Résumés
Abstract
This article conveys results from a participatory action research (PAR) engagement with activist/educators working in Ghanaian social movements. First, this PAR group has articulated two typologies from which to understand Ghanaian social movements based on their processes of organization, communication and learning rather than merely the issues, resources or populations that occupy their focus. Second, expanding on Griff Foley’s (1999) notion of learning in struggle, the PAR group provides three lenses from which to view learning in social movements in Ghana. Both of these contributions help to present a much needed African inflection to ongoing discussions of learning in social movements, especially as these contributions attempt to maintain a complex view of learning based on the shifting characteristics of power and capital.
Résumé
Cet article met en lumière les résultats d’un projet de recherche-action (PRA) effectué auprès de groupes sociaux ghanéens d’éducateurs activistes. Tout d’abord, le groupe PRA a articulé deux typologies afin de comprendre les processus organisationnels, communicationnels et d’apprentissages des mouvements sociaux ghanéens plutôt que de se limiter aux problématiques, ressources ou populations au centre de leur action. En deuxième lieu, s’inspirant de la notion mise de l’avant par Griff Foley en 1999 sur l’apprentissage au sein des luttes, le groupe PRA offre trois éclairages sur l’apprentissage dans le cadre des mouvements sociaux au Ghana. Ces deux contributions tracent un portrait du besoin pressant des Africains pour des discussions constantes sur les apprentissages dans les mouvements sociaux, dans le contexte où ces contributions permettent de maintenir une vision complexe des apprentissages basés sur les caractéristiques mouvantes du pouvoir et du capital.
Parties annexes
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