Oplæg om Radikale.net på Community Conference 31. marts 2009
Learning in the Struggle - faglig dag
1. Program
Learning in the struggle - historier fra de varm lande
• The Movement of Unemployed Workers
• Hvad lærer folk, når de engagerer sig politisk?
Public Action Learning - wazz ist das?
• Typer af aktionslæring i forskellige læringsrum
• Definition + udfordringer ved Public Action Learning
Ud på gaden!
Reflektion og diskussion
2. Formålet med de næste timer
1) Fortælle en god historie fra de varme lande
2) Skabe større klarhed ifht. public action learning
3) Afprøve public action learning i praksis
4. Hvordan bruger sociale bevægelser
uddannelse og læring til strategisk at
skabe alternative former for
medborgerskab og græssrodsdemokrati?
5. Popular Front Darío Santillán
Præfiguration – del af forandringsteori
• Opbygge alternative, selvstyrende fællesskaber
• Værdier skal genskabes i hverdagshandlinger
(udviklings af normer og nye organiseringsformer)
• Hverdagsrevolutionen
6. Popular Front Darío Santillán
Magtforståelse: Opbygge modmagt
• “Creating power rather than taking power”
• Relationel magt vigtigere end instrumentel magt
• Baseret på en kritisk forståelse af eksisterende strukturer
10. Learning that you have rights
“Listen, Adela, you don’t have to excuse yourself; if you’re
pregnant you have a right to three month’s maternity leave,
that’s just the way it is. When you’re pregnant you
shouldn’t be lifting heavy things or be in the sun.
Rodrigo, 29 years, FPDS activist
11. Unlearning hierarchy – learning dignity
“Here you are not afraid of getting fired. Here there is more
companerismo (comradeship) and it is not like the other
places. In other places you have a lot of competition…
For example if you are late, it can happen that the others tell
the boss, so that they will look better themselves…
Here I work in a steady pace, I feel calm here… There is no
employer and boss that push you to work harder and faster.”
Magdalena, 36 years, FPDS activist
12. Apprenticeship:
Role of Experienced Activists
“It (grassroots training) is about creating trust. For
assemblies to function it is necessary to have trust.
The grassroots training is a necessity for the assemblies
to function, because it is a form of socialisation.”
Maria, 43 years
13. Apprenticeship:
Role of Experienced Activists
”The assembly doesn’t make itself; you need
experienced people to make an agenda, take notes,
and these things …
Your task as a activist is to make sure that people are
being heard. It’s through assemblies that you do the
daily practice of being an activist.”
José, 28 years
14. Hvordan sker læringen?
Hvordan sker læringen?
• Hverdagspraksis og communities of practice
• Mesterlære: Erfarne aktivister kobles med mindre erfarne
• Læringen er præget af konflikt og er non-lineær
• Læring er en social og kollektiv proces (kollektive identiteter)
• Læringen er struktureret af samfundsmæssige diskurser (på
godt og ondt)
22. Hvordan kan public action bruges I vores kurser?
Hvordan bruger vi publication learning allerede?
Hvilke udfordringer er der ved at bruge
public action learning?
23. Ressourcer
Foley, Griff (1999) Learning in Social Action: A
Contribution to Understanding Informal Education
Choudry, Aziz (2009) Learning in Social Action: Knowledge
production in social movements, McGill Journal of Education
Editor's Notes
Vi var tre kandidatstuderende fra forskellige uddannelser på RUC, som ville undersøge hvordan sociale bevægelser bruger læring strategisk i deres arbejde. Jeg kom i kontakt med en social bevægelse, El Frente Darío Santillán, som var en bevægelse, der opstod på baggrund af den finansielle krise i Argentina i 2001.Alt det vi oplevede i 2008-2009 med nedsmeltningen af det finasielle system og protestbevægelser som Occupy, havde Argentina allerede været igennem i 2001.
Medborgerskab: Ikke blot styrke gængse opfattelser af medborgerskab, hvor man er en medborger i forhold til staten og det formelle demokrati,
men en forståelse af medborgerskab, som politisk identitet, der ikke orienterer sig mod staten.
Sådan noget Christiania-agtigt noget? Ja, men ikke så eksluderende som Christiania har udviklet sig og ikke blot ifht. venstrefløjen. Strategisk:Strategisk fordi vi var interesserede i grupper, som bevidst brugte læring og italesætte læring I deres forandringsstrategi.
Kommer ud af den urbane bevægelse Piqueteros, også kaldet Unemployed Workers Movement. Jeg undersøgte tre handlingsrum: - Popular assemblies – forsamlinger, som er et format for at diskutere og tage beslutninger. Folkekøkken i Buenos Aires centrum - Gadedemonstrationer og vejblokeringer – her en demonstration foran Ministeriet for arbejde-
Kommer ud af den urbane bevægelse Piqueteros, også kaldet Unemployed Workers Movement. A strategic part of the FPDS’ work is the use of informal and formal education in the construction of alternative autonomous communities, which are based on principles of self-management and solidarity. Jeg undersøgte tre handlingsrum: - Popular assemblies – forsamlinger, som er et format for at diskutere og tage beslutninger. Folkekøkken i Buenos Aires centrum - Gadedemonstrationer og vejblokeringer – her en demonstration foran Ministeriet for arbejde-
Jeg undersøgte tre handlingsrum: - Folkekøkken - assemblies- Gadedemonstrationer og vejblokeringer
Hvordan sker læringen - hverdagspraksis
Hvad lærer folk?
