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    Popular History and Popular Education

    Copyright:

    © All Rights Reserved
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    8 views31 pages

    Popular History and Popular Education

    Uploaded by

    naokiyoko
    Popular History and Popular Education

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    © All Rights Reserved
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    Popular History and Popular Education: El Consejo de Educacion de Adultos de America Latina Robert Austin Latin American Perspectives, Vol. 26, No. 4, Liberation and Pedagogic Empowerment: Identities and Localities: Social Analyses on Gendered Terrain. (Jul., 1999), pp. 39-68. Stable URL hp: flinksjstor-org/sici?sici=0094-582: 28199907 %2926%3A4%3C39%3 APHAPEE%3E2.0,CO%3B2-P Latin American Perspectives is currently published by Sage Publications, Ine.. ‘Your use of the ISTOR archive indicates your acceptance of JSTOR’s Terms and Conditions of Use, available at hup:/www stor orglabout/terms.html. ISTOR’s Terms and Conditions of Use provides, in par, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contaet the publisher regarding any further use ofthis work. Publisher contact information may be obtained at hutp:/www jstor.org/joumals/sage.himl. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the sercen or printed page of such transmission. STOR is an independent not-for-profit organization dedicated to creating and preserving a digital archive of scholarly journals. For more information regarding JSTOR, please contact support @ jstor.org, hupulwww jstor.org/ Wed Jul 12.04:26;43 2006 Popular History and Popular Educa El Consejo de Educacién de Adultos de América Latina by Robert Austin ‘To know how to read is to know how to walk; to know how to writes to know how to rise Tose Marti (1878) ‘The history of popular education is the history of the education ofthe people, that is, of all forms of transmission of knowledge from one generation to another which societies develop and which have as their objective the popular masses, as opposed to those which haveas objectives smaller groupsorelites. Cecilia Braslavsky (1988) ‘The reinvention of neoclassical economics in Latin America—most recently in the guise of neoliberalism and under conditions of authoritarian capitalism during the 1970s—has seen popular struggle recast in multiple forms, pivotal to these being a new paradigm of popular education. The Con- sejode Educacién de Adultos de América Latina (Latin American Council of ‘Adult Education—CEAAL) emerged in the “decade of dictatorships” as the nongovernmental organization (NGO) foil to UNESCO and rose to promi- nence by the mid-1980s in popular democratic struggles around the environ- Robert Austin teathes Latin American history at the Universidad de Los Lagos and Universidad ‘ARIS in Chile. He thanks Bary Car Jorge Jeri, colleagues atthe Queeasland University of, ‘Technology and the reviewers fom Latin American Perspectives for generous commentaries, Generous interviews were provided in 199 by the following spokespersons fo CEAAL fil tes: Alicia Gonder, Centro Ecurénico de Bducacién Popular (Bcumenial Center for Pople Education (CEDEPO}, Argentina); Esther Péez, Cento Manin Lather King (Marin Luther ‘King Cente (CMLK], Cuba); Aes Caruso (CEAAL, Uruguay); Celia Ecce, Red de Eucs cn Popul entre Mujeres (Network for Popular Beaton smnong Women (REPEM), Uri guay); and Fernando Cardenal, Insiato Niaragtense de Investigaci de Edwcacion Popular (Nicaraguan Institute for Research in Popular Education [INIEP) Pas ofthe section onthe bistory of CEAAL come rman interview with Francisco Vio Gros, immediate pas president ofthe Intemational Council of Adult Bdvcation, director ofthe Canclo de Nos (Semtiago de Chile, ecto of the NGO- owned Universidad Bolvariana and cofounder of CEAAL. conducted {nHavana.on Apa 30, 994 "Lain Americ” refers asotothe Caribbean throughout {LATIN AMERICAN PERSPECTIVES, ue 107, Vo, 25No.4 Sly 1999 3068 (619 Lan American Feepeces 39 tu ole wonesnp edd pub C30 syn opseug ues "21 yunuruea suo Ysesa FEY upans mpuadopa ‘5361 peu “ODN WED ELSA SON op OIED a ONEED ‘nog “eae on wos ee eng 61 aytaay—womy pow aE ‘susp umsqie pus po_euoRnpe 30} 909) URANO) SeAINONT "pen HOW Aa POPUNJ SL6I PAN OON —UpFV & UOPEBAAAH 3p OBAOG ON opens ano "ENE (OKA —vaMEN NEED Jo snowovomenuss 961 pouey wotsapas)seuRGR> sSmKeN 2p waNpa snonovornenos gu powsey —FqRD eHEAEH ‘denn ‘CL —aaesey oo meONP 05 stg Kosa morse ot sau 3og0} 2089) BO omD HU sary &seadey up}esqunie. 2p 122, 4a 42_LATIN AMERICAN PERSPECTIVES ‘ment, human rights, and the indigenous and women’s movements mediated by anemphasis on adult education in the popular sectors (see Table 1). As the state has withdrawn from previously central areas of activity such as health, housing, and education, CEAAL has galvanized the so-called new social actor around projects interpreted by popular education that address massive disparities in those areas. Operating ina context in which classical models of Latin American revo- lution have been intensively reassessed along gender, indigenous, and envi- ronmental lines, CEAAL has atthe organizational level made a strident if uneven contribution to the process of reshaping the left agenda (see Pic, 1992; Haris, 1992: 184-188; Miller, 1991: 187-238; Kuppers, 1994; Vitae, 1992: 265-269; Largufa, 1994). Popular insurrections in Nicaragua and Gre- nada have stimulated that process (Molyneux, 1985; Jules, 1991: 278-280), Nevertheless, significant CEAAL actions display contradictory elements and respond ambivalently to neoliberalism. Some NGOs collaborate with neoliberal postdictatorship regimes; gender-blindness and phallocentric politics remain pervasive in others. As the umbrella organization for NGO adult education work in the region and the regional chapter of the Interna- tional Council of Adult Education (ICAE), CEAAL is in a unique position to anticulate an altemative social project for Latin America, and therefore the

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