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Community Development Journal Advance Access originally published online on June 1, 2006
Community Development Journal 2006 41(3):389-393; doi:10.1093/cdj/bsl014
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© Oxford University Press and Community Development Journal. 2006 All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Review

Popular Education: Engaging the Academy. International Perspectives

Jim Crowther, Vernin Galloway and Ian Martin, eds, National Institute of Adult Continuing Education, Leicester, 2005, ISBN 1 86201 209 1.

The first 150 words of the full text of this article appear below.

This book is about radicalizing intellectual work, this time not from activist, civil society organizations and perspectives, but from the academy with all its predominantly positivist and elitist attitudes. This is a very controversial and atypical role for university researchers and teachers in these times of disengagement from social and political action. Even if, in many universities, it is difficult to develop these types of practice, this book brings together many experiences that prove it is possible.

The 19 contributions of the book are divided into three sections. In the first one, the concept of popular education, its values, context and purposes are revised. The second one deals with different strategies to generate knowledge, whereas the third section offers different experiences from all the continents and the diversity of fashions in which researchers engage in popular education practices. Through the book are present voices from South Africa, Australia, Scotland, USA, . . . [Full Text of this Article]

Luisa Paré

IIS-UNAM, Mexico; email: lpare@servidor.unam.mx


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