The "autodidact", the pursuit of subversive knowledge and the politics of change

Pamela Fisher, Roy Fisher

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This paper contrasts two types of "autodidact" located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became "educated" in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family "medical" crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.

Original languageEnglish
Pages (from-to)515-529
Number of pages15
JournalDiscourse
Volume28
Issue number4
DOIs
Publication statusPublished - Dec 2007

Fingerprint

Marxism
politics
educational opportunity
communist party
communism
acculturation
working class
learning
new technology
university
knowledge
community
education

Cite this

@article{cd66c6f08f6b4de28541d54ff4b104f8,
title = "The {"}autodidact{"}, the pursuit of subversive knowledge and the politics of change",
abstract = "This paper contrasts two types of {"}autodidact{"} located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became {"}educated{"} in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family {"}medical{"} crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.",
author = "Pamela Fisher and Roy Fisher",
year = "2007",
month = "12",
doi = "10.1080/01596300701625271",
language = "English",
volume = "28",
pages = "515--529",
journal = "Discourse",
issn = "0159-6306",
publisher = "Routledge",
number = "4",

}

The "autodidact", the pursuit of subversive knowledge and the politics of change. / Fisher, Pamela; Fisher, Roy.

In: Discourse, Vol. 28, No. 4, 12.2007, p. 515-529.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The "autodidact", the pursuit of subversive knowledge and the politics of change

AU - Fisher, Pamela

AU - Fisher, Roy

PY - 2007/12

Y1 - 2007/12

N2 - This paper contrasts two types of "autodidact" located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became "educated" in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family "medical" crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.

AB - This paper contrasts two types of "autodidact" located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became "educated" in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family "medical" crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.

UR - http://www.scopus.com/inward/record.url?scp=35448950766&partnerID=8YFLogxK

U2 - 10.1080/01596300701625271

DO - 10.1080/01596300701625271

M3 - Article

VL - 28

SP - 515

EP - 529

JO - Discourse

JF - Discourse

SN - 0159-6306

IS - 4

ER -