An empowered social movement
“There may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest.” — Elie Wiesel, Nobel Prize Speech (1986)
Effective social change requires a profound understanding of societal structures and conditions (Etzioni-Halevy, 2024), as transformation efforts undertaken without grasping these complexities, are prone to being misguided and ineffective (Senge, 1990).
Throughout history, activism has consistently played a crucial role in educating the public about essential social causes and fostering participation to drive change. From ancient Rome, where plebeians protested for political rights against the patrician class, to contemporary struggles for universal equality, irrespective of race, caste, or creed. Activism has evolved, taken many forms, and now through the advent of technology has the unprecedented ability to spread globally like wildfire.
Exploring my family’s legacy in activism, my great-grandfather, Dr. VV Giri, exemplified the crucial role of education and knowledge in advancing social justice and freedom campaigns. While studying law in Ireland, he supported the Irish independence movement, acquiring profound insights into anti-colonial struggles (Mulvagh, 2016). His lifelong and life-wide learning experiences further propelled his efforts in India, where he pioneered labour rights movements and contributed significantly to India’s independence (Giri, 1976).
Reflecting on Ollis (2020) and examining the plethora of activity surrounding social activism campaigns, reveals extensive informal and incidental learnings that occur in these sites. Additionally, as highlighted by Devlin (2020), continuous educational pathways that foster social inclusion, community engagement, and individual empowerment create learning opportunities that underpin and strategically support these movements.
Navigating new landscapes and adapting to evolving societal challenges involves continuous learning through active engagement and reflective practices (Zourou et al., 2024). This process cultivates the essential learning ecosystem needed to drive transformative change.
“No one can win the war individually, it takes the wisdom of the elders, and young people’s energy” — Lonnie Lynn (Common), Glory (2014)
Devlin, C. (2020). Adult community education: Australian environmental scan. Australian Journal of Adult Learning, 60(2), 268–351.
Etzioni-Halevy, E. (2024). Social change: The advent and maturation of modern society.
Giri, V. V. (1976). My life and times. Macmillan Company of India, 1, 219.
Mulvagh, C. (2016). Irish days, Indian memories : V.V. Giri and Indian law students at University College Dublin, 1913–16. Irish Academic Press, 130.
Ollis, T. A. (2020). Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement. Studies in the Education of Adults, 52(2), 215–231. https://doi.org/10.1080/02660830.2020.1750828Links to an external site.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency.
Zourou, K., Potolia, A., & Oikonomou, S. (2024). Academic activism: learning and self-transformation through collective action taking. Frontiers in Education, 9, 1215522. https://doi.org/10.3389/FEDUC.2024.1215522/BIBTEXLinks to an external site.
