Educating for Action : : A Curriculum for Social Activists / / Roger Hopkins.

• Superior document: International Issues in Adult Education ; 34
• VerfasserIn: Hopkins, Roger,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2022.
• Year of Publication: 2022
• Language: English
• Series: International Issues in Adult Education ; 34.; Educational Research E-Books Online, Collection 2022.
• Physical Description: 1 online resource (244 pages)

This book offers a curriculum which is committed to social change. It combines an analysis of step-by-step action practices with theoretical discussion covering rational thinking, common sense, critical thinking, formal language, attention development, storytelling, insight and knowledge of power st...

Table of Contents

• Introduction
• 1 What Are You? The Case of Cabo Verdeans
• 1 Social Action and Its Threatened Future
• 1 Social Action Characteristics
• 2 Affective Intelligence, Social Action and Social Movements
• 3 Social Action under Attack
• 4 Neo Liberal Attitudes
• 5 A Collective Response
• 2 Common Sense: The Driver of Social Action?
• 1 Characteristics of Common Sense
• 2 Common Sense and Culture
• 3 Common Sense Durability: Its Drawbacks and a Short History
• 4 Some Common-Sense Thinking Examples
• 5 Theory and Hostility
• 6 Organic Intellectuals and Common Sense
• 7 Neoliberal Language
• 8 Gramsci’s Relevance
• 3 Studying and Thinking: A Critical Curriculum
• 1 John Dewey’s Ideas
• 2 The Seeking Curriculum – A Counterweight
• 3 Reflective Thinking and Group Exercises
• 4 Countering Compartmentalism
• 5 Systems Thinking – A Group Process
• 6 The Cynefin Framework
• 7 An Overview
• 4 Critical Thinking and Other Thought Processes
• 1 Why Critical Thinking?
• 2 Critical Thinking and Rationality
• 3 Biases, Fake News and Power
• 4 Thought Processes of a Tutor
• 5 Five Exercises to Improve Critical Thinking
• 6 An Overview of the Process
• 7 Group Thinking Processes
• 5 Types of Talk: Conversation and Dialogue
• 1 Positive Conversation
• 2 Good Conversation
• 3 A Frenchman and Conversation
• 4 Generating Effective Communication – Dialogue vs. Discussion
• 5 Getting Started
• 6 Deeper Listening and Thinking
• 7 Speech Processes and Metaphors
• 8 Task vs. Dialogue Process
• 9 Summing Up
• 10 A Personal Example
• 11 Dialogue, Technology and Democracy
• 6 Questioning, Acting and Framing
• 1 The Paul-Elder Model: Some Questions
• 2 More Questions, Questions …
• 3 Generative Themes
• 4 Goffman’s Frames
• 5 Replacing Frames – With Other Frames
• 6 Four Activities
• 7 Informal Settings and Authentic Language
• 1 Informal Settings
• 2 Authentic and Inauthentic Language
• 3 Three Validity Claims
• 4 Bullshit
• 5 Challenging Bullshit
• 6 Summing Up
• 8 Formal and Informal Language
• 1 Language and Codes
• 2 Formal and Casual Language
• 3 Playing Bingo
• 4 Using Clichés
• 5 Clichés, Banality and Evil
• 6 Tags and Lies
• 8 Formal and Informal Language
• 1 Language and Codes
• 2 Formal and Casual Language
• 3 Playing Bingo
• 4 Using Clichés
• 5 Clichés, Banality and Evil
• 6 Tags and Lies
• 9 Paying Attention
• 1 Pancakes and Attention
• 2 Some Relevant Questions – Or Not?
• 3 Attention Control – An Employee’s Warning
• 4 Sharing, Space and Time
• 5 Redirecting Attention
• 6 Concentrating
• 7 Listening to Learn
• 8 A Circle Exercise – Individual and Group Attention
• 9 Multitasking
• 10 Storytelling
• 1 Telling Stories
• 2 Giving Feedback
• 3 Levinas’s Ideas
• 4 “Engaged” Stories
• 5 Keeping Hope Alive
• 6 Political Stories
• 7 The Uses of History
• 8 Some Welsh Examples
• 11 Leadership and Group Development
• 1 Why Leaders?
• 2 Leadership Styles and Situations
• 3 A Group Leadership Grid
• 4 Small Groups
• 5 Facilitating Meetings – Some Principles
• 6 More Suggestions for Groups
• 7 The Circle of Voices Exercise
• 8 Team Talking
• 9 Two More Exercises
• 10 Summing Up
• 12 Social Action Practices
• 1 Action Practices and Strategies
• 2 Overview
• 13 Challenging Power
• 1 Types of Power
• 2 Castells’s Grounded Theory of Power
• 3 A Pioneering Exemplar
• 4 Power and Politics
• 5 A Dynamic, Positive Force?
• 6 Are the Net and Old Protest Habits Enough?
• 7 Students Are Activists, Too
• Postscript: Covid-19 and Beyond
• References
• Index.