The pedagogy of protest: Learning through crisis and the case study of Terry Hicks

This article explores the learning dimensions of circumstantial activists, activists who come to protest due to a significant life issue or crisis event, which has contributed to their motivation to campaign. The article is a case study of Terry Hicks who campaigned for more than 6 years to have his son released from Guantanamo Bay, a United States military prison in Cuba, for suspected terrorism. It outlines the learning dimensions of circumstantial activists as they participate in social change with particular reference to Terry's case and reveals that circumstantial activists' learning is fast paced and rapid. Responding to crisis and potential loss, circumstantial activists are frequently taken out of their comfort zones and on to a learning edge because they need to acquire new knowledge and skills very quickly in order to be effective as activists. The emotions are crucial to their motivation and desire to campaign and in Terry's case particularly because of his familial connection to his son David. As activists become more experienced they learn to "manage" their emotions. The article uncovers the community development skills and knowledge that is acquired by circumstantial activists as they learn mainly informally on the job of activism.