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A '''study circle''' is a small group of people who meet multiple times to discuss an issue. Study circles may be formed to discuss anything from politics to religion to [[hobby|hobbies]]. They are differentiated from [[Club (organization)|club]]s by their focus on exploring an issue or topic rather than on activities or socializing. When they emerged in the early twentieth century they were based on a democratic approach to self-education and were often linked to social movements concerned with [[temperance movement|temperance]] or working class emancipation.<ref>Larsson, S. & Nordvall, H. (2010) ''Study Circles in Sweden: An Overview with a Bibliography of International Literature'' Linköping: Linköping University Electronic Press [http://liu.diva-portal.org/smash/get/diva2:328351/FULLTEXT01 Available on Internet]</ref>
A '''study circle''' is a small group of people who meet multiple times to discuss an issue. Study circles may be formed to discuss anything from politics to religion to [[hobby|hobbies]]. They are differentiated from [[Club (organization)|club]]s by their focus on exploring an issue or topic rather than on activities or socializing. When they emerged in the early twentieth century they were based on a democratic approach to self-education and were often linked to social movements concerned with [[temperance movement|temperance]] or [[working class]] emancipation.<ref name="Larsson & Nordvall">{{cite techreport |last1=Larsson |first1=Staffan |last2=Nordvall |first2=Henrik |date=July 2010 |title=Study circles in Sweden: an overview with a bibliography of international literature |series=Studies in adult, popular and higher education |location=Linköping |institution=[[Linköping University]] Electronic Press |issn=1654-2010 |url=https://www.diva-portal.org/smash/get/diva2:328351/FULLTEXT01.pdf}}</ref>


==Basics==
==Study circle basics==
Study circles are typically created by persons who discover a common interest; other study circles may be created to analyze and find solutions to social, political, or community problems.
Study circles are typically created by persons who discover a common interest; other study circles may be created to analyze and find solutions to social, political, or community problems.


Line 8: Line 8:
Study circles may be introductory level, advanced level, or any level in between. Study circles may be sponsored or assisted by [[government]] or [[community]] officials and have specific outcome goals such as generating ideas or suggesting courses of action; or they may be entirely independent and [[self-sufficient]], existing simply for the pleasure of increasing the knowledge of their members.
Study circles may be introductory level, advanced level, or any level in between. Study circles may be sponsored or assisted by [[government]] or [[community]] officials and have specific outcome goals such as generating ideas or suggesting courses of action; or they may be entirely independent and [[self-sufficient]], existing simply for the pleasure of increasing the knowledge of their members.


There is no one right way to do a study circle. The method is simple and suitable whether the discussion is for deeper understanding, for weighing options and making choices, for making recommendations that lead to action, or for academic study.<ref>[http://www.everyday-democracy.org/en/Page.Organizing.aspx Everyday Democracy (formerly the Study Circles Resource Center)]</ref>
While there is no one right way to do a study circle, organizations such as Everyday Democracy (formerly the Study Circles Resource Center) have published simple and suitable dialogue methods for creating deeper understanding, for weighing options and making choices, or for making recommendations that lead to action.<ref>{{cite book |editor1-last=Campbell |editor1-first=Sarah vL. |editor2-last=Malick |editor2-first=Amy |editor3-last=McCoy |editor3-first=Martha L. |date=2001 |title=Organizing community-wide dialogue for action and change: a step-by-step guide |location=Pomfret, CT |publisher=Study Circles Resource Center |oclc=56715349 |url=https://www.everyday-democracy.org/resources/organizing-community-wide-dialogue-action-and-change}}</ref>


