Activity 5.4 Acting it out: so what happens next?

By Matt Noyes, from a workshop with Leon Rosenblatt

Summary:
This is a spur of the moment role play where participants and educators act out the actions and problems they have been discussing, with no preparation or script.

Good for:

Activity 5.1 The Mosh Pit

Activity 3.1 The Problem Tree

No popular education technique has spread as far and wide as this one. I first learned it from Eleonora Castano Ferreira and Joao Castano Ferreira, thanks to Maureen LaMar at the old International Ladies Garment Workers Union Worker-Family Education Program. To my mind the authoritative version is the one found in Volume 2 of Alforja's Tecnicas Participativas Para La Educacion Popular.

Summary:

About

Rolling Earth

A website for sharing popular education tools and ideas related to democratic self-organization. The main contents are the two books listed on the left: The Workers' Inspiration: Popular Education for Union Democracy, and Participatory Techniques for Language Learning.

Contributors:

Matt Noyes
Brooklyn, New York; Colorado Springs, Colorado; Tokyo, Japan

Current work:
Assistant professor, Meiji University, Tokyo, Japan;
Internet coordinator, Association for Union Democracy, Brooklyn, USA www.uniondemocracy.org

Chapter 7 -- Where do we stand now? Assessing and starting over.

This is where the spiral of popular education takes shape. You did the preparation work, shared information and built trust, analyzed problems, got and shared new information, planned strategy and people took action. Now what?

Well, assuming you have a group that continues working together, you start all over again: getting people together, sharing information, building trust. But you start in a different place. Now you have a group that has been through a learning process together and taken action to solve problems.

Chapter 5 -- Planning and Preparing for Action

In the previous step, Adding New Information, the need to share new information raised a danger of slipping back into traditional approaches to education and the assumptions about expertise and knowledge that they reflect. By using participatory techniques and sticking with the underlying democratic and egalitarian method, that danger can be overcome.

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