A Critical Pedagogy of Embodied Education: Learning to by Tracey Ollis (auth.) PDF

By Tracey Ollis (auth.)

ISBN-10: 1137016442

ISBN-13: 9781137016447

ISBN-10: 1349343161

ISBN-13: 9781349343164

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Additional resources for A Critical Pedagogy of Embodied Education: Learning to Become an Activist

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It was surprising that some of the first themes, such as social learning, learning on the job, and the embodied nature of activists’ learning were evident early on and were reaffirmed as more data was collected. In these early days of collecting the data a short “theme list” (Liamputtong & Ezzy 2005, p. 62) was developed to lead initial Case Study Research 33 discussion with my supervisors. I used a fieldwork journal throughout this process where I recorded (usually after the interview was complete or a short time later) thoughts, feelings, and reflections about the interview and the data that was collected (Merriam 1998).

They include questions relating to informal and formal learning processes, explore the development of identity formation, and the role that circumstances play in becoming an activist. If learning to become an activist is a process of identity work, do circumstantial and lifelong activists experience this identity change in the same way? Subsidiary Questions What Is the Role of Formal and Informal Learning in the Learning of Activists? This research is not focused on formal transmission models of knowledge that dominate the liberal education landscape in Australia and overseas, because activists rarely learn this way.

It is argued that activists’ learning is embedded in their being-in-the-world of activism (Merleau-Ponty 1962). Activists use the whole body in their development of knowledge; they use reason, emotions, and the physical body in their learning practices (Ollis 2008a). A critique of the historical dominance of behaviorism in adult education in Australia is provided with its focus on performance, behavior change, exams, and benchmarking learners’ performance against one another. Rather than giving importance to practical knowledge often learned through experience (Beckett & Morris 2004).

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A Critical Pedagogy of Embodied Education: Learning to Become an Activist by Tracey Ollis (auth.)


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