By Tracey Ollis (auth.)

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Extra resources for A Critical Pedagogy of Embodied Education: Learning to Become an Activist

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What was surprising from the interview process was the emotional agency of their activism. ” Activists often spoke about a “sense of betrayal” as a motivation for taking action. A broad range of emotions were referred to frequently throughout the interviews. The use of humor was also frequently a part of the interviews. Many of the activists used humor as way of dealing with adversity. There were occasions when an interview would be filled with laughter as activists succumbed to “gallows humor” and laughed at their own circumstances of difficulty or adversity as a way of coping with the remembered events.

The interviews started with the participants providing an autobiographical account of their family life, experience of politics or any special circumstances that led them to take action for social change. The autobiographical data provided a broad picture of the person, his/her activism, politics, and ideology, and confirmed his/her involvement in civil society groups and social movements. More specific questions related to activists’ learning practices were included later. But the point initially was to obtain a biographical account of their activism.

192). While my own experiences as an activist resonate with many of the experiences of the lifelong activists in this study, many experiences of circumstantial activists do not. To presume that my own learning is similar in any way to that of someone like Terry Hicks1 is preposterous, at best. It is arguable, therefore, that this research is subjective research but with a level of distance between myself as the researcher and the research participants. The research aims evolved from the central premise that there were differences and similarities in circumstantial and lifelong activists’ learning.

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