MLK’s know that each of the leaders

MLK’s leadership was crucial to the learning that took place in the CRM. Under his
leadership, participants in the CRM were constantly engaged in nonviolent workshops, voter
registration and education campaigns and planning and attending meetings and retreats. His speeches
gave historical perspectives on: the forefathers’ intent of the Constitution, court decisions on racism,
segregation and Jim Crow. In addition to the speeches he delivered as leader of the CRM as a minister
he preached a relevant social gospel that not only uplifted and inspired but also gave a Christian
perspective on how to deal with some of the problems in their daily lives such as racism and Jim
Crow.
Adult education is a key component to social movements. According to Grayson (2005) there
are strong historical linkages between social movements and adult education. “In my view, popular
adult education has always been, and still is, central to movements pledged to social and political
change” (Grayson, 2005, p. 8). SMs are where adult participants are able to utilize the knowledge
they’ve gained to promote social change. The amount of education that takes place in SM is largely
dependent on the movements’ leadership. While there is a plethora of literature on learning in social
movements that involve adult education such is not the case when it comes to leadership in social
movements that involve adult education. For example we know from Miles Horton’s leadership of the
Highlander Movement and Fathers Tompkins’ and Coady’s leadership of the Antigonish Movement
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that adult education was used to bring about social change. We also know that a wealth of knowledge
took place in each. We know that each of the leaders of the movements was committed to the social
gospel and that the movements were founded on Christian principles.
We know that their leadership was crucial to the success of the movements. Some researchers
might say the movements may not have survived or been successful without them. According to
Nepstad and Bob (2006) leadership plays an important role in its participant’s ability to bring about
social change. What we don’t know is what challenges they face as leaders of social movements that
involve adult education and what strategies, skills and/or ideals they used to manage these challenges.

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