Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action

This paper is a qualitative survey based on the exploration of disabled peoples' existing experience of participating in non-formal forms of education, which take place in the context of the Greek disability movement. Its aim is to record the way in which this kind of education can be a catalys...

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Main Author:	Anthi Chatzipetrou
Format:	Article
Language:	English
Published:	Linköping University Electronic Press 2018-04-01
Series:	European Journal for Research on the Education and Learning of Adults
Subjects:	Adult education change orientated learning disability studies empowerment greek disability movement
Online Access:	http://dx.doi.org/10.3384/rela.2000-7426.rela9101

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spelling	doaj-308b03383c1b4af4bd904ba2b1a0d07b2020-11-24T23:10:32ZengLinköping University Electronic PressEuropean Journal for Research on the Education and Learning of Adults2000-74262018-04-0191799310.3384/rela.2000-7426.rela9101Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and actionAnthi ChatzipetrouThis paper is a qualitative survey based on the exploration of disabled peoples' existing experience of participating in non-formal forms of education, which take place in the context of the Greek disability movement. Its aim is to record the way in which this kind of education can be a catalyst in the empowerment of disabled people. Data was obtained through semi-structured interviews held with both learners with disabilities and educators and from direct observation of the educational process. The main findings of this study explore the ways in which educators can contribute to the empowerment of disabled people. It is found that the empowerment of learners cannot simply be regarded as an aspect of education but rather as an integral part embedded in the content, in the educational methods and in the role of the educator. Finally, the paper highlights the necessity for disability organisations to cooperate with the fields of disability studies and adult education, in order for them to jointly conceive and try out new more transformative pedagogical methods.http://dx.doi.org/10.3384/rela.2000-7426.rela9101Adult educationchange orientated learningdisability studiesempowermentgreek disability movement
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Anthi Chatzipetrou
spellingShingle	Anthi Chatzipetrou Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action European Journal for Research on the Education and Learning of Adults Adult education change orientated learning disability studies empowerment greek disability movement
author_facet	Anthi Chatzipetrou
author_sort	Anthi Chatzipetrou
title	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action
title_short	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action
title_full	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action
title_fullStr	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action
title_full_unstemmed	Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action
title_sort	change orientated learning and the greek disability movement - a mutually beneficial encounter between knowledge and action
publisher	Linköping University Electronic Press
series	European Journal for Research on the Education and Learning of Adults
issn	2000-7426
publishDate	2018-04-01
description	This paper is a qualitative survey based on the exploration of disabled peoples' existing experience of participating in non-formal forms of education, which take place in the context of the Greek disability movement. Its aim is to record the way in which this kind of education can be a catalyst in the empowerment of disabled people. Data was obtained through semi-structured interviews held with both learners with disabilities and educators and from direct observation of the educational process. The main findings of this study explore the ways in which educators can contribute to the empowerment of disabled people. It is found that the empowerment of learners cannot simply be regarded as an aspect of education but rather as an integral part embedded in the content, in the educational methods and in the role of the educator. Finally, the paper highlights the necessity for disability organisations to cooperate with the fields of disability studies and adult education, in order for them to jointly conceive and try out new more transformative pedagogical methods.
topic	Adult education change orientated learning disability studies empowerment greek disability movement
url	http://dx.doi.org/10.3384/rela.2000-7426.rela9101
work_keys_str_mv	AT anthichatzipetrou changeorientatedlearningandthegreekdisabilitymovementamutuallybeneficialencounterbetweenknowledgeandaction
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Change orientated learning and the Greek disability movement - a mutually beneficial encounter between knowledge and action

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