A Critical Pedagogy of Embodied Education outlines the pedagogy of
activism and the process of learning to become an activist. Based on
empirical research conducted in Australia, it explores the embodied
learning of activists as they learn to be and become activists. This
book, unlike any current publication on social purpose education,
explores the differences and similarities between two groups of
activists: lifelong activists who have been engaged in campaigns and
socials movements over many years - often a lifetime - and the learning
of circumstantial activists, those protestors who come to activism due
to a series of life events. The book uncovers through multiple case
studies the embodied pedagogy of activists who gain knowledge through
the practical experience of being in the world of activism. Their
learning is often driven by emotional agency and is social, informal,
and critically cognitive. Using critical pedagogy as a lens, the book
not only expands our understanding of the epistemology of activism, but
provides insight into adult education as an embodied practice.