Abstract
ABSTRACT Immanent pedagogy reveals the structure of knowledge and also studies the structure of discipline. Immanent pedagogy is possible when we succeed in becoming and in becoming-other as a process of encountering and conjoining with others and with diverse ideas. Minority is one practice of becoming-other. It involves the ability to conceive the viewpoint of a real or imagined social standpoint, thus, minority is a political act that seeks to undermine the action of an oppressive power and to resist its vigorous authority. In this article we describe the creation of a learning space with young women in social exclusion through the practices of immanent pedagogy, becoming-other and minority. Through these practices we identified major preconditions for implementing immanent pedagogy with this excluded population. The article proposes a conceptual theoretical framework to illuminate the practical implementations that are essential for future educational work with populations in distress who experience social exclusion.
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