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dc.contributor.authorCrowther, J.
dc.contributor.authorHemmi, A.
dc.contributor.authorMartin, I.
dc.contributor.authorScandrett, Eurig
dc.date.accessioned2018-06-29T21:26:09Z
dc.date.available2018-06-29T21:26:09Z
dc.date.issued2008-07-02
dc.identifierER567
dc.identifier.citationCrowther, J., Hemmi, A., Martin, I. & Scandrett, E. (2008) Learning through ICTS in the environmental justice movement: case studies from Scotland, , , , ,
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/567
dc.descriptionThe data for this article derives from research funded by an ESRC grant: award number RES-000-22-2301.
dc.description.abstractHistorically, 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.
dc.titleLearning through ICTS in the environmental justice movement: case studies from Scotland
dc.typeconference_item
dcterms.accessRightspublic
dc.description.facultydiv_MCaPA
dc.description.referencetextAgents for Environmental Justice and Scandrett, E (2003) Voices from the Grassroots, Edinburgh: Friends of the Earth Scotland. Agyeman, J., Bullard, R and Evans, B (2003) Just Sustainabilities: Development in an Unequal World, Cambridge, MA: MIT Press. Bayne, S (2006) 'Temptation, trash and trust: the authorship and authority of digital texts', E-Learning 3 (1) 16-26. Blumer, M (1995) 'Social movements', in Lyman S (ed) Social Movements: Critiques, Concepts, Case-Studies, London: MacMillan Press. Brunsting, S and Postmes, T (2002) 'Social movement participation in the digital age: predicting offline and online collective action', Small Group Research, 33 (5) 525-554. Colley, H., Hodkinson, P and Malcolm, J (2002) Non-formal learning: mapping the conceptual terrain. A Consultation Report, Leeds: University of Leeds Lifelong Learning Institute. Also available in the informal education archives: http://www.infed.org/archives/e-texts/colley_informal_learning.htm. Cook, J and Smith, M (2004) 'Beyond formal learning: informal community elearning', Computers and Education, CAL03 Special Issue, 43 (1-2), 35-47. Dunion, K (2003) Troublemakers: The Struggle for Environmental Justice in Scotland, Edinburgh: Edinburgh University Press. Elsdon, K with Reynolds, J and Stewart, S (1995) Voluntary Organisations: Citizenship, Learning and Change, Leicester: NIACE. Eyerman, R and Jamison, A (1991) Social Movements: A Cognitive Approach, Bristol: Polity Press. Foley, G (1999) Learning in Action, London: Zed Books/NIACE. Hall, B., Turray, T., Chow, W., Dragne, C and Parks, E (2005) Final Report - Social Movement Learning, Canada: Canadian Council for Learning. Lave, J and Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press. Sawchuk, P., Gawron, Z and Taylor, J (2002) 'E-learning and union mobilization', Journal of Distance Education, 17 (3) 80-96. Selwyn, N., Gorard, S and Furlong, J (2006) 'Adults' use of computers and the Internet for self-education', Studies in the Education of Adults, 38 (2) Autumn 141-159. Selwyn, N. (2003) 'Apart from technology: understanding people's non-use of information and communication technologies in everyday life', Technology in Society. 25 (1): 99-116. Scandrett, E O'Leary, T and Martinez, T (2005) 'Learning environmental justice through dialogue' in Proceedings of PASCAL Conference, Making Knowledge Work, Leicester: NIACE. Virilio, P. (2005) The Information Bomb. London: Verso Books. Wildermeersch, D and Jansen, T (1997) 'Strengths and limitations of social learning as a key concept for adult and continuing education in reflexive modernity', in Armstrong, P., Miller, N and Zukas, M (eds) Crossing Borders, Breaking Boundaries, 27th Annual SCUTREA Conference Proceedings, London: Birkbeck College.
dc.description.ispublishedunpub
dc.description.eprintid567
rioxxterms.typeconference_item
qmu.authorScandrett, Eurig
dc.description.statusunpub


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