Learning is central to how social movements remain vibrant and connected to the issues they engage with. Social movement learning is a dynamic lens for looking at this learning, as it happens within and between movements, but also in the ways in which movements connect with the broader public or those in positions of power to bring new perspectives to their attention. Social movement learning is also the central lens through which the work of the CRC is theorized. How can learning from one effort, or movement for change in one context, learn from other efforts/movements in other contexts? It is the exploration of this question that has led to our focus on Trans-local learning.
This chapter shares the authors’ thoughts on how social movement activism, and learning within this activism, can be supported and deepened through multi-pronged projects that synergistically support movement efforts while maintaining a pluralistic approach that avoids activism being contained by project-based constraints.https://www.academia.edu/22793159/Seeing_the_Synergy_in_the_Signals_Reflections_on_Weaving_Projects_into_Social_Movement_Mobilizing_through_Community_Radio
This article conveys results from a participatory action research (PAR) engagement with activist/educators working in Ghanaian social movements, articulating two typologies on their processes of organization, communication and learning rather than merely the issues, resources or populations that occupy their focus and, expanding on Griff Foley’s (1999) notion of learning in struggle, the PAR group provides three lenses from which to view learning in social movements in Ghana, presenting a much needed African inflection to ongoing discussions of learning in social movements.https://www.academia.edu/699183/Learning_to_Sleep_without_Perching_Reflections_by_activist_educators_on_learning_in_social_action_in_Ghanaian_social_movements
Using two case studies which examine learning among community collectives in Ghana and Senegal, this article argues that collective learning and empowerment is a prerequisite to effecting broader social change.https://www.academia.edu/699185/Re_imagining_Capacity_and_Collective_Change_Experiences_from_Senegal_and_Ghana
Using Ferguson’s notion of topographies of power, this article explores the dominance of neo-liberal forms of transnational governmentality in Ghana, and an emerging form of struggle that combines Ghanaian social movements with transnational solidarityhttps://www.academia.edu/699187/Strategies_of_Social_Movements_in_Ghana_Questioning_the_Dividends_of_Democracy_and_or_Being_Embedded_in_New_Topographies_of_Power