Browsing by Person "Crowther, J."

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Environmental activism and virtual social capital-: help or hindrance?
(Peter Lang Internationaler Verlag der Wissenschaften, 2011-02) Hemmi, A.; Crowther, J.; Scandrett, Eurig; Fragoso, A.; Kurantowicz, E.; Lucio-Villegas, E.
Learning through ICTs in social movements
(National Institute of Adult Continuing Education, 2008-06) Crowther, J.; Hemmi, A.; Martin, I.; Scandrett, Eurig
The UK government's consultation proposals on informal adult learning, issued in January 2008, recognize amongst other things the importance of self-directed learning, learning in social movements and learning which involves the use of information and communication technologies (ICTs) (DIUS 2008). We are also beginning to get a much clearer picture of how computers and the Internet are used by people in their everyday lives and for learning (see Selwyn, Gorard and Furlong 2006). What we know less about, however, is how social movements and adult learning are influenced by ICTs and shape their actions. Our research examines the role of technologically enhanced learning in the environmental justice movement in Scotland through three case studies. Two involve community-based campaigns: one against fish farming in the North West of Scotland; the other is an account of an occupational health campaign over working conditions in a micro-chip processing plant in the industrial belt of Scotland. The third case study involves the national organization, Friends of the Earth Scotland (FoES), and a survey undertaken amongst activists and users of the organization's web site is described in this paper.
Learning through ICTS in the environmental justice movement: case studies from Scotland
(2008-07-02) Crowther, J.; Hemmi, A.; Martin, I.; Scandrett, Eurig
Historically, social purpose adult education was linked with progressive struggles for social justice, equality and democracy, and its contribution waxed and waned depending on the vibrancy and demands of wider social forces in society. However, these forces have altered considerably over the past century. This is not the only important difference in today's context. Information and communication technologies (ICTs) are having an impact on the nature of social and political conflicts by creating new sites of struggle and new means of participation in social action. They also have a potential impact on the process of individual and social learning in movement activities. If social purpose adult education is to reassert itself as a resource for progressive social movements, it will have to reconnect with these struggles and adopt new ways of allying itself to their cause. In this paper we draw upon ongoing research into the environmental justice movement in Scotland, which focuses on the contribution of ICTs to learning and participation.
Poverty, protest and popular education: class interests in discourses of climate change
(Cambria Press, 2012-11) Scandrett, Eurig; Crowther, J.; McGregor, Callum; Carvalho, A.; Peterson, T. R.
Real and virtual margins of resistance: the struggle for environmental knowledge and the contribution of information and communication technologies to campaigning
(Nisaba Verlag, 2009) Crowther, J.; Hemmi, A.; Martin, I.; Scandrett, Eurig; Evans, R.
Theorising Education and Learning in Social Movements: Environmental Justice campaigns in Scotland and India
(National Institute for Adult and Continuing Education, 2010) Scandrett, Eurig; Crowther, J.; Hemmi, A.; Mukherjee, Suroopa; Shah, Dharmesh; Sen, Tarunima