The Freegan Subculture as an Informal Learning Environment

LOJDOVÁ, Kateřina. The Freegan Subculture as an Informal Learning Environment. In The European Conference on Educational Research 2012, Cádiz, 18 -21. September, 2012. 2012.

Základní údaje

• Originální název: The Freegan Subculture as an Informal Learning Environment
• Autoři: LOJDOVÁ, Kateřina (203 Česká republika, garant, domácí).
• Vydání: The European Conference on Educational Research 2012, Cádiz, 18 -21. September, 2012, 2012.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 50300 5.3 Education
• Stát vydavatele: Španělsko
• Utajení: není předmětem státního či obchodního tajemství
• Kód RIV: RIV/00216224:14210/12:00061497
• Organizační jednotka: Filozofická fakulta
• Klíčová slova anglicky: freegan; informal learning subculture; participant obeservation; qualitative research
• Štítky: rivok

Anotace

The aim of the paper is to describe the process of informal learning in freegan subculture. The research question was: "How does the process of informal learning take place in the subculture and what values are significant for subculture of freegans?" The selected methodological approach is qualitative research. The outcomes describe main factors of informal learning process in the subculture and also the product of this process – values. The paper is divided into two parts. The first one describes the social environment of the subculture and the second one the values of members of subcultures as a result of informal learning process. In the first part, freegan subculture is discussed as a milieu for informal learning and self-development. This approach includes its social involvement connected with human rights, animals rights and environmental protection. Negative factors are also mentioned, such as social exclusion or stressful factors. Finally, main factors influencing adjunction, involvement and departure from the subculture are mentioned. The second part categorizes values in freegan subculture. First category are social values, the second are environmental values divided into animate and inanimate nature, the third category are material values and the last category are values of free time. The perspective of researched people is engaged, they subjectively describe their experiences of learning in the non-formal group and the values they have learned.