This qualitative study looks at the learning that takes place during activism. Throughout this work, learning is conceptualized as the ongoing formation of critical consciousness rather than the acuqisition of skills for the purpose of securing menial employment. Furthermore, critical consciousness is seen to develop through the nonlinear
interplay of thoughts and actions. This investigation uses the life history
method to explore the learning of five Iranian women throughout decades of
struggle against repressive social structures. It focuses on questions of motivation
for activism, formation of critical consciousness, and activism in diaspora. At the
theoretical level, this study criticizes current learning theories while its
educational implications place critical consciousness as the goal of radical adult
education. On a practical level, this investigation records successful political
study groups and suggests such groups as models for sites of radical adult
education.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/18112 |
| Date | 14 December 2009 |
| Creators | Biazar, Bahar |
| Contributors | Mojab, Shahrzad |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0879 seconds