LAP210415 Lapiz6-COVER.jpg



Hacer Escuela | Inventing School


With contributions by Tamara Anderson and Angela Crawford; Marisa Belausteguigoitia Rius; Walter Omar Kohan; Francisco Flavio Pereira Barbosa; Davíd Morales and K. Wayne Yang; Jason Thomas Wozniak.

"Critical theory thought of this way is inventive. It is a form of rhythmic erring (wandering) and essaying (experimenting) that opens up the possibility for something to come, to arrive. Conceptualized this way, critical theory becomes a way to hacer escuela. A formal translation of hacer escuela would be, “to make” or “to produce” school. But here, inspired by Walter Kohan’s interpretation of Simón Rodríguez’s decolonial dictum, “inventamos o erramos,” and keeping in mind the etymological ancient Greek roots of “school,” schole as free time, suspension, and contemplation, a more fitting translation of hacer escuela is “to invent school.” This is to say that through rhythmic ruptures produced in the process of teaching and learning critical theory, aspects of daily life are suspended temporarily, offering one a chance to contemplate the world we live in, and the world that might be. Inventing school brings into being a moment for the otherwise to come. . ."



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.





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.