An Antiracist Feminist Analysis for the Study of Learning in Social Struggle

Autor/in	Gouin, Rachel
Titel	An Antiracist Feminist Analysis for the Study of Learning in Social Struggle
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 59 (2009) 2, S.158-175 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713608327370
Schlagwörter	Feminism; Informal Education; Social Action; Social Justice; Females; Social Problems; Power Structure; Racial Bias; Social Theories; Political Issues; Political Attitudes; Educational Environment; Civil Rights; Gender Bias; Homosexuality; Violence; Prevention; Elementary School Students; Social Attitudes; Social Bias + Suchen Sie Ihr Suchwort? Feminismus; Informelle Bildung; Nichtformale Bildung; Soziales Handeln; Soziale Gerechtigkeit; Weibliches Geschlecht; Social problem; Soziales Problem; Racial discrimination; Rassismus; Gesellschaftstheorie; Politischer Faktor; Political attitude; Politische Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bürgerrechte; Grundrechte; Zivilrecht; Geschlechterstereotyp; Homosexualität; Gewalt; Prävention; Vorbeugung; Social attidude; Soziale Einstellung
Abstract	This article outlines, critiques, and revises Griff Foley's analytical framework for the study of informal learning in social action. This reformulation is prompted by the author's own research on young women's experiences and learning in social struggle, and by the need to take into account the interdependence of systems of domination underlying their actions. She draws on anticapitalist and antiracist feminist theory to integrate an analysis of White supremacy and patriarchy within a Marxist political economy. This article helps to reconceptualize the study of learning in social movements so that it may contend with the complexity of society, social struggles, and the contexts in which learning takes place. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10