Study circles allow complex topics to be broken down into manageable parts. Single session programs can result in meaningful and productive [[dialogue]], but study circles usually involve multiple sessions in order to fully investigate the question at hand. However, a study by Staffan Larson in 2001 concluded that while study circles foster participation they are only partly successful as civic change vehicles since their power to influence social action is weak.
Study circles allow complex topics to be broken down into manageable parts. Single session programs can result in meaningful and productive [[dialogue]], but study circles usually involve multiple sessions in order to fully investigate the question at hand. However, a study by Staffan Larson in 2001 concluded that while study circles foster participation they are only partly successful as civic change vehicles since their power to influence social action can be weak.<ref>{{cite journal |last=Larsson |first=Staffan |date=May 2001 |title=Seven aspects of democracy as related to study circles |journal=International Journal of Lifelong Education |volume=20 |issue=3 |pages=199–217 |doi=10.1080/02601370110036073 |url=https://www.researchgate.net/publication/233121049}}</ref>
<ref>Larsson, Staffan. "Seven Aspects of Democracy as Related to Study Circles." ''International Journal of Lifelong Education'' v20 n3 p199-217 May–Jun 2001. [https://dx.doi.org/10.1080/02601370110036073]</ref>


==History and evolution==
==History and evolution==
In the early 19th century, [[Denmark|Danish]] [[Lutheran]] pastor [[N. F. S. Grundtvig]] envisioned [[folk high school]]s that rapidly spread through [[Scandinavia]] and [[Central Europe]].<ref name="Steele">{{cite journal |last=Steele |first=Tom |date=September 2010 |title=Enlightened publics: popular education movements in Europe, their legacy and promise |journal=Studies in the Education of Adults |volume=42 |issue=2 |pages=107–123 |doi=10.1080/02660830.2010.11661592}}</ref> Forms of informal education such as folk high schools and popular lectures (such as [[Chautauqua]]) helped inspire the development of study circles in [[Sweden]] in the late 19th and early 20th centuries as a part of the activities in popular movements, such as the temperance and the workers' movements.<ref name="Steele"/><ref name="Uddman">{{cite book |last=Uddman |first=Rolf |date=1989 |chapter=Study circles in Sweden |editor-last=Titmus |editor-first=Colin J. |title=Lifelong education for adults: an international handbook |series=Advances in education |location=Oxford; New York |publisher=[[Pergamon Press]] |pages=242–244 |isbn=0080308511 |oclc=18981481 |doi=10.1016/B978-0-08-030851-7.50077-1 |chapterurl=https://books.google.com/books?id=s4eLBQAAQBAJ&pg=PA242}}</ref> [[Oscar Olsson]] was a prominent Swedish proponent of study circles.<ref name="Uddman"/> Since these movements' participants were working class or small farmers the study circles were important in relation to these classes' growing political power in the early 20th century.<ref name="Steele"/> The issues that were studied were already from the early period broad—they could be as well political and social issues as literature or even school topics.<ref name="Larsson & Nordvall"/>
The concept and practice of the study circle appeared in the late nineteenth century. [[Narodnaya Volya]], a Russian populist organisation, made extensive use of them in the 1870s.<ref>Hillyar, A. & McDermid, J. (2000) ''Revolutionary women in Russia, 1870–1917: a study in collective biography''Manchester: Manchester University Press.</ref> The concept was taken up by the [[Georgia (country)|Georgian]] [[Social Democrat]] group [[Mesame Dasi]] in the 1890s. A youthful [[Joseph Stalin]] was involved in leading some of these.<ref>[https://books.google.com/books?id=PxiuUGRQhUIC&pg=PA60&lpg=PA60&dq=%22Mesame+Dasi%22&source=bl&ots=Uz4CEA5sOd&sig=2C4S-29KcN1FjAI2qdeltlxc4Mw&hl=en&ei=lLuiS7fOBYmgsgOhq6S9BA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CAcQ6AEwATgU#v=onepage&q=%22Mesame%20Dasi%22&f=false "Beria: Stalin's First Lieutenant" – Google Books]</ref><ref name="Dictionary">[http://www.georgianbiography.com/history7.html "In The Russian Empire" – Dictionary of Georgian National Biography]</ref>


