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Social movements as learning communities : Chilean exiles and knowledge production in and beyond the solidarity movement Palacios, Carolina
Abstract
The atrocities committed by the military in Chile after the armed forces seized power in 1973 horrified Chileans and people around the world who had been following events in Chile for years prior to the coup. Together with the resistance in Chile, the transnational solidarity movement integrated by Chilean exiles and non-Chileans across the globe played a major role in ending the dictatorship. Since in-depth empirical studies of social movement learning are sparse this study addresses this gap as well as the ones in the existent research on the Chilean solidarity movement in Canada and elsewhere, the political activities of Chilean exiles in Canada and the Chilean solidarity movement specifically from a learning perspective. The purposes of this research, therefore, were to document and understand collective learning processes among solidarity movement participants and to contribute to the empirical and theoretical social movement learning scholarship. This study employed qualitative historical research methods, including oral history interviews and reviewing formal and informal archives. The conceptual tools used to understand solidarity movement learning and knowledge production drew broadly on new social movement thought and in particular on Freire, Gramsci and Habermas, which enabled an analysis of wider social forces, the specific pedagogies of the solidarity movement and the connections between the two. The findings speak to the value of a varied repertoire of action which merges the political with the cultural and which blends the intellectual with the emotional and the sensory. They also point to the power of artistic forms of expression for articulating and communicating social movement messages and for expressing identities. In addition, the findings show the local, experiential knowledge generated in social movements is vital to achieving movement aims, to critical learning and transformation, and to constructing individual and collective social movement identities. The study concludes that understanding social movements as learning communities is essential because it foregrounds the value and legitimacy of movement knowledge and the centrality of learning and knowledge production to movement aims and to the significance of movements for movement members, their allies and the public.
Item Metadata
Title |
Social movements as learning communities : Chilean exiles and knowledge production in and beyond the solidarity movement
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2011
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Description |
The atrocities committed by the military in Chile after the armed forces seized power in
1973 horrified Chileans and people around the world who had been following events in Chile for
years prior to the coup. Together with the resistance in Chile, the transnational solidarity
movement integrated by Chilean exiles and non-Chileans across the globe played a major role in
ending the dictatorship. Since in-depth empirical studies of social movement learning are sparse
this study addresses this gap as well as the ones in the existent research on the Chilean solidarity
movement in Canada and elsewhere, the political activities of Chilean exiles in Canada and the
Chilean solidarity movement specifically from a learning perspective.
The purposes of this research, therefore, were to document and understand collective
learning processes among solidarity movement participants and to contribute to the empirical
and theoretical social movement learning scholarship. This study employed qualitative historical
research methods, including oral history interviews and reviewing formal and informal archives.
The conceptual tools used to understand solidarity movement learning and knowledge
production drew broadly on new social movement thought and in particular on Freire, Gramsci
and Habermas, which enabled an analysis of wider social forces, the specific pedagogies of the
solidarity movement and the connections between the two.
The findings speak to the value of a varied repertoire of action which merges the political
with the cultural and which blends the intellectual with the emotional and the sensory. They also
point to the power of artistic forms of expression for articulating and communicating social
movement messages and for expressing identities. In addition, the findings show the local,
experiential knowledge generated in social movements is vital to achieving movement aims, to
critical learning and transformation, and to constructing individual and collective social
movement identities. The study concludes that understanding social movements as learning communities is essential because it foregrounds the value and legitimacy of movement
knowledge and the centrality of learning and knowledge production to movement aims and to the
significance of movements for movement members, their allies and the public.
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Genre | |
Type | |
Language |
eng
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Date Available |
2011-10-13
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0064662
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2011-11
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Campus | |
Scholarly Level |
Graduate
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Rights URI | |
Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International