Abstract
Language | English |
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Pages | 197-214 |
Journal | Studies in Social Justice |
Volume | 9 |
Issue number | 2 |
Publication status | Published - 2015 |
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Keywords
- transformational education
- emancipatory praxis
- critical reflection
- community-academy engagement
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Transforming Communities through Academic Activism: An Emancipatory, Praxis-led Approach. / Hawthorne-Steele, Isobel; Moreland, Rosemary; Rooney, Eilish.
In: Studies in Social Justice, Vol. 9, No. 2, 2015, p. 197-214.Research output: Contribution to journal › Article
TY - JOUR
T1 - Transforming Communities through Academic Activism: An Emancipatory, Praxis-led Approach
AU - Hawthorne-Steele, Isobel
AU - Moreland, Rosemary
AU - Rooney, Eilish
PY - 2015
Y1 - 2015
N2 - This article tracks the engagement of university faculty in academic and community activism during thirty years in conflict-affected Northern Ireland. Over time, the team of three academics who wrote the article developed programs to help tackle educational disadvantage in a deeply divided society riven with violent conflict. Our pedagogical approach was driven by social justice principles in practice. In the process, students became what Ledwith & Springett (2010) describe as participative activists in the academy and in their own communities. The aim of this collective activism was to foster transformative change in a society that is now in transition from conflict. Key examples of critical practice are described. We use a case study approach to describe challenges faced by faculty and participants. We argue that academic activism and community partnership can play a positive role in community transformation in the most difficult circumstances.
AB - This article tracks the engagement of university faculty in academic and community activism during thirty years in conflict-affected Northern Ireland. Over time, the team of three academics who wrote the article developed programs to help tackle educational disadvantage in a deeply divided society riven with violent conflict. Our pedagogical approach was driven by social justice principles in practice. In the process, students became what Ledwith & Springett (2010) describe as participative activists in the academy and in their own communities. The aim of this collective activism was to foster transformative change in a society that is now in transition from conflict. Key examples of critical practice are described. We use a case study approach to describe challenges faced by faculty and participants. We argue that academic activism and community partnership can play a positive role in community transformation in the most difficult circumstances.
KW - transformational education
KW - emancipatory praxis
KW - critical reflection
KW - community-academy engagement
M3 - Article
VL - 9
SP - 197
EP - 214
JO - Studies in Social Justice
T2 - Studies in Social Justice
JF - Studies in Social Justice
SN - 1911-4788
IS - 2
ER -