Our education list focuses on education policy and politics and the inequalities that are both built into education systems and perpetuated by them. It speaks to the UN Sustainable Development Goal 4: Quality Education.
Our titles, including Arun Verma’s Anti-Racism in Higher Education, address the challenges in education, including those around technology and the digital divide. The list offers students and researchers internationally sourced evidence-based solutions that challenge traditional neoliberal approaches to learning.
Education
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This chapter explores Abel’s childhood, joining his father in his travels through the country while trying to understand his work and clandestine activities, from the admiration of the political to the fear of seeing and knowing more than he was certain he should. It also details how prison affects the families together with those inside the prison.
This chapter details Adelín’s childhood experiences with several family members leading clandestine lives and how they were later sent to prison. She discusses her different understandings of her relatives’ militancy as she grows older and can better grasp the political context and her relatives’ involvement in the internal war.
This chapter proposes testimonio as pedagogy, considering both its process and content as relevant to learning and teaching from and about violence. Starting from a broad understanding of pedagogy in the tradition of critical and creative pedagogies from Latin America, the chapter highlights the contributions of the book in terms of learnings from the Peruvian post-war from the experience of a second generation together with renewed insights on testimonio and memory work.
The first movement re-presents the initial step in our memory work, the construction of realist tales which involves producing the stories to be retold as testimonio. These are written based on the conversations during our first encounter with the HIJXS in Cuba, 2007 as the raw material.
It contains the narratives produced with the collective from a traditional testimonial stance. By crafted as realist tales, I mean they are constructed rewritings based on the recorded conversations with the protagonists. They respond to the collective desire for testimonio, which constituted the original purpose of our working together.
The following six testimonial narratives perform as resistance texts and counter-narratives of the Peruvian internal war.
The introduction lays out the origins and argument of the book and the reasons behind its structure as a series of movements in three parts: the realist, the politics and the poetics. It introduces the reader to the internal armed conflict in Peru and the present post-war context, and outlines the sources of inspiration regarding testimonio as methodology that accompanied the inquiry journey.
This chapter discusses the experience of Iris – visiting prison from an early age and knowing her mother only through visits to a maximum security prison. It also explores being raised by other family members and searching for the truth about her father’s death as part of understanding her own life.
This book traces the process of producing testimonio with the children of Tupac Amaru Revolutionary Movement (MRTA), an insurgent group during Peru’s internal war (1980-2000). It examines how the group navigates the postwar struggles over memory while dealing with “the children of terrorists” stigma.
Drawing from a cycles of inquiry approach, the book theorises three movements for memory work: a realist presentation of testimonial narratives, a ‘politics of memory’ engaging with the conditions of production, and a ‘poetics of memory’ that troubles memory, voice, and representation for qualitative inquiry in postwar contexts.
Challenging the notion of war-torn countries as pure devastation, the author invites readers to see them as sites of knowledge and creativity with much to offer for education, peace studies, and social justice research.
This chapter explores Miguel’s experiences of living in exile from an early age without knowing much of why or what it meant. The difficulties of growing up in different countries, hiding his family history, and slowly acquiring a language to understand his experiences.
Chapter 6 describes Rafael’s childhood, surrounded by silence after his father’s death while under detention at a police station, and how he developed a series of strategies to manage those silences in different spaces over the years. Silence was entrenched and overwhelming for Rafael while at the same time a strategy for survival.