Rettigheder: Lære at du har rettigheder
Agency og voice: Lære at du kan gøre en forskel
Demokrati: Lære at deltage i hverdagsdemokratiet
Horisontale relationer: Aflære hierarkiske handlemåder
Kompetencer: Organisering, analyse, formidling, læsning
Learning is a confliction and not a linear process:
Foley says that “All social life involves a central contradictory principle in the sense that a person’s individuality is both realized and restricted through participation in group life.” 70).
Foley describes how learning in social struggles can be a difficult process, which has the potential to be both destructive and debilitating and can be liberating and decisive. Echoing Paulo Freire, Foley describes how this contested learning can potentially enable people to make sense of, and act on, their environment, and come to understand themselves as knowledge-creating, acting beings. It is the latter process the FPDS is aware of and works with strategically through formalized grassroots workshops and planned educational activities but most importantly the FPDS sees this taking place in the everyday practices. As one of the activists says “The assemblies, the collective work and the street protests, all of these things can be seen as political education.’ These learning process is not something that happens just over night and is a process that is guided by the movement.
Central learning processes in FPDS
- Unlearning of old values and internalizing new
As already explained the process of learning in communities of practices is based on the notion that learning takes place in social interaction, through relations and in the groups that that we are engaged in. What the movement explained as the values in need of being unlearned is values of an individualized culture and a lacking sense of agency.
It is through the actual participation in the soup kitchens, cooperatives and protest that you get experiences:
- With being heard and taking serious (as one of the activist Yoni that had never felt that his voice mattered or was heard before taking place in his first assemble)
Learn that you have rights (as one of the activist of a cooperative that did not know that she had certain rights during pregnancy so she was not working to hard)
Become self conscience and fell sense of agency (as an activist born as a albino who had been discriminated her whole life and never taking serious on equal terms as others before her work in one of the cooperatives)
Experienced activist
In the work of the movement there is an awareness of the role of the more experienced activist as not leader, which based on their belief and understanding of grassroots democracy is central, though have a central guiding role in relation to new-comers. The learning of working without a boss, trusting each other and working and deciding everything as a group is for many people new ways of living and working is supported by the more experienced activist – in a form of apprenticeship. Therefor there is also a clear path of how to enter the movement that means you first are expected to help out in the soup kitchens or other places take part of the assembles and get to know the movement slowly.
Creating collective identities:
When these types of learning processes are linked with a conscious critique of capitalist work relations, patriarchy, hierarchy and discrimination, they can be a tool in building an alternative new forms of relations and identities. The learning processes in the communities of practice are linked to the creation of collective identities. In the communities of practice as the soup kitchens, cooperative and protest collective identities are created as for example the unemployed as people that struggle and demand the right to jobs,
Fra et rengøringskollektiv
Learning is a confliction and not a linear process:
Foley says that “All social life involves a central contradictory principle in the sense that a person’s individuality is both realized and restricted through participation in group life.” 70).
Foley describes how learning in social struggles can be a difficult process, which has the potential to be both destructive and debilitating and can be liberating and decisive. Echoing Paulo Freire, Foley describes how this contested learning can potentially enable people to make sense of, and act on, their environment, and come to understand themselves as knowledge-creating, acting beings. It is the latter process the FPDS is aware of and works with strategically through formalized grassroots workshops and planned educational activities but most importantly the FPDS sees this taking place in the everyday practices. As one of the activists says “The assemblies, the collective work and the street protests, all of these things can be seen as political education.’ These learning process is not something that happens just over night and is a process that is guided by the movement.
Central learning processes in FPDS
- Unlearning of old values and internalizing new
As already explained the process of learning in communities of practices is based on the notion that learning takes place in social interaction, through relations and in the groups that that we are engaged in. What the movement explained as the values in need of being unlearned is values of an individualized culture and a lacking sense of agency.
It is through the actual participation in the soup kitchens, cooperatives and protest that you get experiences:
- With being heard and taking serious (as one of the activist Yoni that had never felt that his voice mattered or was heard before taking place in his first assemble)
Learn that you have rights (as one of the activist of a cooperative that did not know that she had certain rights during pregnancy so she was not working to hard)
Become self conscience and fell sense of agency (as an activist born as a albino who had been discriminated her whole life and never taking serious on equal terms as others before her work in one of the cooperatives)
Experienced activist
In the work of the movement there is an awareness of the role of the more experienced activist as not leader, which based on their belief and understanding of grassroots democracy is central, though have a central guiding role in relation to new-comers. The learning of working without a boss, trusting each other and working and deciding everything as a group is for many people new ways of living and working is supported by the more experienced activist – in a form of apprenticeship. Therefor there is also a clear path of how to enter the movement that means you first are expected to help out in the soup kitchens or other places take part of the assembles and get to know the movement slowly.
