Embodied Learning Processes in Activism

Auteurs-es

  • Lara Drew University of Canberra

DOI :

https://doi.org/10.56105/cjsae.v27i1.3410

Mots-clés :

Embodied Learning, Situated Learning, Activism, Direct Action, Social Movement Learning, Animal Liberation

Résumé

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.

Biographie de l'auteur-e

Lara Drew, University of Canberra

Lara Drew is a PhD Student and Staff Member at the University of Canberra, Australia.

Références

Amhed, S. (2004). The cultural politics of emotion. New York: Routledge.

Barnacle, R. (2009). Gut instinct: The body and learning. Educational philosophy and theory. 41(1), 23-33.

Beckett, D. & Morris, G. (2004) Performing identities: The new focus on embodied adult learning. In Kell, P., Singh, M. & ., S. S. (Eds.) Adult education @ 21st century. New York: Peter Lang.

Beckett, D. & Hager, P. (2002). Life, work, and learning: Practice and postmodernity. London: Routledge.

Bell, A., & Russell, C. (2000). Beyond human, beyond words: Anthropocentrism, critical pedagogy, and the poststructuralist turn. Canadian journal of education, 25(3), pp 188-203.

Best, S. & Nocella, A. (2006). Igniting a revolution. Voices in defense of the earth. Oakland: AK Press.

Boud, D. (1994). Conceptualising learning from experience. Developing a model for facilitation. Paper presented at the 35th adult education research conference, Knoxville, Tennessee.

Branagan, M. & Boughton, B. (2003). How do you learn to change the world? Learning and teaching in Australian protest movements. Australian journal of adult learning, 43(3), 346-360.

Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Milton Keynes, England: Open University Press.

Brown, G. & Pickerill, J. (2009). Space for emotion in spaces of activism. Emotions, space and society, 2 (1), pp 24-35.

Butler, J. (2004). Precarious life: The powers of mourning and violence. London: Verso.

Clandinin, J. & Connelly, M. (2000). Narrative Inquiry. Experience and story in qualitative research. San Francisco: Jossey-Bass.

Coetzee, J.M. (2003). Elizabeth costello. London: Penguin Books.

Collins, R. (2001). Social movements and the focus of emotional attention. In J. Goodwin & J. Jasper & F. Polletta (Eds) Passionate politics. Emotions and social movements, pp 27-44, Chicago: University of Chicago Press.

Collins, L. (2014). Embodied nonviolent leadership and education: Emotions, feelings and affect in nonviolent communication adult education. Paper presented at the 33rd Annual conference of the Canadian association for the study of adult education (CASAE). Ontario, Canada.

Corman, L., & Vandrovcová, T. (2014). Radical humility: Toward a more holistic critical animal studies pedagogy. In A.J. Nocella II, J. Sorenson, K. Socha, & A. Matsuoka (Eds.), Defining critical animal studies: An intersectional social justice approach to liberation (pp. 135-157). New York: Peter Lang.

Corman, L. (2011). Impossible subjects: The figure of the animal in Paulo Freire's pedagogy of the oppressed. Canadian journal of environmental education. (16), pp.29-45.

Cranton, P. (2006). Understanding and promoting transformative learning. San Francisco: Jossey-Bass.

Crossley, N. (2002). Making sense of social movements. Buckingham: Open University Press.

Dirx, J. (2008) Adult learning and the emotional self. New Directions for Adult and Continuing Education. 120. San Francisco: Jossey-Base.

Durkheim, E. (1997). The division of labor in society. (C. Lewis, Trans.). New York: Free Press.

Dyke, M. & Bryant, I. (2012). Sociology and learning. In P. Jarvis, M. Watts (Eds), The Routledge international handbook of learning (pp357-366). New York: Routledge.

Elkjaer, B. (2012). Organisation learning won’t be turned off. In P. Jarvis, M. Watts (Eds), The Routledge international handbook of learning (pp 237- 245). New York: Routledge.

Foley, G. (2001). Radical adult education and learning. International journal of lifelong education, 20(1/2), 71-88.

Foley, G. (1999). Learning in social action. A contribution to understanding informal education. London: Zed Books.

Foley, G. (1991). Terania creek: learning in a green campaign. Australian journal of adult and community education, 31(3), 160-176.

Freiler, T. J. (2008). Learning through the body. In S. Merriam (Ed.), Third update on adult learning theory. New directions for adult and continuing education, pp 37-47, no. 119. San Francisco: Jossey-Bass.

Freire, P. (1975). Pedagogy of the oppressed. New York: Seabury Press.

Galvin, S. H., (1992). Ethical ideology, animal rights activism, and attitudes toward the treatment of animals. Ethics and behaviour, 2(3), 141-149.

Goodwin, J., & Jasper., J. & Pollette, F., (2001). Passionate politics. Emotions and social movements. Chicago: University of Chicago Press.

Grosz, E. (1994). Volatile bodies: Towards a corporeal feminism. Sydney: Allen & Unwin.

Guither, H. (1998). Animal rights: History and scope of a radical and social movement. Carbondale, IL: Southern Illinois University Press.

Hager, P. (2012). Informal learning: everyday living. In P. Jarvis, M. Watts (Eds), The Routledge international handbook of learning (pp207-215). New York: Routledge. 207-215

Hall, B. & Clover, D. & Crowther, J. & Scandrett, E. (2012). Learning and education for a better world: The role of social movements. Netherlands: Sense Publishers.

Hall, B. (2012). ‘A giant human hashtag’: Learning and the #Occupy movement. In B. Hall, D. Clover, J. Crowther, & E. Scandrett (Eds,), Learning and education for a better world: The role of social movements (pp127-140). Netherlands: Sense Publishers.

