"Like, Share, Comment," and Learn: Transformative Learning in Online Anti-Trump Resistance Communities

Autor/inn/en	Schroeder, Stephanie; Currin, Elizabeth; Washington, Elizabeth; Curcio, Rachelle; Lundgren, Lisa
Titel	"Like, Share, Comment," and Learn: Transformative Learning in Online Anti-Trump Resistance Communities
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 70 (2020) 2, S.119-139 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroeder, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713619884270
Schlagwörter	Transformative Learning; Presidents; Democracy; Social Media; Computer Mediated Communication; Elections; Political Attitudes; Citizenship; Outcomes of Education; Activism; Citizen Participation; Self Esteem; Self Concept; Social Change; Adults; Role; Learning Theories + Suchen Sie Ihr Suchwort? Pädagogische Transformation; President; Präsident; Demokratie; Soziale Medien; Computerkonferenz; Election; Wahl; Political attitude; Politische Einstellung; Staatsbürgerschaft; Lernleistung; Schulerfolg; Aktivismus; Politischer Protest; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Sozialer Wandel; Rollen; Learning theory; Lerntheorie
Abstract	This article explores adult participation in online social media resistance groups that formed after the 2016 U.S. presidential election (e.g., Indivisible), why individuals participate, and how their views of citizenship are transformed as a result of their participation. Reporting on demographic and open-ended qualitative survey data, this study describes the demographics of participants and employs inductive and deductive coding as analytic methods. Making use of transformative learning as a metatheory and coding with transformative learning typologies in mind, this article illustrates the range of learning outcomes experienced by participants. Our findings indicate the educative potential of online resistance groups, as participants deepened their understandings of democracy, grew more discerning about information shared online, developed confidence to take action, and saw themselves as newly positioned in democracy, connected and capable of making change. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01