Accidental and lifelong activists: embodied knowledge, identity and learning

Much of the theorisation regarding radical adult education in Australia has concentrated on activists’ pedagogy in the context of critical learning. Learning in social action is largely seen as taking place informally. Learning is tacit and implied and not always identified or articulated as knowledge or learning. This thesis expands and builds on the existing scholarship pertaining to informal learning in radical adult education to account for holistic and embodied ways of knowing.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Victoria University

Year dc:date.issued

2010

Author dc:creator

• Ollis, Tracey

• 1303 Specialist Studies in Education
• School of Education

Language dc:language

en