Haluza-DeLay, R. (2006). Developing a compassionate sense of place: Environmental and social conscientization in environmental organisations. Doctoral Dissertation. University of Western Ontario, Toronto.

Hannaford, C. (2007). Smart moves: Why learning is not all in your head. Utah: Great River Books.

Howden, E. (2012). Outdoor experiential education: Learning through the body. New directions for adult and continuing education. 134, 43-53.

Jarvis, P. (2012). Introduction: human learning. In P. Jarvis, M. Watts (Eds), The Routledge international handbook of learning (pp1-4). New York: Routledge.

Jasper, J., & Nelkin, D. (1992). The animal rights crusade: The growth of a moral protest. New York: The Free Press.

Jesson, J., & Newman, J. (2004). Radical adult education and learning. In G. Foley (Ed.), Dimensions of adult learning: Adult education and training in a global era. NSW: Allen & Unwin.

Johnson, N. (2007). (UN) Learning oppression through the body: Toward an embodied critical pedagogy. Unpublished doctoral dissertation. University of Toronto, Ontario.

Jones, P. (2007). Aftershock: confronting trauma in a violent world. A guide for activists and their Allies. New York: Latern Books.

Juris, J. (2008). Networking futures. Durham and London: Duke University Press.

Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary Crisis. The ecopedagogy movement. New York: Peter Lang Publishing.

Lawrence, R. (2012a). Bodies of knowledge: embodied learning in adult education. New directions for adult and continuing education. 134.

Lawrence, R. (2012b). Intuitive knowing and embodied consciousness. New directions for adult and continuing education, 120, pp 5-13.

Lawrence, R. (2012c). Powerful feelings: exploring the affective domains of informal arts- based learning. New directions for adult and continuing education, 120, 65-77.

Lave, J. & Wenger, E. (1991) Situated learning, legitimate peripheral participation. Cambridge: Cambridge University Press.

Maddison, S & Scalmer, S 2006, Activist wisdom: practical knowledge and creative tension in social movements. Sydney: UNSW Press.

McCarthy, B. (1996). About learning. Illinois: Excel, Inc.

McCormack, C. (2004). Storying stories: a narrative approach to in-depth interview conversations. International journal of social research methodology, 7(3), 219-236.

McCormack, C. (2000). From interview transcript to interpretive story: Part 1 - Viewing the transcript through multiple lenses. Field Methods, 12(4), 282-297.

Merriam, S.B., Caffarella, R.S., and Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.

Michelson, E. (1998). Re-Membering: The return of the body to experiential learning. Studies in continuing education, 20(3), pp. 217 – 232.

Munro, L. (2001). Caring about blood, flesh, and pain: Women’s standing in the animal protection movement. Society and Animals, 9(1), 43-61.

Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult education quarterly. (62)1, pp.36-55.

Newman, M. (2006). Teaching defiance. Stories and strategies for activist educators. San Francisco: Jossey-Bass.

Nocella, A. & Sorenson, J. & Socha, K. & Matsuoka, A. (2014). Defining critical animal studies: An intersectional social justice approach for liberation. New York: Peter Lang.

Nocella, A. (2011). A Dis-Ability perspective on the stigmatization of dissent: critical pedagogy, critical criminology, and critical Animal Studies. Unpublished doctoral disseration. Syracuse University, New York.

Nocella, A. (2007). Unmasking the animal liberation front using critical pedagogy: Seeing the ALF for who they really are. Journal for critical animal studies, V(1), 1-10.

Ollis, T. (2010). Accidental and lifelong activists: Embodied knowledge, identity and learning. Unpublished doctoral dissertation. Victoria University, Victoria.

Ollis, T. (2012). A critical pedagogy of embodied education: Learning to become an activist. New York, N.Y: Palgrave.

O’Loughlin, M. (2006) Embodiment and education: Exploring creatural existence. Dordrecht: Springer.

Opp, K. D. (2009). Theories of political protest and social movements. Multidisciplinary introduction, critique, and synthesis. New York: Routledge.

Pamphilon, B. (1999). The zoom model: A dynamic framework for the analysis of life histories, Qualitative inquiry, 5(3), 393-410.

Parviainen, J. (2010). Choreographing resistances: Spatial kinaesthetic intelligence and bodily knowledge as political tools in activist work. Mobilities journal, 5(3), pp 1-22.

Pederson, H. (2009). Animals in schools. Processes and strategies in human-animal education. Indiana: Purdue, Westlafayette.

Pivetti, M. (2005). Animal rights activists; Representations of animals and animal rights: An exploratory study. Anthrozoos, 18(2), 140-159.

Price, J. & Shildrick, M. (1999). Feminist theory and the body: a reader. UK: Edinburgh University Press.

Shantz, J. (2011). Spaces of learning. The anarchist free skool. In R. Haworth (Ed.), Anarchist pedagogies. Collective actions, theories, and critical reflections on education (pp. 124-161). Oakland: PM Press.

Smuts, B. (2001). Encounters with animal minds. Journal of consciousness studies, 8, 5-7, 293-309.

Socha, K. (2011). Women, destruction, and the avant-garde: A paradigm for animal liberation. New York: Rodopi.

Tennant, M. (1997). Psychology and adult learning (2nd Ed). London: Routledge.

Whelan, J. (2002). Education and training for effective environmental advocacy. Unpublished doctoral dissertation. Griffith University, Brisbane.

Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9(4), 625-636.

Téléchargements

Publié-e

2014-11-15

Comment citer

Drew, L. (2014). Embodied Learning Processes in Activism. La Revue Canadienne Pour l’étude De l’éducation Des Adultes, 27(1), 83–101. https://doi.org/10.56105/cjsae.v27i1.3410

Numéro

Rubrique

Articles