⚫
In Sweden today study circles are a mass phenomenon and have broad national support.<ref name="Larsson & Nordvall"/>{{rp|8}} Around 300,000 study circles have been reported each year since the 1970s.<ref name="Larsson & Nordvall"/>{{rp|18}} National educational associations receive annual [[subsidy|subsidies]] from the [[Central government|national government]] and work with folk high schools (folkhögskolor), [[university]] short courses, [[Distance education|correspondence study]] and [[Distance education|distance learning]], allowing [[citizen]]s to understand and participate more fully in their communities and nation.<ref name="Larsson & Nordvall"/>{{rp|25–34}} The Swedish study circle model was successfully transplanted into American culture, most notably in the [[National Issues Forums]] (sponsored by the Domestic Policy Association in Dayton, Ohio) and the [[International Union of Bricklayers and Allied Craftworkers|Bricklayers and Allied Craftsmen]]'s Study Circle Program which began in 1986.<ref>{{cite journal |last=Oliver |first=Leonard P. |date=March 1995 |title=Is the United States ready for a study circle movement? |journal=[[Adult Learning]] |volume=6 |issue=4 |pages=14–19 |doi=10.1177/104515959500600410 |ref=harv}}</ref>
The concept later developed in early 20th century [[Sweden]] as a part of the activities in popular movements, such as the temperance and the workers' movements. [[Oscar Olsson]] was a prominent proponent of them. Since these movements' participants were working class or small farmers the study circles were important in relation to these classes' growing political power in the early 20th century. The issues that were studied were already from the early period broad – it could be as well political and social issues as literature or even school topics. The population as a whole were generally literate as early as the 17th century, and therefore literacy training was not an important concern as a topic for study circles. Other informal education such as [[folk high school]]s and popular lectures were already present, when study circles were developed and there were various kinds of connections between these different forms of studies open for adults with only compulsory schooling as formal education.
Study circles arose with ambitions to create an educated citizenry.<ref>Larsson, Staffan & Nordvall, Henrik. "Study Circles in Sweden: An Overview with a Bibliography of International Literature." Linköping: Linköping University Electronic Press, 2010. [http://liu.diva-portal.org/smash/get/diva2:328351/FULLTEXT01 Available on Internet]
</ref>


[[Narodnaya Volya]] ("People's Will"), a Russian revolutionary populist organisation, made extensive use of study circles in the 1870s.<ref>{{cite book |last1=Hillyar |first1=Anna |last2=McDermid |first2=Jane |date=2000 |title=Revolutionary women in Russia, 1870–1917: a study in collective biography |location=Manchester |publisher=[[Manchester University Press]] |pages=43, 56 |isbn=0719048370 |oclc=43323628 |ref=harv}}</ref> The concept was taken up by the [[Georgia (country)|Georgian]] [[Social Democrat]] group [[Mesame Dasi]] ("Third Group") in the 1890s.<ref>{{cite book |last=Suny |first=Ronald Grigor |date=1994 |title=The making of the Georgian nation |edition=2nd |location=Bloomington |publisher=[[Indiana University Press]] |page=[https://books.google.com/books?id=riW0kKzat2sC&pg=PA160 160] |isbn=0253355796 |oclc=29908699}}</ref> A youthful [[Joseph Stalin]] was involved in leading some of these.<ref>{{cite book |last=Knight |first=Amy W. |date=1993 |title=Beria: Stalin's first lieutenant |location=Princeton, NJ |publisher=[[Princeton University Press]] |pages=[https://books.google.com/books?id=HG-FWbqeG1AC&pg=PA59 59–60] |isbn=0691032572 |oclc=27896869}}</ref>
⚫
In Sweden today study circles are a mass phenomenon and have broad national support. Around 300,000 study circles have been reported each year since the 1970s.<ref>[http://liu.diva-portal.org/smash/get/diva2:328351/FULLTEXT01 Larsson & Nordvall 2010 ]</ref> National educational associations receive annual [[subsidy|subsidies]] from the [[Central government|national government]] and work with folk high schools (folkhögskolor), [[university]] short courses, [[Distance education|correspondence study]] and [[Distance education|distance learning]], allowing [[citizen]]s to understand and participate more fully in their communities and nation. The Swedish study circle model was successfully transplanted into American culture, most notably in the [[National Issues Forums]] (sponsored by the [[Domestic Policy Association]] in Dayton, Ohio) and the [[International Union of Bricklayers and Allied Craftworkers|Bricklayers and Allied Craftsmen]]'s Study Circle Program which began in 1986.


