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By Tracey Ollis (auth.)

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Additional info for A Critical Pedagogy of Embodied Education: Learning to Become an Activist

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Therefore, while the research is national in scope, there is a particular focus on individuals in the state of Victoria, some of whom have nevertheless worked on issues of social change in other states or overseas. Seventeen in-depth interviews were conducted with activists in order to consider and comprehend the complexity of learning that takes place through their activism. There is little qualitative research conducting in-depth interviews with activists in Australia that have a particular focus on their pedagogical practices.

By analyzing their experiences, this book will provide a comprehensive understanding of what promoted or impeded activists’ learning. Research as Social Change Being an activist myself, I have long admired the ability of other activists to develop extensive knowledge very quickly and to develop, with great efficiency, an often specialized area of expertise. I had been introduced to a body of knowledge called “critical pedagogy” while studying for my master’s degree at the University of Melbourne, which uses a broad critical theoretical lens (Freire & Shor 1987; hooks 1994, 2003b; Kincheloe & McLaren 2000; Darder, Baltadano, & Torres 2003; Brookfield 2005; Freire, Freire, & Freire 2005).

I argue for a dialectical and reflexive view of theory and practice (praxis) and a dialogical engagement in teaching and learning. 2 Case Study Research Introduction This chapter outlines the methodological design of the research, the research questions, the aims of the research, and the methods chosen. Using a postpositivist framework of inquiry, this qualitative study uses the theory of phenomenology to inform the research process (Denzin & Lincoln 2000). The research crosses the boundaries of two disciplines, one represented by the theoretical tradition of social sciences and the other by the education tradition of adult learning.

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