Learning in Social Action: A Contribution to Understanding Informal Education (Global perspectives on adult education & training)

Foley, Griff

ISBN 10: 1862010676 / ISBN 13: 9781862010673

Published by National Institute of Adult Continuing Education, 1999

About this Item

Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.

Seller Inventory # rev3492888014

Bibliographic Details

• Title: Learning in Social Action: A Contribution to Understanding Informal Education (Global perspectives on adult education & training)
• Publisher: National Institute of Adult Continuing Education
• Publication Date: 1999
• Language: English
• ISBN 10: 1862010676
• ISBN 13: 9781862010673
• Binding: Soft cover
• Condition: Good
• Weight: 240 grams

About this title

Synopsis

This book seeks to increase our understanding of those non-educational contexts and informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can take place, in particular, when people become involved in voluntary organisations, social struggles, and political activity of every kind. In developing the argument that such involvement can provide extraordinarily powerful learning opportunities, he uses case studies from the United States of America, Australia as well as Third World countries - Brazil and Zimbabwe - and embracing very diverse environmental, women's, worker and political struggles. He is particularly interested in how involvement in social action can help people to unlearn dominant, oppressive ideologies and discourses and learn instead oppositional, liberatory ones, even if such processes of emancipatory learning are inevitably complex and contradictory. He relates these processes of informal learning in contested contexts to current thinking in adult education and points the way to a somewhat different, and more radical, agenda in adult education theory and practice. For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts.

About the Author

Griff Foley is Director of the Centre for Popular Education, University of Technology, Sydney, Australia.