| Title | Reflections on Knowledge, Learning and Social Movements: History's Schools |
| Publication Type | Journal Article |
| Authors | Griffin, Thabisile |
| Journal | Ufahamu : Journal of the African Activist Association (Online) |
| Volume | 40 |
| Issue | 2 |
| Pagination | 175-177,VII |
| Abstract | Aziz Choudry and Salim Vally's Reflections on Knowledge, Learning and Social Movements sets out to explore the relationships between informal knowledge, learning, and social change, with an emphasis on lesser known experiences within the historical tradition. 1 The book's essays are organized into four sections: engaging with activist movement archives, learning and teaching militant histories, lessons from liberatory and anti-imperialist struggles and finally, learning from student/education struggles. The danger of negotiated compromises with the state also appears as a theme throughout several essays, most striking in Akram Salhab's piece "The Legacy of the Palestinian Revolution: Reviving Organising For the Next Generation." Since the Oslo Accords of 1993 (a set of agreements between the Israeli state and the Palestinian Liberation Organization), the role of political factions has dramatically changed. The examples brought forth under various degrees of suppression-from Israeli apartheid, to neoliberal universities, to the passing of the Extension of University Education Act of 1959 that classified students in accordance to racially defined apartheid labels, all demonstrated the necessity to not only push back against unjust institutions and legislation, but envision and create our own structures of learning. |
| URL | https://search.proquest.com/docview/2182379494/abstract/25838D1E5BD54AECPQ/1 |
| Short Title | Reflections on Knowledge, Learning and Social Movements |
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