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• W2533377988 abstract "this paper explores the life-experience of six student activists who turned themselves into peasants in their search for social justice and egalitarian society in South Korea. The praxis of the activists crossing class line in the social movement reveals their transformative learning process as well as the development of their own pedagogy of the oppressed. Adult education has been defined variously depending on peoples' philosophy but many people agree that it goes beyond schooling (Cunningham, 1989; Foley, 1995; Mayo, 1999; Shied, 1995). It does not confine itself within institutional settings and the term 'education' has been used in a much broader way in the field of adult education (Cunningham, 1989; Foley, 1995; Mayo, 1999; Shied, 1995). In this sense, adult education literature discovered huge educational potential in social movements in which adults collectively engage in various educational activities as a way of achieving their goals for social change as well as creating their own knowledge (Cunningham, 2000; Dykstra & Law, 1994; Finger, 1989; Holford, 1995; Welton, 1993). Social movements become a place where personal development or personal transformation is taking place in conjunction with the pursuit of societal change. In social movements, personal development comes within the context of given society through actions of participants. There is no artificial separation between personal development and social change. It is a place of praxis. Yet, in spite of such great potential, the current adult education discourse fails to pay attention to the learning process of the participants and the knowledge created by the participants in social movements. The purpose of this study was to explore the learning process of the active participants in a social movement. For the purpose, the life experience of six student activists-turned-peasant activists who dared to cross class line in their search for more egalitarian society have been examined and analyzed. Key questions in this study were: How have the activists' visions for social change transformed since their initial settlement in their communities? How have they developed their personal skills required in their works as peasants? How do they develop their pedagogy to work with communities? How do they learn how to organize people in their communities? Korean Context During 1980s, Korea was struggling under military dictatorships which never hesitate to kill those who rose against the regimes' power. At the same time, Koreans were organizing to bring democracy to the country even in face of the harsh oppression, and the student movement was the powerful engine of the democratic movement. Student activists, radicalized by socialism, sought to overthrow the regimes to build a more democratic and egalitarian society. Drawing on socialism and the revolutionary experience of other countries, the student activists" @default.
• W2533377988 created "2016-10-28" @default.
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• W2533377988 date "2006-01-01" @default.
• W2533377988 modified "2023-09-27" @default.
• W2533377988 title "From Student Activism to a Way of Life: The Student Activists-Turned-Peasant Activists in South Korea" @default.
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