Abstract
This study explores the usefulness of complexity thinking/enactivism and social movement learning theories to explain the learning of a commitment to social justice of two white, female, privileged adult educators. Analysis of their life history data showed the value of understanding learning as simultaneous, nested learning processes that co-emerge with the learning context. Theories of learning within social movements were also useful to explain some of the participants’ learning through individual and collective levels of learning, politicized experience, and identity development.
Keywords: complexity thinking, social justice, social movement learning theories, life history
How to Cite:
Cain, M. & Seymour, S., (2011) “Understanding Social Justice Learning in Context: The Usefulness of Complexity Thinking and Social Movement Learning Theories”, Adult Education Research Conference 1(2011).
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