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Educating for a Change Arnold, Rick, Burke, Bev, James, Carl, Martin, D'Arcy, Thomas, Barb Publisher:  Doris Marshalll Institute for Education and Action/Between the Lines, Toronto, Canada Year Published:  1991   Pages:  206pp   ISBN:  0-921284-48-9 Resource Type:  Book For the authors of Ecuating for a Change, genuine democracy does not happen solely through our political and educational work. Democratic processes and practices are essential elements in achieving a truly participatory society. The books offers theory and practical tools for consciously applying the principles of democratic practice to daily work. Abstract:  Educating for a Change is a book written for educators, those interested in how education works and for everyone who believes that "top-down practices" in education should end. Written by critical educators and formed from a series of notes and ideas established in workshops, this book responds to how people avoid taking a position on the role of power within education. The book proposes these two axioms: education must empower all to enact change and education must be based on democratic practice. This democratic practice should ensure conditions in the learning environment which allow for full and equal participation in discussion, debate and decision making. Educating for a Change unearths the political dimension of learning and reveals power relations within society with the hope of offering tools, skills and confidence to those who have a vision of alternative power relations. The authors note that educators for social change fundamentally reflect on "praxis," "theory in action" and how to engage politically as opposed to when one learns only for the sake of knowledge. The goal is for the book to have international applicability beyond its Canadian context. The authors hope to use the book as a vehicle for dialogue with other groups in areas where they lack experience and knowledge in order to gain new insights. The book is structured into five chapters with an additional introduction and a postscript. At the end of the introduction the reader is given important terms and definitions used throughout the book to familiarize him/her with the critical position of the editors. Chapter 1 focuses on the topic of strategy in addressing the following: factors to consider before getting involved in educational programs and the importance of analyzing both your place as a teacher and the broader social context in which learning occurs. In Chapter 2, the writers relate their experiences of designing educational events to show the readers how goals are achieved. Their experiences focus on interactions with international solidarity groups, the trade union movement and anti-racist educators. Chapter 3 discusses educational activities with the use of examples from the past, while Chapter 4 discusses the challenges of group facilitation, such as coordinating conflicting agendas. In Chapter 5 the authors share lessons they have gained from past experiences working as educators for social change. Finally, Chapter 6 predicts the challenges to come for educators and education programs. The Postscript includes two items: a discussion which took place between authors towards the end of the writing process and comments from colleagues who read the manuscript along the way. [Abstract by Amanpreet Dhami] Topics Continuing Education Democracy Democratic Values Education Facilitation Facilitators Group Facilitation Group Meetings Identity Manuals & Handbooks for Activists & Organizers Meetings Political Action Politics Popular Education Power Resistance Social Change Stories

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