Submission Purpose
Main Conference
Type of Proposal
Paper: Theorizing from the literature
Abstract
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
Keywords
social movement learning, systems thinking, adult learning theory, prefigurative movements
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Cain, M., Kushner, J., Thomas, C. (2021). Theorizing embodied, collective and societal learning through prefigurative social movements. AERC [Paper] presented as a part of the Adult Education in Global Times Conference. University of British Columbia. Canada.
Theorizing embodied, collective and societal learning through prefigurative social movements
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
