The 'Lifeworld' as a Resource for Social Movement Participation and the Consequences of its Colonization

Datos Bibliográficos

ID2321763
AutoresGillian Edwards (0000-0003-0507-7384, University of Manchester, autor de correspondencia), Gemma Edwards (0000-0002-6652-7257)
Año2008
Volumen42
Número2
Páginas299-316
Fecha de publicación2008-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSociology (JOURNAL)
Identificadores de la revistaISSN: 0038-0385 • E-ISSN: 1469-8684
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0038038507087355
OpenAlexW2042952476
IdiomaEN
Citas recibidas20
Referencias citadas30

Habermas may be best known for a 'structural strain' approach to movement mobilization, but he also offers an untapped 'resource' focused appproach which this article seeks to unearth. Social networks, collective identities, and cultural formations have been seen as key resources shaping participation in social movements. These three types of resources map on to what Habermas calls 'the lifeworld': society, personality, and culture. Combining theoretical and empirical observations, I look at how the lifeworld can be viewed as a resource for social movement participation, and the consequences of its colonization. I draw upon a case study of the UK National Union of Teachers (NUT) and use interview data (N = 45), and Labour Research Department survey data (N = 1252), to argue that the colonization of schools results in an erosion of 'lifeworld resources' necessary for the mobilization of trade unionists in the current UK context

Context (archaeology) · Geography · Lifeworld · Mobilization · Political science · Politics · Resource (disambiguation) · Resource mobilization · Social movement · Social science · Sociology · Labor Movements and Unions · Law · Nonprofit Sector and Volunteering · Social Policy and Reform Studies