Abstract

Well-being and social justice, particularly for people in situations of vulnerability, are central goals on European and UN 2030 agendas. Anchored in those goals, professional activism (PA) (e.g., advocacy) entails the political mobilization of professionals working with people in situations of vulnerability (PSV).
The literature about PA education oscillates between two perspectives. One advocates "Education for PA” in formal educational settings to train professionals for practice by raising their awareness, knowledge, and capacity building for PA. The other perspective considers this education as informal and implicitly occurring throughout practice/experience – the 'Education in PA'.
Recent findings blur this dichotomy, highlighting the relevance of both approaches and the need to bridge related research gaps, by deepening knowledge about: the (dis)investment in education for PA in formal and non-formal educational settings; the richness and complexity of PA education happening through experience, for professionals and other people implied; and the influence and potential of education for and in PA in mitigating impacts of gender and mental health issues on professionals’ activist engagement and action repertoire.
This project addresses these gaps by advancing knowledge about the educational processes unfolding for and in professional activism in Portugal, considering diverse professional areas. Specifically, it proposes to answer the following research questions: What is (and can be) the role of formal and non-formal education contexts in promoting education for PA, and its recognition as a relevant professional role in this field?; Which dynamics and learning outcomes characterize the PA education happening through experience?; To what extent does education for and in PA (can) support professionals in overcoming gender inequality/norms and mental health issues impact on PA engagement and repertoire? 
Using a mixed methods approach, this research is structured in 3 complementary steps, mobilizing diverse methodological strategies and tools. Step 1, 'Mapping the field', integrates two qualitative studies, including systematic review, document analysis, and interviews. Step 2, 'Knowing the field', involves two other studies, using a questionnaire and case studies with interviews and ethnographic observation. Step 3, 'Co-transferring the field', includes two phases of mobilizing participatory methods. I underline that this project favors the participation of professionals and those impacted by PA (e.g., PSV, stakeholders). It will make an innovative and timely contribution to advance knowledge about education for and in PA, by creating an in-depth theoretical, empirical, and practical framework based on the Portuguese context. Moreover, it will provide educational, professional, political, and research recommendations. Furthermore, it will constitute a valuable record, memory, and reference for future professionals and adult education.

CoPIn

PCEP - Participation, Communities and Political Education

Funding

FCT - Fundação para Ciência e a Tecnologia
2023.06314.CEECIND

Principal Investigator

Ana Luísa Costa

Partners

CIIE/Faculdade de Psicologia e Ciências da Educação da Universidade do Porto - FPCEUP