Study circles have been employed as a change process and development activity within [[corporation]]s.<ref>{{cite journal |last1=Salt |first1=Ben |last2=Cervero |first2=Ronald M. |last3=Herod |first3=Andrew |date=November 2000 |title=Workers' education and neoliberal globalization: an adequate response to transnational corporations? |journal=[[Adult Education Quarterly]] |volume=51 |issue=1 |pages=9–31 |doi=10.1177/07417130022087099}}</ref> Some of the same ideas and concepts of community study circles can be applied to internal issues such as [[Multiculturalism|diversity]] and [[race relations]].<ref>{{cite journal |last1=Wilcox |first1=Deborah A. |last2=McCray |first2=Jacquelyn Y. |date=2005 |title=Mulicultural organization competence through deliberative dialogue |journal=[[Organization Development Journal]] |volume=23 |issue=4 |pages=77–85 |url=http://search.proquest.com/openview/12ad2b9d299ea955cf3f4d2c001aaa1d}}</ref>
Today, with the growth of the [[internet]], virtual study circles are possible, but the original model of face-to-face [[communication]] and real-world, rather than virtual, interaction retains its wide appeal.


Study circles have been used extensively in Australia for some years to engage citizens in issues as diverse as reconciliation between Indigenous and non-Indigenous Australians,<ref>{{cite book |last1=Boughton |first1=Bob |last2=Durnan |first2=Deborah |date=1993 |title=Australians for reconciliation study circle kit |location=Canberra |publisher=[[Council for Aboriginal Reconciliation]] |isbn=9780644325585 |oclc=221533963}}</ref><ref>{{cite book |last=Gunstone |first=Andrew |date=2016 |chapter=The Australian reconciliation process: a case study of community education |editor1-last=Peterson |editor1-first=Andrew |editor2-last=Hattam |editor2-first=Robert |editor3-last=Zembylas |editor3-first=Michalinos |editor4-last=Arthur |editor4-first=James |title=The Palgrave international handbook of education for citizenship and social justice |location=London; New York |publisher=[[Palgrave Macmillan]] |pages=187–204 |isbn=9781137515063 |oclc=948561358 |doi=10.1057/978-1-137-51507-0_9}}</ref> and tackling environmental disasters like blue-green algae in the nation's river systems.<ref>{{cite book |last1=Chorus |first1=Ingrid |last2=Bartram |first2=Jamie |date=1999 |chapter=Awareness raising, communication and public participation |title=Toxic cyanobacteria in water: a guide to their public health consequences, monitoring, and management |location=London; New York |publisher=E & FN Spon |page=[https://books.google.com/books?id=1UxZDwAAQBAJ&pg=PA232 232] |isbn=0419239308 |oclc=40395794}}</ref> Around 2010, the Australian Study Circles Network was developed as a central resource for study circle practitioners in Australia.<ref>{{cite journal |last1=Brennan |first1=Mary |last2=Brophy |first2=Mark |date=July 2010 |title=Study circles and the Dialogue to Change Program |journal=Australian Journal of Adult Learning |volume=50 |issue=2 |pages=411–418 |url=http://files.eric.ed.gov/fulltext/EJ952241.pdf}}</ref>
Study circles are also being employed as a change process and development activity within [[corporation]]s. Some of the same ideas and concepts of community study circles can be applied to internal issues such as [[Multiculturalism|diversity]], [[race relations]] and community-focused giving.

Study Circles have been used extensively in Australia for some years to engage citizens in issues as diverse as Reconciliation between Indigenous and Non- Indigenous Australians, and tackling environmental disasters like Blue-Green Algae in the nations river systems. Adult Learning Australia has championed the use of study circles for many years. More recently the Australian Study Circles Network has developed as a central resource for study circle practitioners in Australia.


