@conference{
author = "Marušić Jablanović, Milica and Orlović Lovren, Violeta",
year = "2023",
abstract = "Accumulated environmental problems in the world of conflicts
and contradictions naturally increase tensions and lead towards protests
against decisions made by those in power, whether they come from governments,
private entities, or groups motivated primarily by their own,
mainly economic, interests. This is even more prevalent in societies facing
constant threats to freedom of speech, pressures on democratic procedures
and institutions, as evidenced in reports analyzing the actual (2021–2022)
situation in Serbia (Ivkovic et al, 2022). With limited opportunities for
citizens to actually participate in decision-making in their local communities,
as well as to strengthen their capacities for that within educational
programs (Orlovic Lovren et al, 2022), environmental protests in Serbia
turned into a movement and a living learning lab in the last few years, supported
by the civil society, experts, artists, and many others from both inside
and outside the country. Besides its role in achieving their own goals,
it also inspires other groups to stand for their rights in different rural and
urban areas, gathered to prevent devastation, destruction or long-term
consequences not only for the environment but also for local communities
and their identities.
Starting from the premise that environmental adult education is a political
and collective process grounded in the notion of environmental citizenship,
which should be hopeful and leading towards action (Clover et
al, 2010), this contribution aims to present learning experiences from environmental
protests in Serbia from the perspective of their participants.
Looking at the learning activities that were going on within the transactions
between local people, experts, students, or supporters from various
fields and places, it focuses on the following questions: What was the role
of traditional and expert knowledge in providing motivation and support
to their participation? What knowledge did they need and what lessons
did they learn along the process? What were the sources and ways of their examples from other places they could learn from, and what is the experience
they can offer to others fighting for their rights to live in a healthy
and authentic environment?
The research is performed through interviews with selected participants
representing activists organized in different places around specific
goals (“defending the rivers,” “defending the forests,” fighting against the
exploitation of lithium, etc.), of varied educational, social, and professional
backgrounds. Findings will be presented through short video and presentation
material.
This contribution should inspire a discussion on the power of examples
in exploring hopeful solutions for environmental and democracy issues
through adult education, as well as on the role of educators to support
activities where “people learn how to defy others who might be laying out
unwanted futures for them” (Newman, 2006, p. 11).",
publisher = "Belgrade : Institute for Pedagogy and Andragogy, Faculty of Philosophy",
journal = "Movements for democracy, critical learning and the limits of what we know",
title = "Learning Through Defense and Defiance – Environmental Protests in Serbia as a Sign of Hope and a Source of Inspiration",
pages = "44-43",
url = "https://hdl.handle.net/21.15107/rcub_ipir_999"
}
