The concept of reflection is central to theories of experiential learning common in the field of ... more The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field’s most common conceptualizations of reflection. We develop alternative approaches to reflection drawing from feminist standpoint theory and theories of embodied knowing. We identify and discuss how each alternative approach points to different positioning of the concept of reflection in experiential learning. We highlight how the alternative positioning of reflection in experiential learning relates to adult education practice through narrative building and the recognition of prior learning. We also identify what we believe are implications of our reconceptualization of reflection for theories of adult learning.
The purpose of this paper is to systematically review and trace the lineage of theoretical debate... more The purpose of this paper is to systematically review and trace the lineage of theoretical debates around social movement learning in the field of adult education. We compiled articles, books and conference proceedings on adult education and social movements from Google Scholar using the software Publish or Perish and manually filtered the data to only include those that explicitly address the topic. Based on the data, we identified key literature that scholars cross-referenced, which extended the review to include the literature from the 1970s until today. We argue that the theoretical debates about social movements and education can be characterised by four phases: 1) popular education within and for social movements, 2) the Old/New Social Movement debate and its radical influence on adult education, 3) conflict and pushback between scholars, and 4) social movement learning as a confluence of literature. We argue that it is only when scholars writing about popular education interacted with scholars promoting the idea of 'new' social movements that the current proliferation of 'social movement learning' emerged. Thus, the knowledge production of social movement learning itself has been a result of a dynamic and historical movement in the field of adult education. KEYWORDS social movement learning; popular education; new and old social movements; adult education Introdution Despite varying approaches to the study of social movements, scholars share a broad definition of social movements as 'networks of informal interactions between a plurality of individuals, groups and/or [organisations], engaged in political or cultural conflicts, on the basis of shared collective identities' (Diani, 1992, p. 2). In this definition, it is in the human interaction and agency that we find connections between social movements and the field of education. Interactions that lead to shared agendas necessitate participants learning from one another through both informal (e.g., participating in rallies, reading leaflets) and nonformal processes (e.g., teach-ins, educational programmes). Education research has been fragmented in its approaches to social movements (Niesz et al., 2018). A notable exception is the field of adult education, which boasts a rich tradition in critical pedagogy as well as internal debates on the educational aspects of social movements. Yet, contrary to the abundance of literature on social movements in adult education, there have been few reviews on such lineages. Hall and Turray (2006) published a review that gives an overview of definitions and traditions of social movement learning within adult education while providing abundant resources. Another review is by Niesz et al. (2018), scholars based in Kent State University, who
The concept of reflection is central to theories of experiential learning common in the field of ... more The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field’s most common conceptualizations of reflection. We develop alternative approaches to reflection drawing from feminist standpoint theory and theories of embodied knowing. We identify and discuss how each alternative approach points to different positioning of the concept of reflection in experiential learning. We highlight how the alternative positioning of reflection in experiential learning relates to adult education practice through narrative building and the recognition of prior learning. We also identify what we believe are implications of our reconceptualization of reflection for theories of adult learning.
The purpose of this paper is to systematically review and trace the lineage of theoretical debate... more The purpose of this paper is to systematically review and trace the lineage of theoretical debates around social movement learning in the field of adult education. We compiled articles, books and conference proceedings on adult education and social movements from Google Scholar using the software Publish or Perish and manually filtered the data to only include those that explicitly address the topic. Based on the data, we identified key literature that scholars cross-referenced, which extended the review to include the literature from the 1970s until today. We argue that the theoretical debates about social movements and education can be characterised by four phases: 1) popular education within and for social movements, 2) the Old/New Social Movement debate and its radical influence on adult education, 3) conflict and pushback between scholars, and 4) social movement learning as a confluence of literature. We argue that it is only when scholars writing about popular education interacted with scholars promoting the idea of 'new' social movements that the current proliferation of 'social movement learning' emerged. Thus, the knowledge production of social movement learning itself has been a result of a dynamic and historical movement in the field of adult education. KEYWORDS social movement learning; popular education; new and old social movements; adult education Introdution Despite varying approaches to the study of social movements, scholars share a broad definition of social movements as 'networks of informal interactions between a plurality of individuals, groups and/or [organisations], engaged in political or cultural conflicts, on the basis of shared collective identities' (Diani, 1992, p. 2). In this definition, it is in the human interaction and agency that we find connections between social movements and the field of education. Interactions that lead to shared agendas necessitate participants learning from one another through both informal (e.g., participating in rallies, reading leaflets) and nonformal processes (e.g., teach-ins, educational programmes). Education research has been fragmented in its approaches to social movements (Niesz et al., 2018). A notable exception is the field of adult education, which boasts a rich tradition in critical pedagogy as well as internal debates on the educational aspects of social movements. Yet, contrary to the abundance of literature on social movements in adult education, there have been few reviews on such lineages. Hall and Turray (2006) published a review that gives an overview of definitions and traditions of social movement learning within adult education while providing abundant resources. Another review is by Niesz et al. (2018), scholars based in Kent State University, who
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