Pedagogies of Solidarity

Abstract

Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.