Learning in the Self-Determining Rebel Communities

ABSTRACT

This article explores intergenerational and intercultural community learning and exchange developed by three of the most oppressed communities in the 21st century in India (Chhattisgarh) and Latin America (Mexico and Honduras). Self-determining rebel communities—potentias—are one of the rare examples of intergenerational exchange and cooperation as a precondition for social transformation and for dignified society; therefore they are laboratories of intergenerational, intercultural, and participatory community learning. Learning-in-struggle and learning-while-struggling always demand all generations, the whole community, all genders, and innovative approaches that can reach new horizons of alternative society and are as such able to grow in schools for social transformation.

KEYWORDS:

• Intercultural learning
• intergenerational learning
• learning by struggling
• potentias
• school for social transformation

Funding

This research was supported in part by the Slovenian Research Agency with a postdoctoral research grant (2007–2008).

Notes

1. Militant research in India was conducted between August and November of 2007 for my postdoctoral research project: Social dimensions of sustainability through the processes of dematerialization and resocialization (Slovenian Research Agency, University of Ljubljana, Faculty of Social Sciences). Research in Mexico was conducted on my own between May and August of 2005 and research in Honduras, between November 2006 and January 2007.

2. In order to research the CMM in India, I observed, co-researched, and worked with more than 30 miners, trade unionists, adivasi families, doctors, nurses, and so forth for 2 months. Long semistructured interviews were conducted with lawyers Sudha Bharadwaj and Vrinda Grover, doctor Saibal Jana in Shaheed hospital, the leader of CMM in Bhilai Kaladas Dahariya, and many others. In addition, I also interviewed important theoreticians and critical thinkers, such as Anil Sadgopal, Hargopal, Subhash Gatade, Amar Kanwar, Vaaravara Rao, and supporters of the movement and activists such as Rachna Dhingra, Ravi Sinha, Sri Nivas Rao, Ramkunwar Rawat, Madhuri Krishnanswamy, and more. See also, Gregorčič (2008, 2011).

3. In order to research the Zapatista communities in Chiapas, I observed, co-researched, and worked with all five Councils of Good Governments (each had between 5 and 11 members), teachers in primary and secondary schools, and members of cooperatives for 2 months (July and August 2005). Long semistructured interviews were conducted with five members of the Commission for Communication in the caracoles La Garrucha—and with similar movements in Mexico reflecting the Zapatistas’ struggle and their potentia—and with activists and co-workers with the Zapatistas. On the Zapatistas’ potentia and the pedagogical dimensions of their struggle, see also Gregorčič (2005, 2009, 2011).

4. Findings are based on the testimonies of Berta Cáceres, the leader of COPINH in 2006, and her co-workers Rudolfo Sorto Romero, critical pedagogue, Salvador Zúñiga, indigenous human rights defender and prominent political figure, and many other members of the movement such as peasants, educators, activists, or supporters. On the COPINH potentia and the pedagogical dimensions of their struggle, see also Gregorčič (2005, 2009, 2011).

Additional information

Funding

This research was supported in part by the Slovenian Research Agency with a postdoctoral research grant (2007–2008).