Rethinking Pedagogic Discourse in Social Movement Learning in a Semi-Democratic Setting

Abstract

This study investigates the relationship between youth mobilisation and social movements within the educational framework of a semi-democratic environment. Drawing from a curriculum fellowship and informed by pedagogical observations, this study assesses students’ knowledge levels before and after a social movement course to identify effective instructional methods. Leveraging Bernstein’s pedagogic discourse, findings highlight the effectiveness of social movement courses in knowledge transfer. However, the findings reveal that practical experiences beyond the classroom are essential to empower students in semi-democratic contexts like Malaysia. This study contributes to transformative pedagogy, highlighting the necessity of student involvement in the learning process, particularly in courses deemed “controversial”. By emphasising the synergy between theoretical knowledge and experiential learning, this study advances the understanding of educational methods that foster critical engagement in restricted political environments. The analysis suggests the importance of a transformative pedagogical approach, asserting a secure and enabling learning environment in social movement courses.