Seminar Reading the world Adult Learning advocacy and social change MA EAE Modul 5d EAE Modul 5d MA SA Modul 7

The overall aim of the course is to examine how adults make use of learning to promote and secure social change; it will examine the relationship between popular and social movements and structured adult learning; the role of non-government organisations and advocacy bodies, and their impact on public policy formation; and will review the comparative strengths of different approaches in overcoming inequality of outcomes and social exclusion. Competences After completing the course students should be able: to describe the key differences and similarities between popular education movements and structured adult education to analyse how social movements have used adult learning to secure social change to appraise the role of advocacy agencies in promoting the role adult learning can play in reducing inequality to consider the role of professional teachers and trainers in reducing inequality to describe the impact of different advocacy initiatives on public policy in different contexts and to judge their comparative strength Content The Welsh European adult educator Raymond Williams argued that adults turned to education at a time of social change to understand change, to be able to adapt to it, and to shape change. This course will explore how adults have combined to work through that process. 1.It will begin by reviewing the ideas of Freire and Boal, their impact on popular education initiatives in Latin America , and how they have influenced practice in Europe . 2.It will consider the relationship between adult education and the civil rights movement in the USA; the role of adult learning in the women’s movement in Europe; in the gay rights movement, in securing workers’ rights, and will consider the role of adult learning in the emergence and development of the World Social Forum 3.It will consider the role of advocacy bodies in contributing to the UN sequence of policy conferences from Rio and Beijing to CONFINTEA and Dakar ; the role of national advocacy agencies in promoting the role of adult education as a tool for social change; 4.It will review the effectiveness of different advocacy strategies in building public support, and securing an impact on public policy, and the role teachers and trainers can play in helping adults, understand, adapt to, and shape change. 5.Finally, course participants will design an adult learning campaign, and the measures needed to secure support for it, to address a specific inequality. Student tasks Students will be expected to undertake reading, research and identify practical examples to explore the themes raised in the discussions Students will be asked to prepare a learning log, to reflect on their reading, research and seminar discussions Participants will work in teams to prepare introductions to seminar sessions Students will submit evidence of their own choosing (including distillations of learning log reflections) to demonstrate competence in the core competences to be covered in the course through planning an adult learning campaign to mobilise learners and others to secure change, and submit one sustained written paper. Bibliography Archer, D and Costello, P Literacy and power Earthscan (1990) Boal, A Theatre of the oppressed Pluto, (1984) Delors, J (Chair) The treasure within UNESCO (1996) Freire, P Pedagogy of the oppressed Penguin (1970) Freire, P Cultural action for freedom Penguin (1972) Hall, B ‘To change the world: adult learning and social movements’ in Jarvis, P (ed) The Routledge international handbook of lifelong learning, Routledge(2009) Hill, R. J. ‘Activism as practice: Some Queer considerations’. In R. St. Clair & J. A. Sandlin (Eds.), Promoting critical practice in adult education Jossey-Bass.(2004) Horton, M The long haul Teachers’ College Press (1997) Lovett, T Adult education, community development and the working class Ward Lock Educational, (1975) McIlroy, J and Westwood,S. Border country: Raymond Williams in adult education NIACE (2003) Newman, M Defining the enemy: Social action in adult education Stuart Victor publishing(1994 and 2007) – now downloadable at http://www.michaelnewman.info/docs/defining_the_enemy.pdf Newman, M Teaching defiance Jossey Bass 2006 Tanvir M. M. ‘Beyond rhetoric: A recipe for civil society action on literacy Convergence vol XL Nos 3-4 (2007) Thompson, J Learning liberation: women’s responses to men’s education Taylor and Francis (1983) Tuckett, A ‘Advocacy: making the case for adult learners’ Convergence vol XXXV no 1 (2002) Tuckett, A Making it different University of Leeds (2003) Tuckett, A ‘They march you up to the top of the hill, and they march you down again: Trends in adult learning in England ’ in Report ‘Zeitschrift fur Weitersbildungsforschung 31 DVV (July 2008) Tuckett, A ‘Making the case for adult learning: the role of non-governmental organisations and networks’ in Jarvis, P (ed) The Routledge international handbook of lifelong learning, Routledge (2009) UNESCO CONFINTEA Hamburg declaration Paris (1997) Bildungswissenschaften Bedingungen werden zu Beginn der Veranstaltung bekannt gegeben. Universität Duisburg-Essen WS 2009/10 Bildungswissenschaften