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Reinventing Emancipation in the 21St Century: the Pedagogical Practices of Social Movements

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Reinventing Emancipation in the 21St Century: the Pedagogical Practices of Social Movements Interface: a journal for and about social movements Contents Volume 6 (1): i - iv (May 2014) Interface volume 6 issue 1 Reinventing emancipation in the 21st century: the pedagogical practices of social movements Interface: a journal for and about social movements Volume 6 issue 1 (May 2014) ISSN 2009 – 2431 Table of contents (pp. i – iv) Editorial Sara C Motta, Ana Margarida Esteves, Reinventing emancipation in the 21st century: the pedagogical practices of social movements (pp. 1 – 24) General material Call for papers (volume 7 issue 1): Movement practice(s) (pp. 25 – 26) The pedagogical practices of social movements Jonathan Langdon, Kofi Larweh and Sheena Cameron, The thumbless hand, the dog and the chameleon: enriching social movement learning theory through epistemically grounded narratives emerging from a participatory action research case study in Ghana (peer reviewed article, pp. 27 - 44) EN Sandra Maria Gadelha de Carvalho e José Ernandi Mendes, Práxis educativa do Movimento 21 na resistência ao agronegócio (peer reviewed article, pp. 45 – 73) PT Edgar Guerra Blanco, Utopía y pragmatismo. Enseñanza y aprendizaje en una organización urbana popular (peer reviewed article, pp. 74 – 98) ES Timothy Luchies, Anti-oppression as pedagogy; prefiguration as praxis (peer-reviewed article, pp. 99 – 129) EN i Interface: a journal for and about social movements Contents Volume 6 (1): i - iv (May 2014) Joe Curnow, Climbing the leadership ladder: legitimate peripheral participation in student movements (peer-reviewed article, pp. 130 – 155) EN Rhiannon Firth, Critical cartography as anarchist pedagogy? Ideas for praxis inspired by the 56a infoshop map archive (peer-reviewed article, pp. 156 – 184) EN Cerianne Robertson, Professors of our own poverty: intellectual practices of a poor people’s movement in post-apartheid South Africa (peer-reviewed article, pp. 185 – 210) EN Gerard Gill, Knowledge practices in Abahlali baseMjondolo (peer-reviewed article, pp. 211 – 229) EN Anne Selmeczi, Dis/placing political illiteracy: the politics of intellectual equality in a South African shack-dwellers’ movement (peer-reviewed article, pp. 230 – 265) EN Anne Harley, The pedagogy of road blockades (peer-reviewed article, pp. 266 – 296) EN Piotr Kowzan, Małgorzata Zielińska and Magdalena Prusinowska, Intervention in lectures as a form of social movement pedagogy and a pedagogical method (peer-reviewed article, pp. 297 – 326) EN Eurig Scandrett, Popular Education methodology, activist academics and emergent social movements: Agents for Environmental Justice (action note, pp. 327 – 334) EN Laurence Cox, “A Masters for activists”: learning from each other’s struggles (action note, pp. 335 – 341) EN Cynthia Cockburn, Exit from war: Syrian women learn from the Bosnian women’s movement (article, pp. 342 – 362) EN Ed Lewis and Jacob Mukherjee, Demanding the impossible? An experiment in engaging urban working class youth with radical politics (action note, pp. 363 – 371) EN John L. Hammond, Mística, meaning and popular education in the Brazilian Landless Workers Movement (article, pp. 372 - 391) EN Nathalia E. Jaramillo and Michelle E. Carreon, Pedagogies of resistance and solidarity: towards revolutionary and decolonial praxis (article, pp. 392 – 411) EN ii Interface: a journal for and about social movements Contents Volume 6 (1): i - iv (May 2014) General articles Wolfgang Schaumberg, General Motors is attacking European workers. Is there no resistance? The case of Opel Bochum (action note, pp. 412 – 415) EN Kanchan Sarker, Neoliberal state, austerity, and workers’ resistance in India (peer-reviewed article, pp. 416 – 440) EN Mohammed Ilyas, The “Al-Muhajiroun” brand of Islamism (peer-reviewed article, pp. 441 – 453) EN John Foran, “¡Volveremos! / we will return”: The state of play for the global climate justice movement (event analysis, pp. 454 – 477) EN Reem Wael, Betrayal or realistic expectations? Egyptian women revolting (peer-reviewed article, pp. 478 – 491) EN Reviews [single PDF] (pp. 492 – 514) Stephen Brookfield and John Holst, Radicalizing Learning: Adult Education for a Just World. Reviewed by Maeve O’Grady. Mar Daza, Raphael Hoetmer and Virginia Vargas, Crisis y Movimientos Sociales en Nuestra América: Cuerpos, Territorios e Imaginarios en Disputa. Reviewed by Edgar Guerra Blanco. Srila Roy, New South Asian Feminisms: Paradoxes