Learning, Knowing, and Resisting Through Critical Approaches in Spaces of Organizing

To enact change, it may be necessary to learn in preparation for or in tandem with action. The purpose of this chapter is to provide an overview of adult learning theories and their potential for explaining learning, knowing, and resisting from a critical and social justice perspective within spaces of organizing. We begin with a brief overview of the philosophical foundations that inform and drive the social justice orientation of adult education and critical human resource development. We then present select adult learning theories and the related processes and contexts of such learning. Transformative learning exists in a number of forms and may leverage social-emancipatory or psycho-critical approaches depending on the goals of learning processes. Critical perspectives, including feminist theory, critical race theory, and queer theory, make visible marginalized populations and counter the dominant narratives. We conclude with the limitations and critiques of theory and implications for practice and organizations.