Location of Repository

Learning through ICTS in the environmental justice movement: case studies from Scotland

By J Crowther, A Hemmi, I Martin and Eurig Scandrett


Historically, social purpose adult education was linked with progressive struggles for social justice, equality and democracy, and its contribution waxed and waned depending on the vibrancy and demands of wider social forces in society. However, these forces have altered considerably over the past century. This is not the only important difference in today’s context. Information and communication technologies (ICTs) are having an impact\ud on the nature of social and political conflicts by creating new sites of struggle and new means of participation in social action. They also have a potential impact on the process of individual and social learning in movement activities. If social purpose adult education is to reassert itself as a resource for progressive social movements, it will have to reconnect with these struggles and adopt new ways of allying itself to their cause. In this\ud paper we draw upon ongoing research into the environmental justice movement in Scotland, which focuses on the contribution of ICTs to learning and participation

OAI identifier: oai:eresearch.qmu.ac.uk:567

Suggested articles



  1. (2003). Apart from technology: understanding people’s non-use of information and communication technologies in everyday life’, doi
  2. (2004). Beyond formal learning: informal community elearning’, doi
  3. (2002). E-learning and union mobilization’, doi
  4. (2003). Just Sustainabilities: Development in an Unequal World, doi
  5. (2005). Learning environmental justice through dialogue’
  6. (2002). Non-formal learning: mapping the conceptual terrain. A Consultation Report,
  7. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: doi
  8. (1991). Social Movements: A Cognitive Approach, doi
  9. (1995). Social movements’, in Lyman S (ed) Social Movements: Critiques, Concepts, Case-Studies,
  10. (1997). Strengths and limitations of social learning as a key concept for adult and continuing education in reflexive modernity’,
  11. (2006). Temptation, trash and trust: the authorship and authority of digital texts’, doi
  12. (2005). The Information Bomb. doi
  13. (2003). Troublemakers: The Struggle for Environmental Justice in
  14. (2003). Voices from the Grassroots, Edinburgh: Friends of the Earth Scotland.
  15. (1995). Voluntary Organisations: Citizenship, Learning and Change,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.