'We Are the Soil' to a Movement with 'Peasants in the Centre:' The Grassroots-Social Movement Learning Nexus in Ro?ia Montana, Romania

Autor/in	Witiw, Taylor
Titel	'We Are the Soil' to a Movement with 'Peasants in the Centre:' The Grassroots-Social Movement Learning Nexus in Ro?ia Montana, Romania
Quelle	In: Studies in the Education of Adults, 54 (2022) 2, S.204-221 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witiw, Taylor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2022.2083850
Schlagwörter	Foreign Countries; Social Action; Activism; Incidental Learning; Place Based Education; Adult Education; Social Change; Group Unity; Resilience (Psychology); Romania + Suchen Sie Ihr Suchwort? Ausland; Soziales Handeln; Aktivismus; Politischer Protest; Inzidentelles Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozialer Wandel; Gruppenidentität; Rumänien
Abstract	Mining development often threatens rural areas with dispossession, but these processes foment learning and opposition by locals, their grassroots organisations, and transnational solidarity campaigns/movements. Emergent solidarity nexuses are sites of knowledge production and amplify grassroots struggles. This article explores how a local grassroots struggle against a proposed mining project at Ro?ia Montana, Romania was catalysed by processes of incidental learning--through local experiences with preparatory development--which gave rise to more intentional forms of local learning and place-based praxis. The formation of a growing trans/national solidarity network arose from these early efforts and intertwined with the grassroots struggle, augmenting knowledge production with non-formal and formal approaches to learning. Knowledge was produced through various forms and towards critical, informational, tactical, and strategic purposes. The findings herein contribute to the literature on a broadened understanding of adult education from the lens of learning in social action. Further, this article offers an exploratory description of the processes of learning in social action at a nexus of grassroots struggle and a trans/national solidarity network and contributes to an understanding of how diverse forms of learning in social action are integral to processes of local and national social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01