Exploring Alternative Schools In Southeast Asia
Marginalized communities and their ability to organize themselves towards a common goal would attest that even amid multiple crises, they can cultivate notable practices that produce and reproduce transformative pedagogies, especially for the young generation of learners.
These four (4) cases from Southeast Asia provide a material foundation for dynamic learning processes that amplify the central role of communities in developing emancipatory pedagogies attuned to their situation, context, culture, histories, and capacities. Their ground-based undertakings dare to challenge the mainstream educational paradigm extremely influenced by market and capital.