Theorizing learning in the context of social movements

A. Susan Jurow, Ben Kirshner, Jose Antonio Torralba, Sherine El Taraboulsi, Leah Teeters, Barbara Guidalli, Nosakhere Griffin-EL, Samuel Severance, Molly Shea, Erik Dutilly, Rogers Hall

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

Studying learning in social movements is important for Learning Sciences researchers because it can help us (a) understand how learning occurs at and affects multiple levels of historical, cultural, and social activities and (b) how marginalized communities participate in framing problems and their solutions. The four papers in this symposium present empirical research from diverse international movements, including the local foods movement in Colorado, youth organizing for educational equity in South Africa, school food reform in Spain, and nationalism in Libya and Italy. Each of the papers address how local actors exercise agency in relation to complex, dynamic, contested social movements. Implications discuss how social movements collectively organize just social futures and the role that learning scientists can play in lending analytic precision to these processes.

Original languageEnglish (US)
Pages (from-to)1302-1307
Number of pages6
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue numberJanuary
StatePublished - 2014
Externally publishedYes
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint

Dive into the research topics of 'Theorizing learning in the context of social movements'. Together they form a unique fingerprint.

Cite this