and Possibilities. Reviewed by Sara de Jong David Harvey, Rebel Cities: From the Right to the City to the Urban Revolution. Reviewed by Kristen A. Williams Aziz Choudry, Jill Hanley and Eric Shragge (eds.), Organize! Building from the Local for Global Justice. Reviewed by Markus Kip Laurence Cox, Buddhism and Ireland: From the Celts to the Counter-Culture and Beyond. Reviewed by Eilís Ward General material List of editorial contacts [no PDF] List of journal participants [no PDF] Call for new participants [no PDF] iii Interface: a journal for and about social movements Contents Volume 6 (1): i - iv (May 2014) Cover art Photo credit: The cover photo of this issue was taken in Warsaw, Poland, on November 16 2013. It is an image of the Clown Brigade during the Global Day of Action March, at the COP19 UN Climate Summit. The image was taken by John Foran, Professor of Sociology at the University of California, Santa Barbara, and co-director of the International Institute of Climate Action and Theory (www.iicat.org). He has an event analysis about the Global Climate Justice movement in this issue. About Interface Interface: a journal for and about social movements is a peer-reviewed journal of practitioner research produced by movement participants and engaged academics. Interface is globally organised in a series of different regional collectives, and is produced as a multilingual journal. Peer-reviewed articles have been subject to double-blind review by one researcher and one movement practitioner. The views expressed in any contributions to Interface: a journal for and about social movements are those of the authors and contributors, and do not necessarily represent those of Interface, the editors, the editorial collective, or the organizations to which the authors are affiliated. Interface is committed to the free exchange of ideas in the best tradition of intellectual and activist inquiry. The Interface website is based at the National University of Ireland Maynooth. iv Interface: a journal for and about social movements Editorial Volume 6 (1): 1 - 24 (May 2014) Motta, Esteves The Pedagogical Practices of Social Movements Reinventing emancipation in the 21st century: the pedagogical practices of social movements Sara C Motta and Ana Margarida Esteves This issue of Interface aims to make a contribution to the ongoing politics of knowledge of those marginalized, made illegible and spoken-over by the contemporary geopolitics of capitalist coloniality. It engages with the rich heritages of popular pedagogical practices, subaltern philosophies and critical theorisations 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 knowledges flourishing across the globe. Our intention is that this dialogue and systematisation will itself constitute a pedagogical intervention which can facilitate and inspire experimentation, reflection and collective learning by social movements, communities in struggle, and activist-scholars. We hope that this issue of Interface can play a performative utopic function visibilising the ‘others’ of capitalist coloniality and posing open questions which support the flourishing of multiple grounds of epistemological becoming. Thus we aim to weave the generic insights and thematics of our contributing authors throughout this introductory overview. Theorising the geopolitics of knowledge of capitalist coloniality Marxist, decolonial, post-colonial, feminist, anti-racist, queer, post-structuralist and autonomist/anarchist critical traditions with differing foci, demonstrate the exclusions and violences at the heart of the emergence and reproduction of capitalism (see for example in the Marxian tradition, Holloway, 2002; Vaneigem, 1967; Negri, 1999; di Angelis, 1996; for the anarchist tradition, Kropotkin, 1896; Day, 2005; for black and decolonial feminisms, Anzaldúa, 2007; hooks, 2003; Lugones, 2010; queer tradition, Kosofsky Sedgwick, 1990; anti-racist (postcolonial) Fanon, 2008; and post-structuralist, Foucault, 1980). They foreground how capitalism/modernity is built upon alienations and separations embedded within a world view of individualism, maximization of material gain and processes of subjectification. The worldview or cosmology of capitalism is one based on an instrumental and indifferent relationship to 1 Interface: a journal for and about social movements Editorial Volume 6 (1): 1 - 24 (May 2014) Motta, Esteves The Pedagogical Practices of Social Movements nature, denial of ‘other’ worldviews and devaluing of the emotional and embodied. This is manifested in relationships of power-over, hierarchy and competition
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