激进的转变:通过合法的外围参与塑造活动家的政治化

Q2 Social Sciences
Joe Curnow
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引用次数: 2

摘要

在本文中,我剖析了青年组织者如何通过参与公平贸易运动的先兆实践而成为政治化的活动家。Prefiguration指的是一场运动的实践,它嵌入并再现了他们共同的政治愿景;先兆政治允许社会运动团体通过他们的互动实践、他们的战术剧目和他们的外向型运动来体现他们的政治。作为公平贸易学生联合会(United Students for Fair Trade, USFT)的新手,通过沉浸在该组织的实践社区中,以及越来越多地参与社区的预示性实践,参与者开始认同自己是积极分子,也被认同为积极分子,改变了他们的世界观,并采用了新的政治哲学。本文考察了支持合法外围参与的活动家实践,包括团体协议,保持堆栈和反压迫干预。文章最后讨论了先兆政治使特定的活动家身份和哲学得以实现的方式,并鼓励对政治身份发展作为一种学习现象进行进一步的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Radical Shifts: Prefiguring Activist Politicization through Legitimate Peripheral Participation
ABSTRACT In this paper, I unpack how youth organizers became politicized activists through their engagement in the prefigurative practices of the fair trade movement. Prefiguration refers to the practices of a movement that are embedded in and reproduce their shared political visions; prefigurative politics allows social movement groups to embody their politics through their interactional practices, their tactical repertoires, and their outwardly oriented campaigns. As novices within United Students for Fair Trade (USFT), through their immersion in the organization’s community of practice and their increasing participation in the prefigurative practices of the community, participants came to identify as and be identified as activists, shift their worldviews, and adopt new political philosophies. This paper examines the activist practices that supported legitimate peripheral participation, including group agreements, keeping stack, and antioppression interventions. The article concludes with a discussion of the ways that prefigurative politics enabled particular activist identities and philosophies and encourages further investigation into political identity development as a learning phenomenon.
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来源期刊
Peabody Journal of Education
Peabody Journal of Education Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
43
期刊介绍: Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.
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