Creating collective identities:
When these types of learning processes are linked with a conscious critique of capitalist work relations, patriarchy, hierarchy and discrimination, they can be a tool in building an alternative new forms of relations and identities. The learning processes in the communities of practice are linked to the creation of collective identities. In the communities of practice as the soup kitchens, cooperative and protest collective identities are created as for example the unemployed as people that struggle and demand the right to jobs,
Undervisningslokalet – erfaringsbaseret læring
- Handlinger: Praktiske øvelser med feedback
- Kurser: Youth Leadership Seminar
Organisationer - blanding mellem erfaringsbaseret og PAL
- Handlinger: Møder, undervisning, produktudvikling
- Kurser: Strategisk kommunikator
Det offentlige rum - public action learning
- Handlinger: Events, blogs, underskriftindsamling, offentlige
høringer
- Kurser: Global Change, tax power-kurset
Måke lave dette til en tekst
Celeste: Godt eksempel er Globale Gymnasier og Blood in the Mobile:
Opgaven:
I skal have folk til at tage stilling til Nørrebro som et multikulturelt kvarter – fede ting eller nederen ting – folk skal være ærlige
eller anden måde. Og det skal op på facebook bagefter – send Sofie!
Mulige aktioner:
Bed folk om at skrive deres holdning/budskab på et skilt og tag et foto af dem.
Sig til folk at vi gerne vil have det facebook
Hvis jeres idé ikke fungerer, er I velkomne til at ændre den.
Steder:
Nørrebrogade, Blågårdsplads, shawarma-bar, Harbo Bar, bodega.
Tid og proces: 45 min.
- 10 min til at lave skiltene. 20-25 min på gaden.
- 10 min. opload af billeder + reflektion igruppen
Ideer til skiltetekst:
Hvad kan du godt lide ved Nørrebro?
Hvad kan du ikke lide ved Nørrebro?
Opgaven:
I skal have folk til at tage stilling til Nørrebro som et multikulturelt kvarter – fede ting eller nederen ting – folk skal være ærlige
eller anden måde. Og det skal op på facebook bagefter – send Sofie!
Mulige aktioner:
Bed folk om at skrive deres holdning/budskab på et skilt og tag et foto af dem.
Sig til folk at vi gerne vil have det facebook
Hvis jeres idé ikke fungerer, er I velkomne til at ændre den.
Steder:
Nørrebrogade, Blågårdsplads, shawarma-bar, Harbo Bar, bodega.
Tid og proces: 45 min.
- 10 min til at lave skiltene. 20-25 min på gaden.
- 10 min. opload af billeder + reflektion igruppen
Ideer til skiltetekst:
Hvad kan du godt lide ved Nørrebro?
Hvad kan du ikke lide ved Nørrebro?
Opgaven:
I skal have folk til at tage stilling til Nørrebro som et multikulturelt kvarter – fede ting eller nederen ting – folk skal være ærlige
eller anden måde. Og det skal op på facebook bagefter – send Sofie!
Mulige aktioner:
Bed folk om at skrive deres holdning/budskab på et skilt og tag et foto af dem.
Sig til folk at vi gerne vil have det facebook
Hvis jeres idé ikke fungerer, er I velkomne til at ændre den.
Steder:
Nørrebrogade, Blågårdsplads, shawarma-bar, Harbo Bar, bodega.
Tid og proces: 45 min.
- 10 min til at lave skiltene. 20-25 min på gaden.
- 10 min. opload af billeder + reflektion igruppen
Ideer til skiltetekst:
Hvad kan du godt lide ved Nørrebro?
Hvad kan du ikke lide ved Nørrebro?
Hvad gør det ved jeres interne gruppedynamik?
Korte vs. lange kurser
Er det kun for aktivister og kampagnekurser?
Celeste: Godt eksempel er Globale Gymnasier og Blood in the Mobile:
Gouin, Rachel, An Antiracist Feminist Analysis for the Study of Learning in Social
Struggle, Adult Education Quarterly 2009 59: 158
Foley, Griff (2001) Radical Adult Education and Learning, International Journal of
Lifelong Education, 20 (1/2): 71–88.
Sitrin, Mariana (2004) Walking We Ask the Questions: An Interview with John
Holloway, Perspectives on Anarchist Theory, 8 (2): 8-12.
Foley, Griff (1998) Clearing the Theoretical Ground: Elements in a Theory of Popular
Education, International Review of Education, 44 (2/3): 139-153.Leach, Melissa and Scoones, Ian, (2007), , Mobilising Citizens: Social Movements
and the Politics of Knowledge, Working Paper 276, Institute of Development Studies,
University of Sussex.Holford, John (1995) Why Social Movements Matter: Adult Education Theory,
Cognitive Praxis, and the Creation of Knowledge, Adult Education Quarterly, 45 (2):
95-111.
Welton, Michael (1993) Social Revolutionary Learning: The New Social Movements
As Learning Sites, Adult Education Quarterly, 43 (3): 152-164
