Beyond the Ego-Politics of Critical Pedagogy: the Rise of Radical Social Justice Pedagogies from the Global South

Abstract

Abstract Critical pedagogy faces epistemic limitations that are negatively impacting its ability to effectively deal with social justice issues arising from the Global South. The Global South consists of those who live in the exteriority or the margins of a modern system that classifies world populations hierarchically based on the color line. It is about those who inhabit zones of nonbeing whose humanity continues to be discounted even after the presumed globalization of human rights. The Global South comprises several racialized populations, indigenous peoples, women, unwelcome refugees and many others who live in conditions of dehumanization arising from systemic racism and capitalist exploitation. Most of these epistemic limits of critical pedagogy, have culminated in the proliferation of decolonial or border pedagogies that appeal more to the social justice and protest struggles of the marginalized and the poor.