Abstract

Latin American social movements are reinventing emancipatory politics, in which those invisibilised and excluded by capitalist-coloniality are emerging as the emancipatory subjects of our times. At the heart of their praxis is a pedagogization of the political and politicisation of the pedagogical (Motta and Cole, 2014) which contest and resist the pedagogies of cruelty (Segato, 2007) which dehumanize and negate from history and knowing-being those millions of feminised and racialised communities on the margins (political and epistemological) of Latin American societies. Instead they co-weave pedagogies of emancipation which prefigure a democratisation, feminisation and decolonisation of everyday life through a return of the word to the world, the mind to the body, and the co-nurturing of mass intellectuality (Hall and Winn, 2017). In our chapter, we co-create a dialogue across three territorial experiences in Mexico, Chile and Colombia of student politicisation and the pedagogies of emancipation which underpin and are emergent in their praxis. 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 students, activist-scholars and broader education collectives and communities in the struggle for a liberatory education and life.