Reinventing Emancipation: The Pedagogical Practices of Social Movements

This paper aims to make a contribution to the ongoing politics of knowledge of those marginalized, made illegibly and spoken-over by the contemporary geopolitics of capitalist coloniality. It engages with the rich heritage of popular pedagogical practices, subaltern philosophies, and critical theorizations by entering into dialogue with the experiences, projects and practices of social movements who are at the forefront of developing a new emancipatory politics of knowledge for the 21st century.

In this introduction, we situate historically, politically and theoretically the centrality of the pedagogical in both the learning of hegemonic forms of life, social relationships and subjectivities but also in practices of unlearning these and learning new ones. We identify the general themes that emerge from the rich cornucopia of experiences discussed in the issue as a contribution to the mapping and nurturing of the ecology of counter-politics of knowledge flourishing across the globe.

Read

About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Popular education, Social cognition, Social movements and tagged , , . Bookmark the permalink.