representation is more visible, this is not the limit of political participation. Wider politics can include involvement in social movements, civil society organisations and elections. We have seen this in efforts to address youth participation and promote anti-racism in political education that has largely come from young people and their advocates, in campaigns ranging from the public sector to unions and independent action. This chapter contextualises and explores a range of active learning opportunities in local authorities, community groups and youth projects working with
131 SIX Rethinking globalisation through convergence: active learning for social movements Jenneth Parker … collective action is nourished by the daily production of alternative frameworks of meaning, on which the networks themselves are founded and live from day to day. (Melucci, 1996, p 70) Introduction This chapter aims to explore ways of facilitating effective collaboration between environmental and development organisations (as social movements) to meet the political challenges of global sustainability. It will discuss the framing of a new way of
Understanding justice, for many, begins with questions of injustice. This volume pushes us to consider the extent to which our scholarly and everyday practices are, or can become, socially just. In this edited collection, international contributors reflect on what the practice of ‘justice’ means to them, and discuss how it animates and shapes their research across diverse fields from international relations to food systems, political economy, migration studies and criminology.
Giving insights into real life research practices for scholars at all levels, this book aids our understanding of how to employ and live justice through our work and daily lives.
This chapter reflects on the volume’s contributions, recognizing the varied and contested ways we enact justice in our work and lives. Critically, this book does not represent a singular view of justice, but instead uses a plurality of perspectives to argue for a broad view of justice as praxis. What emerged from these diverse accounts were a common questioning of the purpose of the university, the role that a contemporary academic ought to play, the importance of context in determining our capability to do just research and the little-discussed emotional labour all research entails. The chapter develops a set of core elements for ‘best practice’ alongside a series of reflective questions that researchers can use to support engagement with just research as a messy and constant work-in-progress. The chapter concludes by emphasizing the importance of being responsive to the dynamic, multidimensional and intersectional contextuality of research to make space for the reflexive and dialogical nature of justice.
the needs and concerns of the learners in question, as the following examples from a relatively recent UK initiative illustrate. ‘Take Part’: active learning for active citizenship The initiative to promote ‘Active Learning for Active Citizenship’ (ALAC) set out to apply Freirean approaches to community-based learning for active citizenship. This was part of the UK government’s ‘Together We Can’ and ‘Take Part’ programmes (2003–10). The aim was to promote learning for active citizenship and community engagement, based on the values of social justice, equality
programme aiming to train 500 senior community organisers and 4,500 mid-level community organisers. Rather than speculating on these initiatives in the absence, as yet, of research evidence, this article reflects on previous government programmes to promote community- based learning for active citizenship and the lessons that are emerging from researching these. After an introductory section, the next section outlines two approaches that were developed by the previous government: the Active Learning for Active Citizenship (ALAC) programme and its successor programme
) provides crucial insights on the intimate connections between complexity reduction and the institutional normalisation of life courses. Life course research (LCR) sheds light on the equally relevant connections between young adults’ biographies and active learning. Finally, governance theories account for the regional dimension of LLL policies. Coping with complexity and trying to normalise life courses Since the oil crisis that shook the world economy in the 1970s, sea-changing social transformations have certainly created new and heterogeneous realities that
