Titlebook: Educational Alternatives in Latin America; New Modes of Counter Robert Aman,Timothy Ireland Book 2019 The Editor(s) (if applicable) and The

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Linear Continuous Representations, also show how Zapatista autonomous schools embody a political pedagogy around the project of education for autonomy, based on decolonial validation of indigenous knowledge that challenges neoliberal multiculturalism.

Ethics

Construction of Bivariate Distributions,an: territoriality, social integration, metapresence, inter-transdisciplinarity, active learning. Fourth, we analyze challenges for the implementation of the institution and achievement of its major goals as a popular university, committed to sustainability, social integration, and interculturality.

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,“Never Again a Mexico Without Us”: Education and Indigenous Autonomy Struggles in Mexico, also show how Zapatista autonomous schools embody a political pedagogy around the project of education for autonomy, based on decolonial validation of indigenous knowledge that challenges neoliberal multiculturalism.

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Rounding Off the Tale of CPE – Six Themesom indigenous Aymara activists and ritual specialists about widening the epistemic community, so that other-than-human persons are included in the social interaction that engenders knowledge. This is a process not only of epistemological disobedience—i.e., the generation of knowledges otherwise—but

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https://doi.org/10.1057/9780333983003tribution to collective construction of an alternative society. This chapter focuses on two countries—Ecuador and Bolivia—that have incorporated .’s principles in their Constitutions, and discusses how education is employed for fostering the values of . and interculturalism, and how gender is framed