Ausgabe 3/2021, 44. Jahrgang S. 4–9
Institutionalisierung und Transformation: Bildungs- und Lernprozesse in und von (Protest-)Bewegungen
The corona-pandemic demonstrates that times of crisis are characterized by their specific dynamic especially through their social and political processing. They are often accompanied by an increased or more visible civil society engagement. This can result in further social changes, such as protests or demonstrations resulting in political or media debates. The actors involved – e. g. the current Fridays for Future movement − are important for the targeted change, as well as the organizational structures and the context (opportunity structures) that determines civil society actions. What significance do social movements have for sustainable (social) development and to what extent can they be understood as social and individual learning or educational spaces? In this paper, I present central theoretical strands of the research on social movements and their development. Then I focus on the associated learning and educational processes in and for movements and the actors involved. The example of ecological movements and Fridays for Future illustrates how social transformation and individual engagement and learning are related to one another.
Climate Crisis, Education, Fridays for Future, Social Movements