==See also==
==See also==
* [[N. F. S. Grundtvig]]
* [[Adult education]]
* [[Community of inquiry]]
* [[Council circle]]
* [[Learning circle]]
* [[Popular education]]


== References ==
== References ==
Line 35: Line 34:


== Further reading ==
== Further reading ==
{{refbegin}}
* Andrews, Cecile. "Study Circles: Schools for Life." available [https://www.context.org/iclib/ic33/andrews/ online]
* {{cite journal |last=Andrews |first=Cecile |date=Fall 1992 |title=Study circles: schools for life |journal=In Context |volume=33 |pages=22–25 |url=https://www.context.org/iclib/ic33/andrews/ |ref=harv}}
* Larsson, Staffan & Nordvall, Henrik. "Study Circles in Sweden: An Overview with a Bibliography of International Literature." Linköping: Linköping University Electronic Press, 2010. [http://liu.diva-portal.org/smash/get/diva2:328351/FULLTEXT01 Available on Internet]
* {{cite journal |last=Bjerkaker |first=Sturla |date=August 2014 |title=Changing communities. The study circle—for learning and democracy |journal=[[Procedia]]: Social and Behavioral Sciences |volume=142 |pages=260–267 |doi=10.1016/j.sbspro.2014.07.625 |url=https://www.researchgate.net/publication/275544092 |ref=harv}}
* Oliver, Leonard P. ''Study Circles: Coming Together for Personal Growth and Social Change'' ([[Seven Locks Press]], 1987)
* {{cite journal |last=Chang |first=Bo |date=November 2013 |title=Education for social change: Highlander education in the Appalachian Mountains and study circles in Sweden |journal=International Journal of Lifelong Education |volume=32 |issue=6 |pages=705–723 |doi=10.1080/02601370.2013.773571 |ref=harv}}
* Velichko, Aliona. "Welcome to the World of Study Circles." [https://web.archive.org/web/20070928064116/http://aha.adukatar.net/storage/users/2/2/images/16/Digest_pages_23-25.pdf html] [http://aha.adukatar.net/storage/users/2/2/images/16/Digest_pages_23-25.pdf pdf]
* {{cite journal |last1=Gougoulakis |first1=Petros |last2=Christie |first2=Michael |date=July 2012 |title=Popular education in times of societal transformation—a Swedish perspective |journal=Australian Journal of Adult Learning |volume=52 |issue=2 |pages=237–256 |url=http://files.eric.ed.gov/fulltext/EJ1000160.pdf |ref=harv}}
* {{cite journal |last1=Leighninger |first1=Matt |last2=McCoy |first2=Martha |date=June 1998 |title=Mobilizing citizens: study circles offer a new approach to citizenship |journal=[[National Civic Review]] |volume=87 |issue=2 |pages=183–190 |doi=10.1002/ncr.87209 |ref=harv}}
* {{cite journal |last=Ohlsson |first=Ragnar |date=1998 |title=An early form of the community of inquiry: the study circle |journal=Thinking: The Journal of Philosophy for Children |volume=14 |issue=2 |pages=27–28 |doi=10.5840/thinking19981426 |ref=harv}}
* {{cite book |last=Oliver |first=Leonard P. |date=1987 |title=Study circles: coming together for personal growth and social change |location=Cabin John, MD |publisher=Seven Locks Press |isbn=093202047X |oclc=15792293 |ref=harv}}
* {{cite journal |last=Velichko |first=Aliona |date=2004 |title=Welcome to the world of study circles |journal=Адукатар (Educator) |volume=1 |pages=23–25 |url=http://adukatar.net/wp-content/uploads/2009/12/Digest_pages_23-25.pdf |ref=harv}}
{{refend}}


== External links ==
== External links ==
* [http://www.everyday-democracy.org Everyday Democracy (formerly the Study Circles Resource Center)] — community problem-solving
* {{cite web |url=http://www.everyday-democracy.org |title=Everyday Democracy (formerly the Study Circles Resource Center) |website=everyday-democracy.org}}
* {{cite web |url=http://www.ifwea.org/isc/ |title=Study Circles for Social Change Programme |publisher=[[International Federation of Workers' Education Associations]] |website=ifwea.org}}
* [http://www.nald.ca/CLR/study/study.htm National Adult Literacy Database] — Canada
* [http://www.ifwea.org/isc/ International Study Circles]
* {{cite web |url=http://www.studycircles.net.au |title=Australian Study Circles Network |website=studycircles.net.au}}
⚫
* {{cite web |url=https://ala.asn.au |title=Adult Learning Australia |website=ala.asn.au}}
* [http://www.studycircles.net.au/ Australian Study Circle Network]
* {{cite web |url=https://learningcircles.p2pu.org |title=P2PU Learning Circles |publisher=[[Peer to Peer University]] |website=learningcircles.p2pu.org}}
⚫
* [http://www.ala.asn.au Adult Learning Australia]
* [http://www.acstudycircles.org/ Aurora College Community Study Circles]
* [https://learningcircles.p2pu.org/en/ P2PU Learning Circles]


