Campus in Camps. Decolonizing Knowledge and the Question of Un-learning.

Silvia Franceschini, Luca Guerrini

Resumen


The paper addresses the topic of decolonial pedagogies in the Global South analyzing Campus in Camps, an educational program founded in 2012 by Alessandro Petti and Sandi Hilal that activates critical communal learning within the Dheisheh refugee camp in Bethlehem, Palestine. The program reflects on refugee camps which are in a process of social and spatial transformation. The paper raises two main questions: how does the program of Campus in Camps decolonize methodologies of knowledge construction about the camp life? How does it activate processes of embodied pedagogy where knowledge is grounded in action and emerges as a group effort accommodating subjects born from the interaction among participants, tutors and the broader social context? The article will first focus on the problematic of conceivingthe camp as a site of history and knowledge. Secondly it will dig into the pedagogical strategies, research methodologies and participatory design methods enacted in order to “decolonize knowledge” through exercises of collective un-learning.


Palabras clave


Collective Learning, Decolonial Pedagogies, Decolonizing Knowledge, Decolonizing Design, Emancipatory Politics, Microhistories, Un-learning.

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Referencias


Agamben G.(1998), Homo Sacer: Sovereign Power and Bare Life, Palo Alto: Stanford University Press.

Fashes M. (2014), Healing From Modern Superstitions in This Week in Palestine http://www.campusincamps.ps/wp-content/uploads/2014/11/November-199-2014-low.pdf

Feldman I. (2016) Palestinian Refugees and the Humanitarian Experience in The Institute Letter Spring, The Institute for Advanced Study in Social Sciences, Princeton University https://www.ias.edu/ideas/2016/feldman-refugee-humanitarian.

Freire P. (1970) The pedagogy of the oppressed. New York : Herder and Herder.

Grendi, E. (1977) Microanalisi e storia sociale. Quaderni storici, n. 35, pp. 506-520.

Harney S., Moten F. (2016), The undercommons: fugitive planning & black study, Minor Compositions.

Sternfield N. (2016) Learning Unlearning. CuMMA Papers #20. Helsinki: AAlto University.


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Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.

 
 

Re-visiones - ISSN 2143-0040
 
HAR2013-43016-P I+D Visualidades críticas, reescritura de las narrativas a través de las imágenes