REPORT:  WORKSHOP B5

Globalization and Social Movements Learning:

Seattle, Porto Alegre, Québec and Beyond

 

Coordinators:  Budd Hall, Shahrzad Mojab, Roberta Timothy

 

1. Issues/tasks

 

This workshop explores the social movement learning dimension of the recent anti-capitalist and anti-globalization events, analyzes the emerging forms of global organizing, and identifies roles for adult education organizations and networks particularly within the ICAE.

• To learn from the growing anti-capitalist, anti-globalization events around the world
• To analyze emerging forms of global organizing
• To explore roles of adult education organizations and networks in support of these movements
To suggest ways to strengthen the role of the ICAE as a global movement

 

 

August 10^th     Session 1         The Faces of Globalization

 

Presentations:

            Carlos Zarco:  Porto Alegre and Beyond

            Ghada Al Jabi: Perspectives from the Arab Region

            Bernie Lovegrove:  Globalization and Social Movement Learning

            Babacar Diop:  African Renaissance – An alternative to Globalization

Shahrzad Mojab:  The ‘Wall of Shame’ in Québec City and It’s Significance for Adult Education

            Roberta Timothy:  Poetry of Resistance

 

August 10^th  Session 2           Globalization and Adult Education Practices and Potential:  A participatory session

 

Goals:  Identify current practices and resistance around the world to globalization and to work toward developing a statement on globalization through discussion, poetry storytelling, drama, or words.

 

Themes:

1.      Responses and resistance to globalization;

2.      Adult education declarations and globalization;

3.      The cost of globalization to people and nature;

4.      Women, war, militarization, violence and globalization;

5.      Indigenous peoples and their resistance to globalization.

 

August 11^th     Closing session:  A statement on Globalization and a Call to Action

                        Closing Ceremony:  Eileen Antone

 

MAIN PERSPECTIVES

 

Carlos Zarco:  Porto Alegre and Beyond

            Development of a Social Forum which enabled participants to share practices and experiences in the fight for human rights through theater, visual arts, and music.  (see attachment).

 

Ghada Al Jabi: Perspectives from the Arab Region

            Knowing the movements against capitalism and globalization enables communities to protest and demonstrate in order to protest their interest and safety.  Networks are formed to urge public opinion to oppose globalization.  (see attachment).

 

Bernie Lovegrove:  Globalization and Social Movement Learning

                                    Observations of Social Movements (see attachment).

 

Babacar Diop:  African Renaissance – An alternative to Globalization

            African Renaissance is intimately linked to the dismantling of the Apartheid in South Africa.  New dignity to philosophical and ideological controversies have been introduced (see attachment).

 

Shahrzad Mojab:  The ‘Wall of Shame’ in Québec City and It’s Significance for Adult Education

There are many ideas about a non-market, non-capitalist, citizen-based approach to education; ideas cannot change the world if they are not put into practice.  A recommendation is that ICAE strengthen its ties with social movements (see attachment).

 

SMALL GROUP SUMMARIES

 

Group 1:  Responses and resistance to globalization

• Unpack globalization
• Good or bad?
• Information and technology communication – bi product
• Impact negatively
• Raises awareness
• Who has control of technology
• Need to break down the brick walls of globalization

 

Group 2:  Adult Education Declaration

• Stressed participation, Leadership, Rights for education, self- determination, importance of culture, development of Indigenous resources trade union workers.
• Lobbying for funds, partnership, education
• Proposals for threatened communities
• Networking
• Research- action-oriented, qualitative research allow marginalized people to have a voice, make sure research stays on the ground
• Education and training

 

Group 3:  The cost of globalization to people and nature

• Pollution
• Media contributes to pollution of the mind
• Addictive consumerism
• Form alliances in opposition
• Education

 

Group 4:  Women, was, militarization, violence and globalization

Participants from Africa, Middle East and Japan

• Resistance movement to American military base
• Situation of Palestine
• And refugees as a result of war
• Continuous war in East Africa
• Which has created revolving doors for women and children
• Human rights activists are becoming prisoners
• Global network against US military bases
• Medias role in globalization
• Raise consciousness
• Ad Ed needs to be taught/learned informally/formally about the impact of globalization
• Globalization means imperialism

 

Group 5:  Indigenous peoples and their resistance to globalization

What and who is Indigenous

• Discussion about 400 years about African American
• Land struggles
• Impact of human geno project
• Seeds of sterilization
• Environmental depletion
• Suppression of spiritual practices implement through residential schools
• Treaty processes
• Indigenous studies in universities
• Adult Education need spaces for discourse and to incorporate elders knowledge
• Medicine wheel used as a teaching tool

 

LESSONS FROM PORTO ALEGRE

 

1. Who was in Porto Alegre?

 

We met

• 20,000 people from around 100 countries
• 5,000 delegates from overseas countries
• 15,000 personal participants, most of them from Brazil
• All delegates were representing organizations

 

The gathering took place in a city in the South with a leftist local Government, for 5 days.

 

2. Some lessons

 

1.1              The successful idea to organize a Social Forum, simultaneous to the Davos Economic Forum.  The media paid attention for Davos and, naturally, turned their attention to Porto Alegre.