[[Category:Types of organization]]
[[Category:Types of organization]]

Revision as of 20:55, 13 December 2019

A study circle is a small group of people who meet multiple times to discuss an issue. Study circles may be formed to discuss anything from politics to religion to hobbies. They are differentiated from clubs by their focus on exploring an issue or topic rather than on activities or socializing. When they emerged in the early twentieth century they were based on a democratic approach to self-education and were often linked to social movements concerned with temperance or working class emancipation.[1]

Basics

Study circles are typically created by persons who discover a common interest; other study circles may be created to analyze and find solutions to social, political, or community problems.

Often there is no teacher, but one member usually acts as facilitator to keep discussion flowing and on track, and ensure that everyone has an opportunity to become as involved as he or she desires to be. Reading material and audio/visual aids are often used to stimulate dialogue.

Study circles may be introductory level, advanced level, or any level in between. Study circles may be sponsored or assisted by government or community officials and have specific outcome goals such as generating ideas or suggesting courses of action; or they may be entirely independent and self-sufficient, existing simply for the pleasure of increasing the knowledge of their members.

While there is no one right way to do a study circle, organizations such as Everyday Democracy (formerly the Study Circles Resource Center) have published simple and suitable dialogue methods for creating deeper understanding, for weighing options and making choices, or for making recommendations that lead to action.[2]

Study circles allow complex topics to be broken down into manageable parts. Single session programs can result in meaningful and productive dialogue, but study circles usually involve multiple sessions in order to fully investigate the question at hand. However, a study by Staffan Larson in 2001 concluded that while study circles foster participation they are only partly successful as civic change vehicles since their power to influence social action can be weak.[3]

History and evolution

In the early 19th century, Danish Lutheran pastor N. F. S. Grundtvig envisioned folk high schools that rapidly spread through Scandinavia and Central Europe.[4] Forms of informal education such as folk high schools and popular lectures (such as Chautauqua) helped inspire the development of study circles in Sweden in the late 19th and early 20th centuries as a part of the activities in popular movements, such as the temperance and the workers' movements.[4][5] Oscar Olsson was a prominent Swedish proponent of study circles.[5] Since these movements' participants were working class or small farmers the study circles were important in relation to these classes' growing political power in the early 20th century.[4] The issues that were studied were already from the early period broad—they could be as well political and social issues as literature or even school topics.[1]

In Sweden today study circles are a mass phenomenon and have broad national support.[1]: 8  Around 300,000 study circles have been reported each year since the 1970s.[1]: 18  National educational associations receive annual subsidies from the national government and work with folk high schools (folkhögskolor), university short courses, correspondence study and distance learning, allowing citizens to understand and participate more fully in their communities and nation.[1]: 25–34  The Swedish study circle model was successfully transplanted into American culture, most notably in the National Issues Forums (sponsored by the Domestic Policy Association in Dayton, Ohio) and the Bricklayers and Allied Craftsmen's Study Circle Program which began in 1986.[6]

Narodnaya Volya ("People's Will"), a Russian revolutionary populist organisation, made extensive use of study circles in the 1870s.[7] The concept was taken up by the Georgian Social Democrat group Mesame Dasi ("Third Group") in the 1890s.[8] A youthful Joseph Stalin was involved in leading some of these.[9]

Study circles have been employed as a change process and development activity within corporations.[10] Some of the same ideas and concepts of community study circles can be applied to internal issues such as diversity and race relations.[11]

Study circles have been used extensively in Australia for some years to engage citizens in issues as diverse as reconciliation between Indigenous and non-Indigenous Australians,[12][13] and tackling environmental disasters like blue-green algae in the nation's river systems.[14] Around 2010, the Australian Study Circles Network was developed as a central resource for study circle practitioners in Australia.[15]

