By Tracey Ollis (auth.)
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Extra resources for A Critical Pedagogy of Embodied Education: Learning to Become an Activist
However, this research was connected with my own empirical positioning as an activist. Whelan (2002) explored the complexity of insider/outsider research in his PhD thesis. Whelan, also an activist engaged in the environment movement, argues in relation to insider/ outsider positioning that: Insider research presents strengths and weaknesses, opportunities and risks. ” Seale encourages Case Study Research 25 participant researchers to develop “marginality” by balancing familiarity and distance or “strangeness” in order to understand the perspectives of informants (Whelan 2002, p.
Book Structure The book commences by outlining the context for the contribution that this empirical research makes to the learning tradition of adult education. The book is constructed around the use of multiple case studies (Stake 2006) primarily to give an in-depth understanding of the complexity and richness of activists’ learning. The case studies are complemented by chapters that first contextualize, and then provide a thematic analysis of the data. The order of the chapters and the research data is presented below.
They also developed based on the assumption that activists’ learning practices do not just focus on cognitive ways of knowing. Most research to date has focused on cognition, reason, and the intellectual capacity of activists’ learning (Newman 1994, 2006; Foley 1999; Branagan & Boughton 2003; Boughton, Taksa, & Welton 2004). Limited attention has been paid to embodied or emotional ways of knowing. Adult learning is often a journey associated with a change in the “self” so the research also sought to uncover the identity change that occurs as activists “learn to become an activist” (Chappell et al.
A Critical Pedagogy of Embodied Education: Learning to Become an Activist by Tracey Ollis (auth.)