Kane, L. (2013) Popular education, ‘so we stand’ and the 'triple self-diagnosis'. Concept: The Journal of Contemporary Community Education Practice and Theory, 4(2), pp. 1-8.
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Publisher's URL: http://concept.lib.ed.ac.uk/index.php/Concept/article/download/229/219
Abstract
With funding from the Economic and Social Research Council, a novel project has taken place over the last two years under the title ‘Using Popular Education in Anti-Poverty and Environmental Justice Organising: Bridging Constituencies, Building Movements, and Crossing Disciplines’. The aim was not just to take a popular education approach to promoting social change but also to make learning about popular education a central part of the process.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Kane, Dr Liam |
| Authors: | Kane, L. |
| College/School: | College of Social Sciences > School of Education > Social Justice Place and Lifelong Education |
| Journal Name: | Concept: The Journal of Contemporary Community Education Practice and Theory |
| Publisher: | Edinburgh University Library |
| ISSN: | 1359-1983 |
| ISSN (Online): | 2042-6968 |
| Copyright Holders: | Copyright © 2013 The Author |
| First Published: | First published in Concept: The Journal of Contemporary Community Education Practice and Theory 4(2):1-8 |
| Publisher Policy: | Reproduced under a Creative Commons License |
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