Translocal Social Movement Learning in the Face of COVID-19: Building Online Solidarity During Lockdowns

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2022-08-22 DOI:10.25159/1947-9417/8883

Jonathan Langdon

引用次数: 0

Abstract

Social movements are at the forefront of fighting for another world as conceptualised through Arundhati Roy’s portal. COVID-19 and state measures imposed to contend with it have severely impacted not only the activism of movements, but also their capacity to learn. Translocal social movement learning offers one way in which such learning can continue. This article shares reflections from participants involved in a translocal learning engagement between movement members and activist-scholars from Ghana, South Africa and Canada. It provides an important example of the kind of non-hierarchal social movement learning that can happen at a distance, when movements share, learn and support one another.

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面对COVID-19的跨地方社会运动学习:在封锁期间建立在线团结

社会运动站在为另一个世界而战的最前线，这是通过Arundhati Roy的门户网站概念化的。新冠肺炎和国家为应对疫情而采取的措施不仅严重影响了运动的积极性，也严重影响了他们的学习能力。异地社会运动学习提供了一种可以继续学习的方式。本文分享了参与加纳、南非和加拿大运动成员和活动家学者之间跨地区学习的参与者的思考。它提供了一个非等级社会运动学习的重要例子，当运动相互分享、学习和支持时，这种学习可以在远处发生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.

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