Community in Cyberspace: Gender, Social Movement Learning, and the Internet

Irving, Catherine; English, Leona M.

doi:10.1177/0741713610380448

Cited by 27 publications

(23 citation statements)

References 21 publications

(28 reference statements)

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“…Russell described SeniorNet as an example of an online learning community emphasizing "collective and participatory communication . Irving and English (2011) noted that there were "innumerable missed opportunities for feminist organizations to share knowledge and engage in community-based learning" (p. 274). .…”

Section: Online Communitiesmentioning

confidence: 99%

Understanding Informal Group Learning in Online Communities Through Discourse Analysis

Ziegler

Paulus

Woodside

2013

Adult Education Quarterly

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Since informal learning occurs outside of formal learning environments, describing informal learning and how it takes place can be a challenge for researchers. Past studies have typically oriented to informal learning as an individual, reflective process that can best be understood through the learners' retrospective accounts about their experiences. Although reports on the individual lived experience represent the privileged way of understanding social reality (including informal learning), the linguistic/discursive turn of the 1980s proposed a shift in our view of the function of language as creating rather than representing versions of the world. Accordingly, we propose resituating informal learning from a reflective process occurring in an individual mind to the meaning making that occurs in group conversations. We present an exploratory analysis of a single thread from an online hiking community to introduce discourse analysis as a framework to study informal learning as a group meaning-making process.

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Section: Online Communitiesmentioning

confidence: 99%

Understanding Informal Group Learning in Online Communities Through Discourse Analysis

Ziegler

Paulus

Woodside

2013

Adult Education Quarterly

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“…However, certain studies have shown how some movements, like feminist organizations, promote opportunities and spaces for non-formal learning (workshops, short courses) and informal (day-to-day) learning using new digital media and technologies. Through these spaces, movements offer mentoring services or support to women who are victims of all kinds of violence, including sexual abuse (Irving & English 2011). In the same way, environmental organizations promote education on sustainability through videos and social networks.…”

Section: Activism and Its Relationship With The Field Of Educationmentioning

confidence: 99%

Educación, activismo y tecnologías digitales: una revisión sistemática

Aguilar-Forero

Alvarez

2019

Education in the Knowledge Society

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Pocos estudios en el campo educativo se han preocupado por la relación entre educación y activismo mediado por tecnologías digitales. Sin embargo, dadas las crecientes oleadas de activismo y movilización en el mundo con diversas expresiones educativas, esta relación merece un análisis exhaustivo. El presente artículo indaga cómo la literatura científica ha conceptualizado la relación entre educación y activismo mediado por tecnologías digitales, a través de una revisión sistemática de estudios internacionales publicados entre 1996 y 2016. El enfoque metodológico de esta investigación se basó en un análisis temático, el cual permitió identificar patrones y relaciones emergentes en la literatura científica analizada. Se revisaron 392 artículos y se seleccionaron 40 para un análisis más detallado. Los resultados permiten sostener que, para entender los vínculos entre el activismo mediado por tecnologías digitales y la educación, es necesario problematizar ciertas distinciones conceptuales que hacen algunos estudios al referirse, por ejemplo, a la educación formal, no formal e informal. A partir de allí se propone una nueva taxonomía de prácticas políticas que permiten superar esta y otras distinciones presentes en la literatura científica. Se concluye que es necesario incorporar un “giro práctico” al momento de analizar los vínculos entre activismo, tecnologías digitales y educación, ya que este enfoque permite desafiar las distinciones y oposiciones binarias identificadas en la producción de conocimiento analizada.

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“…In terms of international adult education, Irving and English (2011) examined social movement learning in feminist organizations in Canada through the use of information technology and LeNoue, Hall, and Eighmy (2011) and social media in the service of self-directed learning. In terms of international adult education, Irving and English (2011) examined social movement learning in feminist organizations in Canada through the use of information technology and LeNoue, Hall, and Eighmy (2011) and social media in the service of self-directed learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Conscientization and Third Space

Boumlik

Schwartz

2016

Adult Education Quarterly

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This case study examines, Al Bawsala, a nongovernmental organization and a female cyber social activist, Amira Yahyaoui, in the aftermath of Tunisia's Jasmine Revolution through the lens of adult education. The theoretical frameworks of conscientization and third space are employed to describe Yahyaoui's development of the watchdog political organization, Al Bawsala, for the purpose of democratic learning and popular education in Tunisia. Through interviews with Yahyaoui as well as content analysis of social media platforms used by Al Bawsala, the findings suggest popular education praxis of conscientization and third space are operative and central to Tunisia's relatively nonviolent path toward democratization after the Arab Spring. The authors further suggest that Al Bawsala's work is one approach for moving forward in a postrevolution context, and that adult education is central to that process.

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Community in Cyberspace: Gender, Social Movement Learning, and the Internet

Cited by 27 publications

References 21 publications

Understanding Informal Group Learning in Online Communities Through Discourse Analysis

Understanding Informal Group Learning in Online Communities Through Discourse Analysis

Educación, activismo y tecnologías digitales: una revisión sistemática

Conscientization and Third Space

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