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The study uses qualitative case study research with interviews, applying Bourdieu’s habitus and field concepts to analyze formal and informal activist learning, including roles of experienced activists and community education tactics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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focus on in the coal seam gas protests?","Question",{"text":63,"@type":64},"It examines adult learning dimensions of protestors as they participate in an environmental campaign against coal seam gas exploration in Gippsland, Central Victoria, Australia.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper explain learning among activists?",{"text":68,"@type":64},"It argues that circumstantial activists learn both formally and informally within the social environment of campaigning, gaining knowledge and skills as they learn “the game of protest.”",{"name":70,"@type":61,"acceptedAnswer":71},"What methodology and data sources are used?",{"text":72,"@type":64},"The research uses a qualitative case study methodology with twenty-three in-depth interviews, conducted between September 2013 and March 2014, followed by transcription review and pseudonym 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habitus in an environmental campaign: Learning in the coal seam gas protests in  \nAustralia.  \nTracey Ollis Deakin University  \nMichael Hamel-Green Victoria University  \nThis paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of‘circumstantial activists’ comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu’s writing on ‘habitus’ and‘field’to analyse the data from this research. We outline some of the learning  \nAdult education and radical habitus in an environmental campaign 205  \npractices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions ofthe protestors’ identification as activists using Bourdieu’s concepts of ‘doxa’ and‘Ilusio’. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu’s writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.  \nKeywords: Adult learning, informal learning, activism, environmental movement, coal seam gas, Bourdieu, habitus.  \nContext and methodology  \nResearch into adult learning in the coal seam gas protests is limited, although an important site of research that needs further exploration. In previous research about learning and activism it has been argued social movements and campaigns are rich sites of adult learning (Ollis 2008, 2011, 2012 ). Whilst activists learning can cross a broad range of issues of concern and activism can span both progressive and non-progressive values and ideologies. Our interest in this space of research is concerned with progressive social change and the contribution that activism and movements for social change can make to furthering the project of social justice and to educating communities about social change. Tracey’s previous research into the learning dimensions of lifelong activistsand circumstantial activists examined the differences and similarities between ‘lifelong’ and ‘circumstantial’ activists. Circumstantial activists generally participate in activism due to a disruption, a life event ora series of circumstances that collide to motivate them to act on an issue of concern. One of the important outcomes of Tracey’s previous research is the need for more attention to be given to the learning processes of ‘circumstantial activists’. For example, if we can understand  \n206 Tracey Ollis and Michael Hamel-Green  \ntheir motivations for participating in activism, there is a possibility of building larger and more cohesive movements for social change (Ollis 2012) .  \nTwenty-three in-depth interviews were held with protestors involve","cbCain9Kha8dYiKi","https://ap.wps.com/l/cbCain9Kha8dYiKi","pdf",573108,18,"English","# Context and methodology\n## Research focus and limited prior studies\n## Participants and qualitative case study method\n## Data collection process and ethics\n## Researcher positionality","[{\"question\":\"What does the paper focus on in the coal seam gas protests?\",\"answer\":\"It examines adult learning dimensions of protestors as they participate in an environmental campaign against coal seam gas exploration in Gippsland, Central Victoria, Australia.\"},{\"question\":\"How does the paper explain learning among activists?\",\"answer\":\"It argues that circumstantial activists learn both formally and informally within the social environment of campaigning, gaining knowledge and skills as they learn “the game of protest.”\"},{\"question\":\"What methodology and data sources are used?\",\"answer\":\"The research uses a qualitative case study methodology with twenty-three in-depth interviews, conducted between September 2013 and March 2014, followed by transcription review and pseudonym protection.\"}]","Adult education and radical habitus in an environmental campaign - Article | PDF",1792074642,45]