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Pedagogy is central to geographical knowledge, where Kropotkin’s ‘What Geography Ought to Be’ has significantly shaped the face of contemporary geographical thought. At the same time, anarchists have developed very different political imaginations than Marxists, where the importance of pedagogy has always been of primary importance. Pedagogy accordingly represents one of the key sites of contact where anarchist geographies can continue to inform and revitalize contemporary geographical thought. Anarchists have long been committed to bottom-up, ‘organic’ transformations of societies, subjectivities, and modes of organizing. For anarchists the importance of direct action and prefigurative politics have always taken precedence over concerns about the state, a focus that stems back to Max Stirner’s notion of insurrection in ‘The Ego and Its Own’ as walking one’s own way, ‘rising up’ above government, religion, and other hierarchies, not necessarily to overthrow them, but to simply disregard these structures by taking control of one’s own individual life and creating alternatives on the ground. Thus, the relevance of pedagogy to anarchist praxis (understood in a broad sense, as in Paulo Freire’s ‘Pedagogy of the Oppressed’) stems from its ability to guide a new way of thinking about the world and as a space that is able to foster transgression.

Sourced through Scoop.it from: www.academia.edu

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