The use of time

Some education handbooks, especially those written for classroom teachers, add a "Time it takes" item to their descriptions of activities. I had initially planned to do this, because it is so important as a facilitator to have a realistic sense of how long any given activity might take, or, put otherwise, how much time to give it. No one wants to run out of time just when things get interesting, or find herself standing there with twenty minutes left and nothing to do.

Sample Power Line -- Coalition of University Employees

[img_assist|nid=154|title=CUE power and democracy line 2001|desc=|link=popup|align=left|width=450|height=318]
This is a chart recording the results of a democracy and power line Mike Orrfelt and I did with members and officers of the Coalition of University Employees in 2001. (See also the Mosh Pit activity in Chapter 5.)

Activity 1.4 Working group.

The best way to study popular education is to experience it both as a facilitator and as a participant. Try it out in a small group of people who share your interest. I was lucky to be part of a working group of teachers and organizers who came together to study popular education and organizing. (Their names are all over this handbook!). Popular educators need to create our own contexts, our own support, our own 'schools' in order to deepen and extend our work.