ABSTRACT
Comparative education scholarship has produced a wealth of critique and debate related to education and processes of social, political and economic development. As the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) for education illustrate, dominant discourses of development regard formal education as a tool that connects the delivery of schooling to processes of economic development, arguably an approach that aims to bring those learners into the dominant economic model (Giroux, 2001). An alternative understanding of the connection between education, learning and development is advanced when we look to the insights from adult educators to see that learning is lifelong and lifewide, and it occurs within, beyond and across myriad ‘pedagogical spaces’ (Schugurensky and Myers, 2003). In thinking about processes of development and social change, many of those spaces relate to practices of social action and contentious politics such as protests, demonstrations and social movement mobilisation. This chapter explores learning in these spaces.
