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Panel 7. Radical Pedagogies for territorial contestations


  • Camillo Boano, University College London + Politécnico de Torino,
  • Martin Arias-Loyola, Universidad Católica del Norte,
  • Francisco Vergara-Perucich, Universidad de Las Américas,


Climate change is having a significant impact on cities. Extreme weather events, such as floods, droughts, and wildfires are causing damage to infrastructure and families, displacing people, and putting human and non-human lives at risk. These impacts have been caused by human-centric capitalism, which are also exacerbating existing inequalities in cities and other territories. These are especially hard to the inhabitants of the resource peripheries, where the materials for the decarbonization of the Global North are exploited. Furthermore, people and communities that are already marginalized, like the poor communities, people of color, Indigenous population, and displaced population, are the most affected. In this context, power relations and domination in urban space are put to the test. Marginalized and excluded groups face new challenges in accessing resources, housing, mobility, and infrastructure. This leads to conflicts and disputes over access to these resources. Radical pedagogies are essential tools for promoting social justice and equity in contested territories from pedagogical strategies. Radical pedagogies are based on the co-production of citizen empowerment and political/economic/cultural autonomy based on knowledge, coordinated collective action, mutual aid and – most important – critical thinking. Radical pedagogies are a set of educational practices that seek to transform power relations and domination in society. Through these ways of challenging territories, radical pedagogies can help marginalized and excluded groups to empower themselves and organize to defend and produce their territorial rights, understanding the causes of their problems and developing strategies to solve them. The “Radical Pedagogies for Territorial Contestations” panel aims to explore the relationship between radical pedagogies and territorial contestations in the context of climate change. The objectives of the panel are:

  • To value radical pedagogies as a conceptual framework for the coproduction of knowledges in contested territories.
  • To emphasize the importance of territorial contestations through horizontal political synergies based on a mutual aid ethos for the context of climate change.
  • To articulate both emphases on the importance of educating in radicality, not only in the classroom, but also in contested territories.

Desirable aspects for this panel are popular education, critical pedagogy, community-based learning, experiential learning for social change, and processes of transformation from social bases. To guide those interested in participating, these are the questions we aim to discuss: What pedagogical experimentation and speculation would be needed to face and confront such challenges? What is the role of radicalism today, and what knowledges, skills, and attitudes should urban practitioners be in dialogue with? Stemming from the histories of radical pedagogies and Chilean practice, how can we reframe radical in a time of exhaustion? Which knowledges were silenced or excluded even in the most radical approaches in the past that would be needed to speculate for a new generation of radicalism in urban pedagogies?

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