See also

References

  1. ^ a b c d e Larsson, Staffan; Nordvall, Henrik (July 2010). Study circles in Sweden: an overview with a bibliography of international literature (PDF) (Technical report). Studies in adult, popular and higher education. Linköping: Linköping University Electronic Press. ISSN 1654-2010.
  2. ^ Campbell, Sarah vL.; Malick, Amy; McCoy, Martha L., eds. (2001). Organizing community-wide dialogue for action and change: a step-by-step guide. Pomfret, CT: Study Circles Resource Center. OCLC 56715349.
  3. ^ Larsson, Staffan (May 2001). "Seven aspects of democracy as related to study circles". International Journal of Lifelong Education. 20 (3): 199–217. doi:10.1080/02601370110036073.
  4. ^ a b c Steele, Tom (September 2010). "Enlightened publics: popular education movements in Europe, their legacy and promise". Studies in the Education of Adults. 42 (2): 107–123. doi:10.1080/02660830.2010.11661592.
  5. ^ a b Uddman, Rolf (1989). "Study circles in Sweden". In Titmus, Colin J. (ed.). Lifelong education for adults: an international handbook. Advances in education. Oxford; New York: Pergamon Press. pp. 242–244. doi:10.1016/B978-0-08-030851-7.50077-1. ISBN 0080308511. OCLC 18981481. {{cite book}}: External link in |chapterurl= (help); Unknown parameter |chapterurl= ignored (|chapter-url= suggested) (help)
  6. ^ Oliver, Leonard P. (March 1995). "Is the United States ready for a study circle movement?". Adult Learning. 6 (4): 14–19. doi:10.1177/104515959500600410. {{cite journal}}: Invalid |ref=harv (help)
  7. ^ Hillyar, Anna; McDermid, Jane (2000). Revolutionary women in Russia, 1870–1917: a study in collective biography. Manchester: Manchester University Press. pp. 43, 56. ISBN 0719048370. OCLC 43323628. {{cite book}}: Invalid |ref=harv (help)
  8. ^ Suny, Ronald Grigor (1994). The making of the Georgian nation (2nd ed.). Bloomington: Indiana University Press. p. 160. ISBN 0253355796. OCLC 29908699.
  9. ^ Knight, Amy W. (1993). Beria: Stalin's first lieutenant. Princeton, NJ: Princeton University Press. pp. 59–60. ISBN 0691032572. OCLC 27896869.
  10. ^ Salt, Ben; Cervero, Ronald M.; Herod, Andrew (November 2000). "Workers' education and neoliberal globalization: an adequate response to transnational corporations?". Adult Education Quarterly. 51 (1): 9–31. doi:10.1177/07417130022087099.
  11. ^ Wilcox, Deborah A.; McCray, Jacquelyn Y. (2005). "Mulicultural organization competence through deliberative dialogue". Organization Development Journal. 23 (4): 77–85.
  12. ^ Boughton, Bob; Durnan, Deborah (1993). Australians for reconciliation study circle kit. Canberra: Council for Aboriginal Reconciliation. ISBN 9780644325585. OCLC 221533963.
  13. ^ Gunstone, Andrew (2016). "The Australian reconciliation process: a case study of community education". In Peterson, Andrew; Hattam, Robert; Zembylas, Michalinos; Arthur, James (eds.). The Palgrave international handbook of education for citizenship and social justice. London; New York: Palgrave Macmillan. pp. 187–204. doi:10.1057/978-1-137-51507-0_9. ISBN 9781137515063. OCLC 948561358.
  14. ^ Chorus, Ingrid; Bartram, Jamie (1999). "Awareness raising, communication and public participation". Toxic cyanobacteria in water: a guide to their public health consequences, monitoring, and management. London; New York: E & FN Spon. p. 232. ISBN 0419239308. OCLC 40395794.
  15. ^ Brennan, Mary; Brophy, Mark (July 2010). "Study circles and the Dialogue to Change Program" (PDF). Australian Journal of Adult Learning. 50 (2): 411–418.

Further reading

External links

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