A Critical Pedagogy of Activism Introduction Defining Activism The 'Accidental Activist' Prelude to the Research Activist as Researcher The Importance of a Book on Activists' Pedagogy Central Research Questions Book Structure Case Study Research Introduction Qualitative Research Phenomenology Research as Social Change Why are you doing 'Objectivist' Research? The Method Conclusion The Politics of Adult Education Introduction Popular Education and Radical Adult Education Learning through Social Action Learning to Think Critically Transformative Learning Learning to be Radical Social Learning Learning on the Job Identity and Learning Postcolonial Theories of Education Conclusion The Lifelong Activists Introduction The Lifelong Activists - Biographical Profiles Typologies and their Limitations Stages and Phases of Learning Student Politics Developing an Activist Epistemology Learning Skills 'on the job' of Activism Significant Mentors Identity: Learning to become an Activist Emotions and Learning Spirituality Conclusion Case Study: Jorge's Story Conclusion Case Study: Cam Walker's Story Conclusion Case study: Kerry's Story Conclusion Conclusion to the Quintain of Case Studies The Circumstantial Activists Introduction Circumstantial Activists: Biographical Profiles Stages and Phases of Learning Circumstances and Activism Formal Learning Developing an Activist Epistemology Critical Thinking Identity Formation - Learning to become an Activist Emotions and Learning The Learning Edge Religion, Social Justice and Spirituality Conclusion Case Studies Introduction Case Study: Terry's story Conclusion Case Study: Catherine's story Conclusion Case Study: Tim Forcey's story Conclusion Case study: Grace's story Conclusion Embodied Learning Introduction Learning and the Whole Body: Being There Rationalism and Adult Education The Junk Category of Practical Knowledge Emotions and Activism Critical Thinking in Intelligent Bodies Conclusion Informal and Social Learning Introduction Social Learning: Communities of Practice Apprenticeship Learning: The Role of Mentors Learning Community Rapid Learning and Circumstantial Activists Power and the Social Learning Model Learning to 'become' an Activist Conclusion A Critical Pedagogy of Embodied Education Introduction The Typology of Lifelong and Circumstantial Activists Activists' Stages and Phases of Learning (both groups) Differences between Lifelong and Circumstantial Activists Facilitating a Critical Pedagogy of Activism a way Forward The Intelligent Body Freire's Legacy A Final Word

Explores the differences and similarities between two groups: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Outlines the pedagogy of activism and the process of learning to become an activist.

TRACEY OLLIS is a Lecturer in Applied Human Rights, in the School of Education at RMIT University, Australia.