Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action.

Autor/in	Chatzipetrou, Anthi
Titel	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action.
Quelle	In: European journal for Research on the Education and Learning of Adults, 9 (2018) 1, S. 79-93Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:15532
URN	urn:nbn:de:0111-pedocs-155320
Schlagwörter	Beobachtung; Interview; Qualitative Forschung; Non-formale Bildung; Sozialer Faktor; Beobachtung; Erwachsenenbildung; Griechenland; Interview; Organisation; Behinderung; Teilnehmer; Erwachsenenbildner; Handlungsfähigkeit; Unterstützung; Bildungsprogramm; Erwachsenenbildung; Teilnehmer; Behinderung; Handlungsfähigkeit; Organisation; Unterstützung; Behinderter; Erwachsenenbildner; Griechenland
Abstract	This paper is a qualitative survey based on the exploration of disabled peoples' existing experience of participating in non-formal forms of education, which take place in the context of the Greek disability movement. Its aim is to record the way in which this kind of education can be a catalyst in the empowerment of disabled people. Data was obtained through semi-structured interviews held with both learners with disabilities and educators and from direct observation of the educational process. The main findings of this study explore the ways in which educators can contribute to the empowerment of disabled people. It is found that the empowerment of learners cannot simply be regarded as an aspect of education but rather as an integral part embedded in the content, in the educational methods and in the role of the educator. Finally, the paper highlights the necessity for disability organisations to cooperate with the fields of disability studies and adult education, in order for them to jointly conceive and try out new more transformative pedagogical methods. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4