The Lifelong Activists

Abstract

This chapter gives an overview and analysis of the learning practices of nine of the lifelong activists interviewed for this study. It provides a context for the detailed case studies that will be examined later in chapter 5. The thematic analysis offers insight into the complexity of the pedagogy of activists, and addresses the central research question: “What are the stages and processes of learning and identity formation for activists engaged in social action?” This question and associated subquestions are used as a guide to understand the various areas of activists’ learning, including: the stages and phases in the learning process; activist identity formation or learning to “become” an activist; and the role of formal and informal learning in the learning of activists. First, a biographical account for each of the lifelong activists is given. Following this is an analysis of the data for the lifelong activists, using their narratives from their interviews. The data reveals the holistic nature of activists’ pedagogy as they engage in social change within and against the state. It shows that their early politicization occurs through involvement in student politics or exposure to political opinion in their families and has led to their continued involvement in social movements over the longer term.