Subaltern Social Movement Learning and the Decolonization of Space in India

Autor/in	Kapoor, Dip
Titel	Subaltern Social Movement Learning and the Decolonization of Space in India
Quelle	In: International Education, 37 (2007) 1, S.10-41 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Adult Education; Discourse Analysis; Foreign Countries; Politics; Foreign Policy; Power Structure; Social Change; Forestry; Geographic Regions; Research Methodology; Case Studies; Indigenous Populations; Indigenous Knowledge; Minority Groups; India + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Diskursanalyse; Ausland; Politik; Außenpolitik; Sozialer Wandel; Forstwissenschaft; Waldwirtschaft; Research method; Forschungsmethode; Case study; Fallstudie; Case Study; Sinti und Roma; Ethnische Minderheit; Indien
Abstract	Prompted by the author's experience as a participant in an organized partnership with "Adivasis" in south Orissa since the early 1990s; Gayatri Spivak's intimation that the "subaltern can not speak" (Spivak, 1988) [and the "theoretical asphyxiation" of a subaltern politics ably contested in Parry's work as a "deliberate deafness to the native voice where it can be heard" (1987, p. 39)]; Dirlik's (1994) pertinent assertion that postcolonial theory reduces the material relations of colonial power to the rules of language (colonial discourse analysis); and the praxiological possibilities encouraged by a Gramscian-strain of subaltern studies (Sarkar, 2005), this paper addresses subaltern agency as expressed through social movement learning and the decolonization of physical/material space (land and forests in particular) in "Adivasi" contexts in south Orissa. Relying on data and associated reflections on emergent themes and understandings generated from researching "learning in Adivasi social movements" (research that commenced in 2006), this paper (a) addresses the methodological orientation of the research; (b) briefly elaborates on the colonization of land and forest spaces in "Adivasi" contexts; (c) examines social movement learning, specifically in relation to the issues and purposes of the movement and how learning contributes to the establishment of purpose, while providing some of the impetus for "Adivasi" agency in relation to the decolonization of these spaces; and (d) selectively engages theoretical considerations pertaining to radical adult education/learning and subaltern perspectives on learning in "Adivasi" movements. (Contains 6 footnotes.) (ERIC).
Anmerkungen	College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10