The 'Accidental Activist': Learning, Embodiement and Action

The 21st century has seen renewed interest in activism, community development and social change globally (Kenny 2006). This paper outlines the educational significance of the learning practices of activists as they engage within and against the state. In an era of adult education which emphasises lifelong learning and learning in the workplace, this article explores the holistic practices of activists as they learn from one another in a social context or ‘on the job’. Adult activists act with agency, their learning is purposive; it is resolute and they are there and act for a reason. This learning is not only cognitive but also embodied; it is learning often associated with the emotions of passion, anger, desire and a commitment to social change. Drawing on current research in Australia, attention is given to an important but at times forgotten epistemology of adult learning