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	<title>Bourdieu &#8211; Australian Journal of Adult Learning</title>
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		<title>Learning in social action: The informal and social learning dimensions of circumstantial and lifelong activists</title>
		<link>https://ajal.net.au/learning-in-social-action-the-informal-and-social-learning-dimensions-of-circumstantial-and-lifelong-activists/</link>
		
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		<pubDate>Mon, 17 Dec 2012 03:31:50 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Bourdieu]]></category>
		<category><![CDATA[epistemology of situated learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[Lave]]></category>
		<category><![CDATA[social action]]></category>
		<category><![CDATA[social learning]]></category>
		<category><![CDATA[theory of habitus]]></category>
		<category><![CDATA[Wenger]]></category>
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					<description><![CDATA[Author/s: Tracey Ollis Edition: Volume 51, Number 2, July 2011 Summary:  This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger’s epistemology of situated learning and Bourdieu’s theory of ‘habitus’. I argue activists learn &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-in-social-action-the-informal-and-social-learning-dimensions-of-circumstantial-and-lifelong-activists/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning in social action: The informal and social learning dimensions of circumstantial and lifelong activists"</span></a></p>]]></description>
		
		
		
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