Metamorphoses of 1968: Latin America and the Israel-Palestine Question in Tomás Abraham’s La dificultad (2015)

2019 ◽  
Vol 46 (3) ◽  
pp. 55-70
Author(s):  
Stephanie M. Pridgeon
Keyword(s):  
Latin America ◽  
Jewish Community ◽  
Life Experiences ◽  
Student Movements ◽  
Revolutionary Politics ◽  
Revolutionary Movements

Throughout Tomás Abraham’s novel of ideas La dificultad, Judaism is revealed to be central to the protagonist’s understandings of revolutionary politics, philosophy, and his own identity. As is apparent in his affinity with Palestinian causes as a form of anti-imperialist solidarity, life experiences and politics are inseparable. That Abraham should have chosen to focus this autobiographical novel on the Hungarian-Argentine Jewish narrator’s experiences with the Paris student movements of 1968 suggests that revolutionary movements and the challenges to the global Jewish community continue to affect his identity as a Jew, an Argentine, and a philosopher. A lo largo de la novela de ideas de Tomás Abraham La dificultad, se revela el rol central del judaísmo en como el protagonista entiende la política revolucionaria, la filosofía y su propia identidad. Como es evidente en su afinidad con las causas palestinas como una forma de solidaridad antiimperialista, las experiencias de vida y la política son inseparables. El hecho de que Abraham eligió enfocar esta novela autobiográfica en las experiencias del narrador judío húngaro-argentino con los movimientos estudiantiles de París de 1968 sugiere que los movimientos revolucionarios y los desafíos a la comunidad judía global continúan afectando su identidad como judío, argentino y filósofo.

Higher Education in Latin America

Education ◽  
2019 ◽  
Author(s):  
Emeline Jerez
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Social Needs ◽  
Student Movements ◽  
The Social ◽  
Future Demands ◽  
Policy Priority ◽  
The University ◽  
New Generation

Higher education in Latin America is diverse, but the national systems share several historical, sociopolitical, and cultural factors. The origins of Latin American higher education can be traced back to the 16th century, when the Spanish Empire established the first universities. Based on the colony tradition, the university institution evolved for many years and was reserved for an elite. During the 20th century, student movements forced the democratization of the institutions. However, the most significant transformation has occurred since the 1990s through processes of expansion, massification, and privatization. Led by a predominantly neoliberal higher education agenda, these processes have had different levels of impact that are contingent on the governing ideologies in the various countries. Since the expansion, several issues have drawn the attention of policymakers and scholars, including equity, access, quality, and funding. Some of these issues remain a policy priority, but the future demands more attention to a new generation of tasks. Among them are internationalization, regional and intraregional integration, and knowledge production and its dissemination in the context of the social needs of the region.

Student Movements in Latin America: Decolonizing and Feminizing Education and Life

2020 ◽  
Author(s):  
Sara C. Motta ◽  
Norma Lucia Bermudez Gomez ◽  
Katia Valenzuela Fuentes ◽  
Ella Simone Dixon
Keyword(s):  
Latin America ◽  
Everyday Life ◽  
Collaborative Research ◽  
Gloria Anzaldua ◽  
Student Movements ◽  
Pedagogical Approach ◽  
Work Related ◽  
Politics Of Knowledge ◽  
Multiple Worlds ◽  
Radical Education

Student movements and radical education collectives across Latin America, building on traditions of radical, popular, feminist, and Indigenizing education, are seeking the democratization of the politics of knowledge and education in their regional contexts. Drawing on the cases of Chile, Colombia, and Mexico, it is possible to map and conceptualize a clear autonomous/decolonizing strand within the broader weaving of students’ movements, looking at the pedagogies of emancipation that underpin and are emergent in their praxis. The process of researching such movements and their politics of knowledge involves a decolonizing and pedagogical approach that embeds the co-creation of knowledges for transformation between researcher and movements. This builds upon work related to prefigurative epistemologies and decolonizing pedagogies of movement scholars such as Motta, Bermúdez, and Valenzuela Fuentes. It foregrounds the work of Neplanteras, of whom Gloria Anzaldúa speaks, those who bridge communities, sociabilities, epistemologies, and subjects on the margins. Nepantleras, as Anzaldúa continues, “are threshold people, those who move within and among multiple worlds and use their movements in the service of transformation.” Our collaborative research as Nepantleras has identified three broad themes emergent across these political and deeply pedagogical educational struggles and experiences. First is the practices, ethics, and experiences that foreground the prefigurative and horizontal nature of the politics of decolonizing and autonomous knowledge being co-created. Second is the feminization of resistance, involving both the emergence and centering of women and feminized subjects in movement and collective struggles, and the feminization of politics and knowledge making. Third is the key role played by affect and an embodied/enfleshed politics in the three cases, and how they foster the democratization, feminization, and decolonization of education and everyday life.

The Genesis and Internal Dynamics of El Salvador's People's Revolutionary Army, 1970–1976

2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO
Keyword(s):  
Latin America ◽  
El Salvador ◽  
Early Years ◽  
Left Wing ◽  
Internal Dynamics ◽  
Internal Coherence ◽  
The 1960S

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.

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