Post-critical perspectives in Social Movement Learning
The case of deconsumption
DOI:
https://doi.org/10.3384/rela.2000-7426.5009Keywords:
deconsumption, consumer society, ethical consumption, post-critical pedagogy, social movement learningAbstract
The objective of this paper is to highlight the potential contributions of the post-critical perspective to social movement learning (SML). To achieve this aim, the study employs a thematic analysis of findings derived from a systematic literature review on deconsumption (an umbrella term understood as rejection of consumerism together with materialistic values prevalent in the Western consumer societies, encompassing movements such as voluntary simplicity, freeganism etc.). Identified themes are presented within the framework of post-critical pedagogy and analysed through its lens. This approach allows the researcher to demonstrate the implications and insights of the post-critical perspective in SML and adult education. This article argues that integrating the post-critical perspective into SML can yield a novel understanding of pertinent issues within this subfield. Such an application not only broadens the scope of adult education but also expands post-critical pedagogy itself.
Metrics
References
Andreotti, V. (2009). Global education in the “21st century”: Two different perspectives on the “post-” of postmodernism. International Journal of Development Education and Global Learning, 2(2), 5-22.
Agamben, G. (2000). Potentialities. Collected Essays in Philosophy (D. Heller-Roazen, Trans.). Stanford University Press.
Akenji, L. (2014). Consumer scapegoatism and limits to green consumerism. Journal of Cleaner Production, 63, 13-23.
Badiou, A. (2005). Being and event. Continuum.
Baudrillard, J. (1998). The Consumer Society: Myths and Structures. Sage Publications.
Bauman, Z. (2005). Work, Consumerism and the New Poor. Open University Press.
Bauman, Z. (2007). Consuming Life. Polity Press.
Bauman, Z. (2008). Konsumeryzmu ofiary towarzyszące [Collateral Casualties of Consumerism]. In B. D. Gołębniak (Ed.), Pytanie o szkołę wyższą. W trosce o człowieczeństwo [The Question of Higher Education. Care for Humanity] (pp. 13-23). Wydawnictwo Naukowe DSW.
Bauman, Z. (2011). Kultura w płynnej nowoczesności [Culture in Liquid Modernity]. Wydawnictwo Narodowego Instytutu Audiowizualnego Agora.
Bourdieu, P. (2004). Męska dominacja [Male Domination] (L. Kopciewicz, Trans.). Oficyna Naukowa.
Brough, A. R., Wilkie, J. E. B., Ma, J., Isaac, M. S. & Gal, D. (2016). Is eco-friendly unmanly? The green-feminine stereotype and its effect on sustainable consumption. Journal of Consumer Research, 43(4), 567-582.
Cochrane, R. (2020). From Caring to Counter-Consumption. Feminist Moral Perspectives on Consumerism and Climate Change. In D. E. Miller & B. Eggleston (Eds.), Moral Theory and Climate Change. Ethical Perspectives on a Warming Planet (pp. 193-214). Routledge.
D’Alisa, G., Demaria, F. & Kallis, G. (Eds.). (2020). Dewzrost. Słownik nowej ery [Degrowth. New Era’s Dictionary]( Łucja Lange, Trans.). LangeL-Łucja Lange.
Ergas, O. (2017). The Post-Critical Mind as a Gateway to Embodied Hope and Love for the World. In N. Hodgson, J. Vlieghe & P. Zamojski (Eds.), Manifesto for Post-Critical Pedagogy (pp. 57-61). Punctum Books.
Etmanski, C. (2012). Inch by Inch, Row by Row: Social Movement Learning on Three Oaks Organic Farm. In B. D. Hall, D. E. Clover, J. Crowther & E. Scandrett (Eds.), Learning and Education for a Better World (pp. 155-167). Sense Publishers.
Eyerman, R., Jamison, A. (1991). Social Movements: A Cognitive Approach. Polity Press.
Finger, M. (1989). New Social Movements and their Implications for Adult Education. Adult Education Quarterly, 40(1), 15-22.
Freire, P. (2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
Giroux, H. (2012). Disposable Youth, Racialized Memories, and the Culture of Cruelty. Routledge.
Golka, M. (2012). Cywilizacja współczesna i globalne problemy [Contemporary Civilisation and Global Problems]. Oficyna Naukowa.
Hodgson, N. & Ramaekers, S. (2019). Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan.
Hodgson, N., Vlieghe, J. & Zamojski, P. (2017). Manifesto for Post-Critical Pedagogy. Punctum Books.
Hodgson, N., Vlieghe, J. & Zamojski, P. (2018). Education and the Love for the World: articulating a post-critical educational philosophy. Foro de Educación, 16(24), 7-20.
Hodgson, N., Vlieghe, J. & Zamojski, P. (2020). Post-critical Perspectives on Higher Education. Reclaiming the Educational in the University. Springer.
