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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-150497
DOI: 10.25656/01:15049; 10.3384/rela.2000-7426.rela9090
URN: urn:nbn:de:0111-pedocs-150497
DOI: 10.25656/01:15049; 10.3384/rela.2000-7426.rela9090
| Titel |
‘I cannot be passive as I was before’: learning from grassroots innovations in Ukraine |
|---|---|
| Autor | Udovyk, Oksana |
| Originalveröffentlichung | European journal for Research on the Education and Learning of Adults 8 (2017) 2, S. 225-243  |
| Dokument | Volltext (5.834 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Innovation; Protest; Soziale Bewegung; Lernprozess; Lernergebnis; Nachhaltigkeit; Transformation; Bewusstseinsbildung; Freire, Paulo; Entwicklungsprozess; Online-Angebot; Recycling; Fallstudie; Ukraine |
| Teildisziplin | Erwachsenenbildung / Weiterbildung Bildungssoziologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2000-7426; 20007426 |
| Sprache | Englisch |
| Erscheinungsjahr | 2017 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | The study explores learning processes and outcomes inside grassroots innovations that are emerging in post-Euromaidan times in Ukraine. The study analyses the assumption that this non-traditional education space can be adequate for sustainability transition learning and critical consciousness development. First, the study describes, connects, and operationalizes the concepts of critical consciousness, sustainability transition, and grassroots innovations. Then, it analyses two cases of grassroots innovations (two online sharing platforms), using these operationalized concepts. The results show that learning and critical consciousness development inside grassroots niches are much more connected to previous experience, such as participation in the protest event Euromaidan, than to inner niche learning interactions. While, the online platforms keep alive some of the aspirations that motivated people to become a part of the Euromaidan protest. In this sense, such grassroots innovations keep the values and priorities of the participants “alive” and ensure that the critical consciousness that was acquired does not simply slide backwards. Do shocking events like Euromaidan protest have to happen in order to accelerate learning about values of solidarity and responsibility, as well as to develop critical consciousness needed for sustainability transition? Despite the impossibility to completely answer this question, this study gave some tips, suggesting components of critical conscious development needed for this type of learning - dialog, reflection, action, leading to increase in efficacy and agency. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | European journal for Research on the Education and Learning of Adults Jahr: 2017 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 21.12.2017 |
| Quellenangabe | Udovyk, Oksana: ‘I cannot be passive as I was before’: learning from grassroots innovations in Ukraine - In: European journal for Research on the Education and Learning of Adults 8 (2017) 2, S. 225-243 - URN: urn:nbn:de:0111-pedocs-150497 - DOI: 10.25656/01:15049; 10.3384/rela.2000-7426.rela9090 |
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