Popular education, participatory democracy and social change: The Renton - a case study

Scanlon, Thaddeus (Ted) (2014) Popular education, participatory democracy and social change: The Renton - a case study. PhD thesis, University of Glasgow.

Abstract

Through history popular education has evolved against the backdrop of social movements engaged in the struggle for social change in a variety of contexts. During the past forty years some of these movements have found expression in a wide range of participatory processes with a particular focus on community empowerment.

In 1993, in the village of Renton, Scotland, local people created their own housing association, Cordale Housing Association (CHA) and from its inception declared that it would not build houses “for people to live their poverty in” (CHA Mission statement, 1993). Since then the community has acquired local physical assets and created the Renton Community Development Trust (RCDT) focused on eradicating poverty in the village.

Based on data collected in the period 2009 – 2011, I examine the community’s claim to social change in the village over the past twenty years. I also discuss the community’s claim to local peoples’ active participation in the process of social change and whether the Renton community experience can be considered a process of popular education.

This research is a contribution to the body of knowledge identified with critical social-educational research. It is also a contribution to the debate about the creation of a new socio-economic and cultural model of society based on the values of equity, solidarity and justice.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Keywords: Popular education, community empowerment, participation, democracy, community organisation
• Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
• Colleges/Schools: College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
• Supervisor's Name: Kane, Dr. Liam and Bovill, Dr. Catherine
• Date of Award: 2014
• Depositing User: Mr T J Scanlon
• Unique ID: glathesis:2014-5734
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 18 Nov 2014 09:23
• Last Modified: 18 Nov 2014 14:21
• URI: https://theses.gla.ac.uk/id/eprint/5734