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The study frames education as a critical and communicative praxis constructed intersubjectively among diverse actors, linking social movement activities to democratic deepening and social justice. It analyzes how learning mechanisms emerge through struggle, including meaning-making processes, decision-making methods, and consensus building. Social movements are treated as schools of participation and knowledge-building spaces where critical reflection and collective transformative action generate new, discursive learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-59-number-3/592775/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-59-number-3/592775.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the article?","Question",{"text":112,"@type":113},"The article examines how learning happens through participation in social movements, using ethnographic research in Madrid, Spain.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define social movements as learning spaces?",{"text":117,"@type":113},"It treats social movements as schools of participation and active citizenship, and as educational and knowledge-building spaces.",{"name":119,"@type":110,"acceptedAnswer":120},"What mechanisms of learning are emphasized?",{"text":121,"@type":113},"Learning is explored through struggle, meaning construction, decision-making, and agreement building, supported by critical reflection and collective transformative action.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592775,1792192726,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 59, Number 3, November 2019  \nLearning by participating in social movements:  \nEthnographic research in Madrid (Spain)  \nHéctor S. Melero Inés Gil-Jaurena  \nUniversidad Nacional de Educación a Distancia (UNED)  \nWe learn and teach democracy by making democracy (Freire, 1997, p. 99) Individuals learn to participate by participating (Pateman, 2012, p. 10)  \nLearning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, & Hamel-Green, 2015). While in the field offormal education, the focus is usually on ‘education for citizenship’ or ‘citizenship education’(Schugurensky, 2006, 2010; Schulz, Ainley, Fraillon, Losito,& Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, & Foot, 2018). One explores the influence of social movements informal education, with diverse approaches and little connection among them. The other studies learning in social movements, mostly inserted in the field of adult education and that form a corpus of interrelated and expanding knowledge. However, there are still few works that arise from an idea of complementarity or that have a double focus on citizen education that leads to activism, and activism as an  \n320 Héctor S. Melero and Inés Gil-Jaurena  \neducational process (Davies, Evans, & Peterson, 2014). Our previous studies1 arose from the idea of complementarity and an understanding that in order to formulate proposals for citizenship education, the object of study must be how citizenship and participation learning happens. That is, trying to understand the learning experiences of activistsand the learning that takes place in spaces ofparticipation, such as social movements, to formulate educational proposals (Gil-Jaurena, Ballesteros, Mata & Sánchez-Melero, 2016; Melero, 2018).  \nKeywords: social movements, learning, social transformation, consensus, participation, qualitative research, Spain.  \nIntroduction  \nOur theoretical approach to social movements, although eclectic, emanates from our educational approach. We understand education as a critical and communicative praxis built intersubjectively between diverse actors in continuous transformation (Abdallah-Pretceille, 2001; Aguado, 2009; Aguado, Mata, & Gil-Jaurena, 2017; Mata, 2013). Therefore, the study of social movements must also be made from relational and communicative positions, such as the framework proposed by Habermas (1984; 1987). According to the formulation of civil society that Cohen andArato make from Habermas’theory (Arato, 1999; Arato & Cohen, 1999; Cohen & Arato, 1994)2, we understand civil society as differentiated from the state and the economy, but with the ability to influence both systems. The social movements we study are groups of this civil society that pursue social justice and democratic deepening through actions aimed at exerting such influence on the other two systems. For that, they use different means and strategies, such as confrontation, autonomous action and / or dispute of meanings.  \nHowever, this study is not intended to contrast the theoretical frameworks on civil society and social movements, but focusses on understanding the mechanisms of learning, always varied and diverse (Niesz et al., 2018), which happen in struggle, through struggle and for struggle (Foley, 1999) . In this article, we focus on praxis and on the construction of meanings, as well as the method of decision-making and the construction of agreements in social movements, as part of a process of individual and collective learning and transformation. We  \nLearning by participating in social movements: Ethnographic research in Madrid (Spain) 321  \naim to make visible a change in the pedagogical element within social movements that turns educational aspects of movement actions into both a strategy and a result of social s","cbCaiiTDFpDNt7Ov","https://ap.wps.com/l/cbCaiiTDFpDNt7Ov","pdf",387323,23,"English","# Introduction\n## Defining learning in social movements","[{\"question\":\"What is the focus of the article?\",\"answer\":\"The article examines how learning happens through participation in social movements, using ethnographic research in Madrid, Spain.\"},{\"question\":\"How does the article define social movements as learning spaces?\",\"answer\":\"It treats social movements as schools of participation and active citizenship, and as educational and knowledge-building spaces.\"},{\"question\":\"What mechanisms of learning are emphasized?\",\"answer\":\"Learning is explored through struggle, meaning construction, decision-making, and agreement building, supported by critical reflection and collective transformative action.\"}]","Australian Journal of Adult Learning - Volume 59 - Number 3 | PDF",1792075511,58]