselves in neighbouring countries (Belgium, Switzerland, Italy and Spain). One of the affected congregations was "Los Hermanos de las Escuelas Cristianas," which worked in the field of popular education. Many of its members found refuge in the Spanish province of Gipuzkoa, which neighbours France on the Atlantic coast, where it succeeded in establishing and maintaining itself for centuries. Today it is the second most important congregation in terms of the number of schools and teachers in the private school sector. An analysis of this congregation in Gipuzkoa during a 100-year period reveals a considerable increase in schools located in cities and villages with a large industrial sector; with institutions being dispersed throughout the entire province, and a dedication to popular education through vocational training. This training has been one of the most important characteristics of Lasallian pedagogy, and it paralleled the modernisation processes of Gipuzkoan society in the twentieth century. (Contains 4 tables, 1 figure and 62 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Popular Education; Adult Education; Adult Learning; Foreign Countries; Climate; Adult Educators; International Cooperation; Conferences (Gatherings); Government Role; Educational Improvement; Access to Education; Educational Quality; Social Change; Adult Literacy

Abstract:
Opportunities for adult learning are under pressure in far too many places in the world. This situation was made all too clear at the eighth World Assembly of the International Council for Adult Education (ICAE) in Malmo, Sweden this June. More than 700 adult educators from almost a hundred countries, all members of non-government associations, met to take stock of the current context and future possibilities facing the field over the next four years. They focused on four key themes--(1) the various commitments governments have made to strengthen adult education; (2) the need to assert the right to decent learning for decent work; (3) the urgent need to review the implications for adult learning and education from living in a climate change society; and (4) an exploration of Nordic popular education and its potential application elsewhere. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feminism; Popular Education; Psychiatry; Listening; Theater Arts; Writing Workshops; Correctional Institutions; Instruction; Internet; Artists; Higher Education; Transformative Learning; Religious Factors; Religion; Culture; Health Education; Females; Social Change; Political Issues; Educational Practices

Abstract:
This book is a collection of grounded accounts by feminist popular educators reflecting critically on processes of collective learning and self- and social transformation in various geopolitical settings. Engaging contemporary feminist political issues and theory, contributors explore emerging pedagogical practices. This book contains the following: (1) Feminist Popular Education: Pedagogies, Politics, and Possibilities (Linzi Manicom and Shirley Walters); (2) Digging up the Ground Beneath Our Feet: Exploring Psychoanalytic Contributions to Feminist Popular Education (Barbara Williams and Anika Meckesheimer); (3) The Politics of Listening: The Power of Theatre to Create Dialogic Spaces (Shauna Butterwick); (4) Twenty Year Sentences: Women's Writing Workshops in U.S. Prisons and Jails (Tobi Jacobi); (5) Venus in Lesotho: Women, Theatre, and the Collapsible Boundaries of Silence (Katt Lissard); (6) Shaping the Magic: Reflections on Some Core Principles of Feminist Popular Education (Dorine Platenga); (7) Heart-felt Pedagogy in the Time of HIV and AIDS (Heather Ferris and Shirley Walters); (8) "Becoming the Change You Want to See in the World" (Michel Friedman); (9) No More Silence: Forging a Feminist Path towards Collective Decolonization (Carol Lynne D'Arcangelis and Audrey Huntley); (10) www.net: Quest(ion)ing transformative Possibilities of the Web (Jenny Horsman); (11) Feminist Artists and Popular Education: The Creative Turn (Darlene Clover); (12) The Intersecting Roles of Religion, Culture and Spirituality in Feminist Popular Education in a Post 9/11 U.S. Context (Elizabeth J. Tisdell, Felicia Brown-Haywood, Nadira Charaniya, and Jane West Walsh); (13) Holding onto Transformative Practices in a University: Musings of a Feminist Popular Educator (Salma Ismail); and (14) Feminist Health Education on the Net (Lynne Hunt and Deborah Kaercher). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Adult Education; Educational Policy; Popular Education; Vocational Education; Compensatory Education; Prior Learning; Social Justice

Abstract:
This paper is a reflection on recent Portuguese policy on adult education. It explores the policy discussion at the national level from 1999 and in particular after 2005, when the New Opportunities Initiative ("Iniciativa Novas Oportunidades" in Portuguese) was adopted and European Union (EU) guidelines were given considerable emphasis. The first section discusses the empirical methodology undertaken. The second section briefly examines policy discourses since 1974, stressing dominant trends such as popular education, second-chance/compensatory education and vocational training. The third and fourth sections explore adult education and training policy discourses from the perspective of social justice. Particular attention is devoted to a specific policy instrument--the recognition of prior learning ("Reconhecimento, Validacao e Certificacao de Competencias"--RVCC), aimed at widening adult access to basic education--in the fifth section. The last section is devoted to final thoughts, in particular the contribution of the RVCC to social justice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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