 

It was the first time that a social and global discourse was raised as protest alternative proposals to an official and hegemonic discourse on the world situation.

           

1.2              Not only was there an expression of protest but at the same time, the expression of the proposals about economic, political, social and cultural issues.  In this sense, we started an intellectual debate on what kind of globalization we have and which one we would like to have.

 

Porto Alegre and Québec (The People’s Summit) in this sense, are different social expressions like Seattle, Prague or Geneva.

 

1.3              The wide variety and diversity of organizations were present at Porto Alegre.  This was possible for unity around the general idea that ANOTHER WORLD IS POSSIBLE.  So, we did not discuss specific ideological perspectives but instead shared our practices, and proposals directly from our own experiences.  We heard critical reflections and new approaches with regards to justice, equity, democracy and sustainable development.  We celebrated our hopes and efforts to improving the conditions of our life.  Theater groups, muralists, painters, singers were also present.  One of the most successful parts of the Social Forum was the testimonies from people who have fought for human rights and social justice and have suffered political persecutions.  The Social Forum was, as well a Social Party to celebrate Life.  And for this reason we did not want to publish ONE OFFICIAL declaration.  For us, it is better to show that we have a great variety of proposals and questions.  Of course, we have to organize this variety in a framework but not to reduce to ONE and UNIQUE discourse.

 

3.  Some Challenges

 

1.1              We decided to hold the Social Forum each year, parallel to Davos, and we need to develop our capacity to organize a permanent international process.

 

1.2              We decided that the second edition of the Social Forum would take place in Porto Alegre again.  But for the third edition we want to change the venue and multiply gatherings in different countries.  So, we have to develop a consistent networking effort.

 

1.3              We know that Social Forum should not be the unique expression of the alternative movements but we think that, in this moment, is a wider platform to voice a plural and, at a the same time, common alternatives.  So, we have to take care to nourish this plurality and diversity, our creativity and capacity building processes.

 

Carlos Zarco Mera and Sergio Haddad

Ocho Rios, Jamaica

August 10, 2001

 

 

Globalization and Social Movement Learning

 

Bernie Lovegrove, ASPBAE  10/8/01

 

1.  Some Observations/ Lessons Learnt

 

1.1              Social movement protests and celebrations have been large scale, diverse, rapidly organized and on-going, international in location and participation

1.2              We need to consider those who contribute to ‘social movements’ beyond those on the streets at protests to include:

·        Those who participate in parallel civil society meetings,

·        Those who engage governments and international institutions in dialogue and advocacy,  - those who access decision-making structures or sit on joint committees, such as the World Bank/NGO committee

·        Certain researchers, academics

·        Local community discussion groups, etc.

 

1.3              Social movements need to be recognized as another arena for political contestation.  Among those who protest against globalization there are many different view points, ideologies and responses.

1.4              There is much learning to be undertaken to clarify and understand what is meant by globalization and what are its impacts. There is a danger that many fall in to a black and white approach – that it is all good or all bad – with little differentiation or recognition of ‘gray areas.’  There are limitations in using a catch-all phrase such as globalization because it can mean many different things to different people and can hide important distinctions.

1.5              The tactics of the non-violent majority need to be reviewed to counter the problem that the actions and slogans of violent minorities can capture an event and be the focus of media attention.

2.Roles for the Adult Learning Constituency

 

1.1              The adult learning constituency needs to undertake more considered reflection on the impact of globalization and social responses to it and on education policy and policy makers.  There is insufficient work done on this.  Such analysis then needs to be disseminated through the constituency and promoted more broadly.

1.2              The adult learning constituency needs to sharpen its policy positions and strategic advocacy objectives before it can successfully espouse them to the world.

1.3              We need to ensure the adult learning agenda is taken on board more consciously and visibly by social movements, so that a broader support base is built.

1.4              The adult learning constituency could better play its role of developing and promoting quality learning materials – informed analysis, considered commentaries, research and information about globalization and its impacts.  This will help counter glib rhetoric and propaganda from all sides.  Perhaps a range of generic learning modules could be developed in different languages and made available for a wide range of local groups to adapt to their particular context.

1.5              The adult learning constituency could learn much from social movements in terms of advocacy, creating visibility and presence, international collaboration and engaging policy makers.

 

3.  Role for ICAE

 

3.1              To assist in clarifying the international adult learning agenda and policy positioning in light of the impact of globalization

3.2       To undertake strategic international advocacy and engage international education policy makers

3.2              To collaborate and network with social movements and various supportive organizations to ensure they incorporate the adult learning agenda. In this way to build the adult learning constituency and mobilize it

3.3              Quality up-to-date, relevant information dissemination

 

 

Proposed Plan of Action

 

Social Movement Learning:  Adult Education and Globalization Working Group

 

1. The production of a discussion paper on the links between adult learning and anti-globalization movements for circulation within ICAE and other social movement networks.
2. The organization of regional conversations between adult educators and anti-globalization social movement actors.
3. Preparation of a book on adult education, anti-globalization and social movement learning.
4. Contribution of a major thematic and policy paper to the next UNESCO International Conference on Adult Education in follow-up to CONFINTEA V.