Social movements, collective action, imaginative campaigning, grassroots politics, empowerment of the excluded, indigenous knowledge, appropriate development, participation, and literacy all have popular education in common. Social and political history in Latin America is hard to understand without knowing about the social movements which have consistently provided the progressive and radical impetus for change. This history of popular education looks at one of the most successful social movements to use popular education, the Movement of Landless Rural Workers (MST) in Brazil, as well as theoretical and practical analyses. It highlights the importance of popular education to the "new" social movements based around identity, such as women's and indigenous organizations and includes a biography of Paulo Freire.

Liam Kane

Using popular education with health promotion students in the USA: Table 1:

Wiggins, Noelle

Pérez, Amara

(2016) P.dav121

https://doi.org/10.1093/heapro/dav121 [Citations: 6]

What community development and citizen participation should contribute to the new global framework for sustainable development

Howard, Jo

Wheeler, Joanna

Community Development Journal, Vol. 50 (2015), Iss. 4 P.552

https://doi.org/10.1093/cdj/bsv033 [Citations: 29]

Expanding the boundaries of museum studies: Popular education through engagement with hidden histories of organising and activism

Toth, Emese R

Guttman, Sandy

Kimura, Andie

Quinn, Therese

Journal of Adult and Continuing Education, Vol. 22 (2016), Iss. 2 P.199

https://doi.org/10.1177/1477971416672326 [Citations: 0]

Comparing Popular and State education in Latin America and Europe

Kane, Liam

European Journal for Research on the Education and Learning of Adults, Vol. 4 (2013), Iss. 1 P.81

https://doi.org/10.3384/rela.2000-7426.rela0085 [Citations: 12]

The educational influences on active citizens: A case study of members of the Scottish Socialist Party (SSP)

Kane, Liam

Studies in the Education of Adults, Vol. 39 (2007), Iss. 1 P.54

https://doi.org/10.1080/02660830.2007.11661540 [Citations: 4]