This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe. While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism as a mechanism for broader social change? Drawing on empirical research, as well as stories and blogs about social change and transformation from those participating in community activist struggles, this book features diverse contributions from adult education practitioners, theorists and activist-researchers who share community activist practices from around the world and provide insight into the ways these have contributed to social change and political transformation in different spaces and communities. Each chapter and blog in this collection relate to different dimensions of community, democracy and dialogue and how this space has become one in which delimiting factors must constantly be fought. In these contributions, questions of critical pedagogy and voice, and contested notions of power, place and voice, are lived, felt and troubled in different national and international contexts. This book was originally published as a special issue of Studies in the Education of Adults.

This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe. It was originally published as a special issue of Studies in the Education of Adults.

Learning Activism is designed to encourage a deeper engagement with the intellectual life of activists who organize for social, political, and ecological justice.

Social demonstrations that take place on university campuses have profound effects on students as well as the environments in which those students live and learn. These demonstrations, in recent years, have taken on traditional forms such as spontaneous protests, organized marches, and organized rallies, but they have also been affected by technologically mediated strategies that can bring larger sets of students together to support shared beliefs. Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism provides emerging research exploring the theoretical and practical aspects of social demonstrations on university campuses and responses from administrative professionals. Featuring coverage on a broad range of topics such as advocacy, student activism, and free speech, this book is ideally designed for university administrators, policymakers, government officials, academic leaders, researchers, and institutions seeking current research on student engagement in social demonstrations on the campuses of colleges and universities.

The book entitled Geriatric Issues in Community Psychology Perspectives' embraces the salient features of aging process. In community psychology perspective, the conceptual shifts are needed to change societal attitudes now dominated by negative age stereotypes. The older adults face the challenge of maintaining autonomy in a society. Encouraging older adults to stay active not only benefits their physical, social, psychological and emotional well being, but also contributes to the greater society. The book addresses the problems of aged. Since the aging population is growing rapidly, the goals and strategies of the UN program on aging, which are consistent with community psychology principles could be utilized to provide more direction on priorities for the aging. Giving importance of social action and community intervention, efforts be made to improve the lives of older adults. These improvements can be achieved through empowerment, public education and policy or legislative changes. The book highlights. the components of successful aging and well being of elderly.

Music Education for Social Change: Constructing an Activist Music Education develops an activist music education rooted in principles of social justice and anti-oppression. Based on the interviews of 20 activist-musicians across the United States and Canada, the book explores the common themes, perceptions, and philosophies among them, positioning these activist-musicians as catalysts for change in music education while raising the question: amidst racism and violence targeted at people who embody difference, how can music education contribute to changing the social climate? Music has long played a role in activism and resistance. By drawing upon this rich tradition, educators can position activist music education as part of a long-term response to events, as a crucial initiative to respond to ongoing oppression, and as an opportunity for youth to develop collective, expressive, and critical thinking skills. This emergent activist music education—like activism pushing toward social change—focuses on bringing people together, expressing experiences, and identifying (and challenging) oppressions. Grounded in practice with examples integrated throughout the text, Music Education for Social Change is an imperative and urgent consideration of what may be possible through music and music education.

This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy. It uses ecojustice to evaluate the holistic connections between cultural and natural systems, environmentalism, sustainability and Earth-friendly marketing trends, and introduces citizen science and youth activism as two of the pedagogical ways ecojustice philosophy can be enacted. It also comprises evidence-based practice with international service, community embedded curriculum, teacher preparation, citizen monitoring and community activism, student-scientist partnerships, socioscientific issues, and new avenues for educational research.