Schooling in the Caribbean and Latin America: Reproduction, Resistance, Revolution
With contributions by Kique Cubero García and Ariana González Stokas, Cecilia Diego, Rebecca Tarlau, and Catherine Walsh.
"The four contributions to LÁPIZ N˚5 elaborate how Caribbean and Latin American movements practice deschooling, transform schools to practice dual power co-governance against existing state powers, and create alternative sites of learning through care and mutual aid, while avoiding essentialized or romanticized notions of pre-colonial Indigenous learning histories. Our hope is that reading across these varied case studies can help ferment and foment a more vibrant ecosystem of pedagogically focused struggles for liberation in the Caribbean and Latin America. Furthermore, we offer that those based in the United States can evolve our inquiring paths in closer relationship with these hard-won epiphanies in our own hemisphere."
pandemic + pedagogy
LAPES invites you to contribute resources on Caribbean, Latin American, and our diasporic communities’ pedagogical/political responses to crisis—health, ecological, socio-economic, and beyond.
Learning Across Liberation Theologies
LÁPIZ N˚6 + LAPES Symposium 2020
Rutgers University–New Brunswick
Due to the outbreak of COVID-19, LAPES 2020 will be rescheduled for Fall 2020. Article submission deadlines for LÁPIZ N˚6 will be extended until late-summer 2020.
Keynote Speakers: Mark Lewis Taylor (Princeton Theological Seminary) and Chris Tirres (DePaul University)
The Latin American Philosophy of Education Society (LAPES) and its journal LÁPIZ welcome submissions for a two-day symposium and special edition of the journal on the theme Learning Across Liberation Theologies, to explore the links between liberation theology, pedagogy, and activism.
Presentation proposals due February 15, 2020.
Article manuscripts due April 15, 2020.
**A few travel grants are available for presentation submissions without institutional support, especially from Latin America.**
Follow the link below for details.
The diversity of Latin American peoples and the region’s political, cultural, and economic achievements and challenges have shaped unique education philosophies and practices. Likewise, a variety of education philosophies and practices have had enormous sociological, political, and economic impacts on the region. This rich educational tradition remains largely unknown beyond the Latin American context. LAPES promotes the dissemination of Latin American education philosophies and practices by facilitating South-South and North-South dialogue. Through its symposia, journal, publications, and translations, it provides scholars, students, practicing teachers, and activists from across the Americas opportunities to advance Latin American philosophies of education and educational practices.
We believe that by studying Latin American philosophies of education, scholars, teachers, activists, and students can expand their own ways of theorizing education and develop programs and strategies for transforming educational practices in the United States and elsewhere. To advance this premise, LAPES aims to provide a platform and resources to a growing network of students, teachers, and activists.