About This Publication
This timely book brings together a unique collection of both experienced and new writers examining the relationship between popular and higher education. It shows how university-based teachers and researchers can use their work to support and resource popular struggles for democracy, equality and social justice – at a time when all the demands being made upon them are towards institutional disengagement from social and political action.
Exploring how many of the current trends in intellectual and institutional life can be challenged and changed, the book considers amongst other themes, the hegemony of technical rationality and the new managerialism, the construction of higher education as a competitive market place and the dominance of individualised models and modes of learning and achievement.
Exploring how many of the current trends in intellectual and institutional life can be challenged and changed, the book considers amongst other themes, the hegemony of technical rationality and the new managerialism, the construction of higher education as a competitive market place and the dominance of individualised models and modes of learning and achievement.
Contents
| Introduction | Radicalising Intellectual Work | Jim Crowther, Vernon Galloway and Ian Martin |
| Part One | Popular education: values, contexts and purposes | |
| Chapter 1 | People’s Education and The Academy: An Experience From South Africa | Astrid von Kotze |
| Chapter 2 | Popular Teaching, Popular Learning and Popular Action | Michael Newman |
| Chapter 3 | Ideology Matters | Liam Kane |
| Chapter 4 | University Faculty and Popular Education in the United States | Ralph St. Clair |
| Chapter 5 | Popular Organisations and Popular Education in Portugal | Paula Guimarães and Amélia Vitória Sancho |
| Chapter 6 | Popular Education and The Academy: The Problems of Praxis | Rennie Johnston |
| Part Two | Generating knowledge, radicalising research | |
| Chapter 7 | Workers, Their Knowledge and The University | Jonathan Grossman |
| Chapter 8 | Dialogic Learning in Popular Education Movements in Spain | Lidia Puigvert and Rosa Valls |
| Chapter 9 | ‘The Workers’ University’: Australia’s Marx Schools | Bob Boughton |
| Chapter 10 | Researching Women’s Auto/Biography as Emancipatory Practice | Sue Mansfield |
| Chapter 11 | The Methodology of ‘Systematisation’ and Its Relevance to The Academy | Maria Clara Buena Fischer |
| Chapter 12 | Biographical Research: Reasserting Collective Experience | Barbara Merrill |
| Part Three | Engaging in educational practice | |
| Chapter 13 | Justice for Pensioners! Some Reflections On Popular Education Practice | John Payne |
| Chapter 14 | A Hard Road: Learning From Failed Social Action | James Whelan |
| Chapter 15 | Popular Education and Popular Schools in Latin America | Claudia Flores-Moreno |
| Chapter 16 | Social Movements and Free Spaces in Civil Society: The Case of the British Tenants Movement and Northern College | John Grayson |
| Chapter 17 | Towards a Performance-Based Pedagogy of Self-Determination | Dan Baron Cohen |
| Chapter 18 | Learning From the Women’s Community Education Movement in Ireland | Bríd Connolly |
| Chapter 19 | Emancipatory Organisational Learning: Context and Method | Griff Foley |