New paper explores cases studies that build urban equality through grassroots critical pedagogies

What pedagogic practices enable social movements, ordinary citizens, activists & urban practitioners to become agents of change for a socially and environmentally just habitat?

A collective reflexion led by our President Adriana Allen, in collaboration with Julia Wesely and several grassroots schools of popular urbanism working under HIC umbrella in Latin America, available here:

https://bit.ly/3RI85rc

The paper explores this question through the experiences of eight grassroots schools of popular urbanism. Building on a process of self-documentation and collective pedagogic reflection driven by the protagonists of these schools, the analysis explores the core pedagogic practices identified across the schools to enact popular urbanism as a collective and intentional praxis: to weave, sentipensar, mobilize, reverberate and emancipate. We argue that, put in motion, these pedagogic practices transgress the rules and boundaries of the formal classroom, taking participants to and through other sites and modes of learning that host significant potential to stimulate collectivizing and alternative ways of seeking change towards urban equality.