Humphrey, K. (2016). Buying a better world: Ethical consumption and the critical social sciences. In D. Shaw, M. Carrington & A. Chatzidakis (Eds.), Ethics and Morality in Consumption (pp. 170-184). Routledge.
Jameson, F. (1997). Postmodernizm i społeczeństwo konsumpcyjne [Postmodernism and Society of Consumption]. In R. Nycz (Ed.), Postmodernizm. Antologia przekładów [Postmodernism. Anthology of Translations] (pp. 190-213). Wydawnictwo Baran i Suczyński.
Kuk, H. S. & Tarlau, R. (2020). The confluence of popular education and social movement studies into social movement learning: A systematic literature review. International Journal of Lifelong Education, 39(5-6), 591-604.
Kusztal, J. & Piasecka, M. (2020). Przegląd systematyczny raportów badawczych w tworzeniu szkolnego programu profilaktycznego w kontekście zapobiegania wykluczeniu społecznego uczniów [A Systematic Literature Review of Research Reports on Creating a School Preventive Program in the Context of Counteracting Student Social Isolation]. Edukacja Elementarna w Teorii i Praktyce, 15(3), 95-111.
Latour, B. (2004). Why Had Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(2), 225-248.
Leung, B. K. P. (2011). Social Movement as Cognitive Praxis: The Case of the Student Movement and the Labor Movement in Hong Kong. In J. Broadbent & V. Brockman (Eds.), East Asian Social Movements: Power, Protest, and Change in a Dynamic Region (pp. 347-363). Springer.
Lewis, T. E. (2017). A Response to the “Manifesto for A Post-Critical Pedagogy”. In N. Hodgson, J. Vlieghe & P. Zamojski (Eds.), Manifesto for Post-Critical Pedagogy (pp. 23-41). Punctum Books.
Makowska, M. (2020). Przegląd systematyczny krok po kroku [Systematic Literature Review Step by Step]. Wydawnictwo SGGW.
Mazur, Z. & Orłowska, A. (2018). Jak zaplanować i przeprowadzić systematyczny przegląd literatury [How to Plan and Carry out a Systematic Literature Review]. Polskie Forum Psychologiczne, 23(2), 235-251.
McGregor, C. (2014). From social movement learning to sociomaterial movement learning? Addressing the possibilities and limits of new materialism. Studies in the Education of Adults, 46(2), 211-227.
Melosik, Z. (2012). Mass media, tożsamość i rekonstrukcje kultury współczesnej [Mass Media, Identity, and Reconstructions of Contemporary Culture]. In W. Skrzydlewski & S. Dylak (Eds.), Media – Edukacja – Kultura. W stronę edukacji medialnej [Media – Education – Culture. Towards Media Education] (pp. 32-49). Polskie Towarzystwo Technologii i Mediów Edukacyjnych.
Monticelli, L. (2021). On the necessity of prefigurative politics. Thesis Eleven, 167(1), 99-118.
Petticrew, M. & Rogers, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. Blackbell Publishing.
Popławska, M. (2020). Towards Producer-Consumer Cooperation: Collective Learning in Alternative Food Networks as a Food Sovereignty Practice. Praktyka Teoretyczna, 38, 49-73.
Rancière, J. (1991). The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation (K. Ross, Trans.). Stanford University Press.
Sandlin, J. A. & Walther, C. S. (2009). Complicated Simplicity: Moral Identity Formation and Social Movement Learning in the Voluntary Simplicity Movement. Adult Education Quarterly, 59(4), 298-317.
Soper, K. (2012). The Humanism in Posthumanism. Comparative Critical Studies, 9(3), 365-378.
Szyszka, K. (2023). (Kon)teksty dekonsumpcji – systematyczny przegląd literatury [(Con)texts of Deconsumption – Systematic Literature Review]. Przegląd Pedagogiczny 2, 77-96.
Vlieghe J. & Zamojski, P. (2019). Towards and Ontology of Teaching. Thing-Centred Pedagogy, Affirmation and Love for the World. Springer Nature Switzerland.
Vlieghe, J. & Zamojski, P. (2020). Redefining education and politics: On the paradoxical relation between two separate spheres. Policy Futures in Education, 18(7), 864-877.
Walter, P. (2013). Theorising community gardens as pedagogical sites in the food movement. Environmental Education Research, 19(4), 521-539.
Zamojski, P. (2014). Od demaskacji ku budowaniu. Po-krytyczna perspektywa badań pedagogicznych [From Unmasking to Building. Post-Critical Perspective in Pedagogical Research]. Teraźniejszość – Człowiek – Edukacja, 67(3), 7-22.
Ziesemer, F., Hüttel, A. & Balderjahn, I. (2021). Young people as drivers or inhibitors of the sustainability movement: The case of anti-consumption. Journal of Consumer Policy, 44, 427-453.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kamila Szyszka
This work is licensed under a Creative Commons Attribution 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.
