Titlebook: Constructing Twenty-First Century Socialism in Latin America; The Role of Radical Sara C. Motta,Mike Cole Book 2014 Palgrave Macmillan, a

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Detlef Leseberg,Klaus Möller,Gerhard Pietschpitalism. It is written by, and through engagement with, critical educators who are committed to forging worlds beyond capitalism in thought and practice. Patriarchal colonial capitalism has at its heart an epistemological project that is deeply pedagogical. Such an organization of social life and r

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Mechanisch-technologische Untersuchungen,rm of neoliberalism was developed into a fragile and highly contradictory neoliberal hegemony during this period. It was articulated in a populist militarized form in which institutional mechanisms, ideological practices, and epistemological logics attempted to articulate the hegemonic educator as a

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外来

https://doi.org/10.1007/978-3-322-87676-8ior to the first presidency in 1999 of the late Hugo Chávez. I concentrate on three turning points in the coun-terhegemonic struggle against (neoliberal) capitalism and imperialism: the 1958 uprising; the 1989 Caracazo; and the 1992 coup, led by Chávez. I then address the issue of twenty-first centu

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Joachim Herbertz,Konrad Grünterat the school on my behalf by Edward Ellis in 2010. I go on to discuss a video made at the school by the children in 2011. I then update Ellis’s fieldwork by summarizing an interview in 2012 with the school’s cofounder, Miguel Cortez, also carried out by Ellis. I conclude the chapter with a 2013 e-i

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Wilfried König,Klaus Gerschwilerto limit our analytic lenses to the realms of education policy and the practices of formal and informal elites. Rather we need to reorientate our analysis to focus on the practices, horizons, and subjects of counterhegemonic educational praxis from below. Thus, in this chapter I focus on the struggl

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Wilfried König,Klaus Gerschwileralist coloniality and the occupation of the embodied subject and social relationships by the logics of colonial patriarchal capitalism. Such practices, heritages, and philosophies of life have developed from the epistemological margins and from the lived experiences of those people experiencing the