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A critical pedagogy of embodied education = learning to become an activist /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A critical pedagogy of embodied education/ Tracey Ollis.
Reminder of title:	learning to become an activist /
Author:	Ollis, Tracey.
Published:	New York :Palgrave Macmillan, : 2012.,
Description:	1 online resource (xviii, 242 p.)
[NT 15003449]:	A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists {esc}b6{esc}s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation {esc}b6{esc}s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.
Subject:	Critical pedagogy. -
Online resource:	http://link.springer.com/10.1057/9781137016447
ISBN:	9781137016447 (electronic bk.)

A critical pedagogy of embodied education = learning to become an activist /
Ollis, Tracey.

A critical pedagogy of embodied educationlearning to become an activist /[electronic resource] :Tracey Ollis. - 1st ed. - New York :Palgrave Macmillan,2012. - 1 online resource (xviii, 242 p.) - Palgrave Macmillan's postcolonial studies in education. - Palgrave Macmillan's postcolonial studies in education..

Includes bibliographical references and index.

A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists {esc}b6{esc}s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation {esc}b6{esc}s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.

Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.

ISBN: 9781137016447 (electronic bk.)

Source: 580983Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

522700
Critical pedagogy.
Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LC196 / .O55 2012

Dewey Class. No.: 370.11/5

A critical pedagogy of embodied education = learning to become an activist /
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245 1 2 $a A critical pedagogy of embodied education $h [electronic resource] : $b learning to become an activist / $c Tracey Ollis.
250 $a 1st ed.
260 $a New York : $b Palgrave Macmillan, $c 2012.
300 $a 1 online resource (xviii, 242 p.)
490 1 $a Palgrave Macmillan's postcolonial studies in education
504 $a Includes bibliographical references and index.
505 0 $a A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists {esc}b6{esc}s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation {esc}b6{esc}s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.
520 $a Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.
520 $a "Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist"--Provided by publisher.
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