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Drawing on first-hand accounts and anarchist/autonomist ideas, it analyzes OWS’s pedagogical lacunae and argues against romanticizing the creation of alternative learning spaces, emphasizing the limits of pedagogical possibilities when people occupy space without sustained intervention.",{"@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/here-we-stand-the-pedagogy-of-occupy-wall-street/592770/",{"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/here-we-stand-the-pedagogy-of-occupy-wall-street/592770.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the paper?","Question",{"text":112,"@type":113},"The paper focuses on OWS as a critical case of social movement learning and examines how “pedagogy otherwise” operates through spaces, sites, and languages of learning outside formal education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the supporters of Occupy Wall Street claim about its learning processes?",{"text":117,"@type":113},"Supporters argue that participation in OWS transformed subjectivities by enabling dialogic interaction and self-education through struggle, with prefigurative politics functioning as an educative process.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper evaluate the pedagogical impact of OWS?",{"text":121,"@type":113},"The paper argues that, despite celebratory rhetoric, OWS functioned largely as a moribund pedagogical space; it warns against overstating or romanticizing the pedagogical possibilities created when people gather and occupy a space.","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},592770,1792252192,{"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":19,"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  \nHere we stand: The pedagogy of Occupy Wall Street  \nDarren Webb  \nUniversity of Sheffield  \nSocial movement learning is now an established field of educational research. This paper contributes to the field by offering a critical case study of Occupy Wall Street (OWS). The paper surveys the claims made by the movement’s supporters that transformed utopian subjectivities emerged in and through the process of participation, the prefigurative politics of the movement becoming an educative process of dialogic interaction and a moment of self-education through struggle. Drawing on the extensive range offirst-hand accounts, and analysing the anarchist and autonomist ideas animating the movement’s core activists, the paper highlights the pedagogical lacunae in OWS and reflects on what we as educators, working in and with social movements, might learn from these. What the experience of OWS points to, the paper argues, is the need to avoid romanticising the creation of alternative spaces of learning and overstating the pedagogical possibilities opened up when people gather together and occupy a space.  \nKeywords: Occupy Wall Street; social movement learning; critical pedagogy; prefigurative practice; utopian pedagogy  \nHere we stand: The pedagogy of Occupy Wall Street 343  \nIncreased attention is being paid to spaces, places, languages and processes of learning that exist outside the walls of formal educational institutions. A host of terms have been used by researchers to describe these spaces and processes: informal education, passive education, collective learning, social learning, anomalous spaces of learning, public pedagogy and pedagogy otherwise, to name but a few. While these alternative languages and spaces of learning and not always presented as being ‘better’ than conventional understandings and institutions, more often than not this is the position being advanced. The notion of pedagogy otherwise, for example, is explicitly counterposed to formal systems of education characterised as colonial, patriarchal, Eurocentric and oppressive. Pedagogy otherwise, by contrast, is concerned with creating ‘autonomous zones of learning’ and ‘self-organised networks … where sharing knowledge differently is a way to create a different world’(Pomarico, 2018) .  \nBurdick and Sandlin argue that ‘critical public pedagogies offer us glimpses ofthe pedagogical Other—forms and practices of pedagogy that exist independently of, even in opposition to, the commonsense imaginary of education’(2010, p. 117). Describing the notion of social movement learning, SarahAmsler argues that:  \nparticipating in any movement for radical social change requires unlearning hegemonic definitions of authoritative knowledge, un-becoming the kinds ofpeople that perpetuate or desire these parameters and learning new ways of thinking, being and doing things in the world that open up possibilities for transgressing present limits ofpossibility … What matters most in these spaces is not the learning ofparticular knowledge, but the cultivation of alternative political subjectivities (2015, p. 143).  \nThis is a paper concerned with pedagogy otherwise. Following Burdick and Sandlin, it seeks to catch a glimpse of the pedagogical Other  \nas it plays out in spaces, sites and languages of learning that exist independently of formal educational institutions. In Amsler’s terms, it offers a case study of a particular example of social movement learning (Occupy Wall Street), exploring the pedagogical processes at play in the cultivation of alternative political subjectivities.  \nSocial movement learning (SML) is now an established field of educational research (Niesz, Korora, Walkuski, and Foot, 2018).  \n344 Darren Webb  \nSML scholarship focusses on the kind of informal learning that takes place through movement participation, and in particular the counterhegemonic understandings that emerge as actors learn in ","cbCaih8hPQBELXQV","https://ap.wps.com/l/cbCaih8hPQBELXQV","pdf",210616,23,"English","# Here we stand: The pedagogy of Occupy Wall Street\n## Social movement learning and pedagogy otherwise\n## The movement as a space of learning","[{\"question\":\"What is the central focus of the paper?\",\"answer\":\"The paper focuses on OWS as a critical case of social movement learning and examines how “pedagogy otherwise” operates through spaces, sites, and languages of learning outside formal education.\"},{\"question\":\"What do the supporters of Occupy Wall Street claim about its learning processes?\",\"answer\":\"Supporters argue that participation in OWS transformed subjectivities by enabling dialogic interaction and self-education through struggle, with prefigurative politics functioning as an educative process.\"},{\"question\":\"How does the paper evaluate the pedagogical impact of OWS?\",\"answer\":\"The paper argues that, despite celebratory rhetoric, OWS functioned largely as a moribund pedagogical space; it warns against overstating or romanticizing the pedagogical possibilities created when people gather and occupy a space.\"}]","Here we stand - The pedagogy of Occupy Wall Street | PDF",1792075489,58]