Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.

社会运动的社会学奖学金为知识生产在集体行动和动员过程中的作用提供了重要的启示。但是，许多研究忽略了基于运动的知识如何从正规教育的制度化环境中出现的问题。本文以定性案例研究为基础，考察了比利时法语国家基于国家的成人教育体系中所动员的知识建设实践的全部内容。在社会运动理论的基础上，表明成人教育的正规场所如何采用大众教育的反霸权原则，使社会运动在社会中的存在成为可能，从而使社会运动成为自由空间，从而促进战略能力的建设和发展。集体身份。