IZOBRAŽEVALNI POTENCIAL DRUŽBENIH GIBANJ

Lončar, Tjaša (author), Mikulec, Borut (mentor)

Izobraževanje odraslih ima v današnjem hitro spreminjajočem svetu izredno pomembno vlogo. Čeprav v teoriji in praksi izobraževanja odraslih poznamo različne vrste, načine in oblike izobraževanja in učenja odraslih, so danes nekateri vidiki izobraževanja odraslih zanemarjeni, kljub njihovemu zgodovinskemu pomenu za področje izobraževanja odraslih. Tako je v primeru izobraževanja v družbenih gibanjih, ki so pogosto opredeljena kot politične tvorbe, malo avtorjev in posameznikov pa se danes dejansko zaveda, da imajo družbena gibanja tudi velik izobraževalni potencial. Namen magistrske naloge je s pomočjo primerjalne analize treh izbranih družbenih gibanj, (1) zapatističnega gibanja v Mehiki, (2) gibanja 15M v Španiji in (3) vstajništva v Sloveniji, ugotoviti, kakšen je izobraževalni potencial omenjenih družbenih gibanj. V teoretičnem delu najprej predstavimo tradicijo radikalnega izobraževanja, njen zgodovinski razvoj ter njegova temeljna misleca (Gramscija in Freireja), saj se izobraževanje v družbenih gibanjih povezuje predvsem s to tradicijo izobraževanja odraslih. V nadaljevanju predstavimo razvoj in vrste družbenih gibanj ter različne perspektive izobraževanja v družbenih gibanjih. V empiričnem delu s pomočjo primerjalne analize ugotavljamo, kakšen je izobraževalni potencial treh izbranih najnovejših družbenih gibanj, pri čemer ugotavljamo podobnosti in razlike glede splošnih značilnosti gibanj, udeležencev, načinov izobraževanja in učenja ter uporabe informacijske tehnologije. V nalogi ugotavljamo, da v družbenih gibanjih potekajo različne oblike (e-izobraževanje, delavnice, forumi, mentorstvo) in vsebine (politična participacija, dialoško in kolektivno učenje) izobraževanja, ki bi jih lahko glavni akterji družbenih gibanj bolj izkoristiti za doseganje svojih zastavljenih ciljev. Na osnovi naše analize smo zasnovali pet izhodiščnih točk, za katere menimo, da bi jih morali imeti v mislih izobraževalci odraslih (andragogi), ki delujejo v družbenih gibanjih: (1) dihotomijo med individualnim delovanjem in težnjo po graditvi kolektivne zavesti, (2) vrednost novega (alternativnega) znanja, (3) razmerja moči in spodbujanje dialoga, (4) spremembe s kratkotrajnim učinkom in korenite spremembe za dolgotrajno spremembo družbe ter (5) uporaba informacijske tehnologije za širjenje (alternativnega) znanja in doseganje širše množice ljudi.

• Language: Slovenian
• Keywords: družbena gibanja, radikalno izobraževanje, izobraževanje odraslih, ljudsko izobraževanje, primerjalna analiza
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2019
• PID: 20.500.12556/RUL-111934
• Publication date in RUL: 17.10.2019

Secondary language

• Language: English
• Title: EDUCATIONAL POTENTIAL OF SOCIAL MOVEMENTS

Abstract

Adult education has a very important role in today's ever-changing world. Although in theory and practice of adult education there are several different types, modes and shapes of adult education and learning, some of them are neglected despite their historical importance for this subject. This can be seen in the case of social movements, which are often defined as political formations. Only few authors and individuals are actually aware of the fact that social movements have a great educational potential. The purpose of this master thesis is to determine the educational potential of three social movements by using comparative analysis. Those movements are (1) the Zapatista movement in Mexico, the 15M movement in Spain (2) and (3) the resistance movement in Slovenia. In the theoretical part we first present the tradition of the radical education, it’s historical development and the two main intellectuals (Gramsci and Freire) because education in social movements is mostly connected to this tradition of adult education. As second, we present development and types of social movements and different perspectives of education in social movements. In the empirical part, with the help of comparative analysis we are trying to determine, what is the educational potential of the latest three social movements. That was done by researching the similarities and differences between their general characteristics, participants, types of education and learning, and use of information technology. In this thesis we have come to a conclusion that in social movements are currently used different types (e-Education, workshops, forums, mentoring) and contents (political participation, dialogic and collective learning) of education which could be used more by the main actors of social movements for achieving their goals. On the base of our analysis we have proposed five starting points which in our opinion should be kept in mind by the educators of adults (andragogues), who work in social movements. Those five points are: (1) dichotomy between individual work and aspiration for building collective consciousness, (2) the value of the new (alternative) knowledge, (3) power relations and the promotion of dialogue, (4) changes with a short-term effect and radical changes for a long-term change in society; and (5) the use of information technology for spreading (alternative) knowledge and for reaching a wider population of people.

• Keywords: social movements, radical education, adult education, popular education, comparative analysis