Nuclear Advocacy and Adult Education: A Case for Counter-Hegemonic Struggle

Authors

  • Robert Regnier University of Saskatchewan

DOI:

https://doi.org/10.56105/cjsae.v5i2.2287

Abstract

The opposition of citizen groups to the public relations initiatives of the nuclear industry in the province of Saskatchewan, Canada is an example of many anti-nuclear organisations throughout the world. By recognizing the work of anti-nuclear organisations in Saskatchewan as forms of emancipatory adult education, this article raises questions about anti-nuclear advocacy as emancipatory adult education elsewhere. The notions of ideology and hegemony are used as the key concepts in a framework to document the public relations initiatives of the nuclear lobby, and counter-hegemony is used to understand the struggle citizens groups have engaged in to challenge this lobby and advance non-nuclear energy alternatives. With counter-hegemonic citizens group as the model, adult educators are then exhorted to engage in counter-hegemonic education to address nuclear advocacy in their institutions.

Résumé

L'opposition de groupes de citoyens face aux pressions exercées dans le secteur public par l'industrie nucléaire, dans la province de la Saskatchewan, au Canada, fournit un exemple, parmi plusieurs autres exemples à travers le monde, de l'intervention d'organisations antinucléaires. En reconnaissant que le travail réalisé par les organisations antinucléaires en Saskatchewan représente une forme d'éducation des adultes émancipatoire, le présent article soulève des questions par rapport au fait que de telles interventions antinucléaires puissent constituer une forme d'éducation des adultes émancipatoire dans les autres pays également. Les notions d'idéologie et d'hégémonie sont les concepts clés du cadre de référence à partir desquels sont analysées les initiatives de relations publiques des groupes de pression pronucléaires, tandis que la notion de contre-hégémonie est le concept clé à partir duquel est analysée la lutte que les groupes de citoyens ont entreprise pour s'opposer aux initiatives pronucléaires et pour proposer des solutions de rechange axées sur la production d'énergie nonnucléaire. A partir du modèle des groupes de citoyens opposes a I'hegemonie pronucleaire, les educateurs d'adultes sont invités à prendre position, à l'intérieur de leurs propres institutions, en faveur d'une éducation qui, elle aussi, s'oppose à cette hégémonie pronucléaire.

Downloads

Published

1991-11-01

How to Cite

Regnier, R. (1991). Nuclear Advocacy and Adult Education: A Case for Counter-Hegemonic Struggle. Canadian Journal for the Study of Adult Education, 5(2), 47–62. https://doi.org/10.56105/cjsae.v5i2.2287

Issue

Vol. 5 No. 2 (1991)

Section

Perspectives

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).