As I am sure with other theses, there is a lot written that rests on early theory/evidence and I have to acknowledge the impact that his book (and others allied to it) have had on my reflections of teaching activists for 25 (approx.) years, but also how it's helped me understand the importance of embedding an appreciation of informal and non-formal learning into trade union education.
It's clear that UK trade unionism has benefitted in some ways from state funding of education. It is clear also however, that a focus on formal education and the 'skills' of trade unionism has not aided the process of trade union renewal, not least in identifying and generating new sources of trade union power.
Similarly, and as revealed by the excellent book Union Voices, by Jane Holgate, Mel Simms and Ed Heery, the organising agenda of the UK labour movement, and the millions lavished upon this through state aid, and a similar formal/skills-oriented approach, has not been able to stabilise trade union density let alone increase it: http://www.cornellpress.cornell.edu/book/?GCOI=80140100825300
Foley's book helps provide a pathway to 'unlearning' from the formal education of trade unionism, and thinking instead of how we educate ourselves, not least by acknowledging the multiple ways in which learning takes places through day-to-activism and working for trade unions, and sharing the knowledge that's gained as a result.
A link to the book: https://www.zedbooks.net/shop/book/learning-in-social-action/
Naturally, there will still be a need for the formal/skills-oriented approach but at the moment, there is a profound and fundamental imbalance and this, I argue in my thesis, is worth exploring as part of the search for renewal.
In Solidarity
Ian
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