Movement Methodologies and Transforming Urban Space
- 199 Downloads
This chapter raises an example of how popular education is used by movements to construct collective power and to transform their environment. The chapter examines the popular education methodology used by the Venezuelan movement Comites de Tierra Urbana (CTU, Urban Land Committees)2 and argues that this is a practice that has helped the movement to produce what Henri Lefebvre (1991) called “lived space.” Though at times the CTU movement has struggled to preserve its national unity and force, the strength of the movement is premised on differences within and between barrios (shantytowns). Such a mode of organization is somewhat unique in Venezuelan history and signals the construction of new urban social relations in the country. In this chapter I argue that the production of collective lived space, a term that will be defined through the discussion, and the movement’s capacity to shape a national urban agenda can be attributed, at least in part, to the popular education methodology that the CTUs have adopted. The methodology has over time expanded the movement’s understanding of urban power relations and the manner in which those power relations must be reworked across urban space—not just in the barrio—in order to transform the city.
KeywordsPersonal Interview Land Tenancy Urban Space Popular Education Popular Movement
Unable to display preview. Download preview PDF.
- Campbell, T. (2003), My Big TOE: Awakening, Lightening Strike Books.Google Scholar
- Decree No. 1666, Mediante el cual se inicia el proceso de regularización de la tenencia de la tierra en los asentamientosurbanospopulares (2002), Official Gazette of the Bolivarian Republic of Venezuela, No. 37,378, February 4, 2002.Google Scholar
- Fadda, C. G. (1987), Discurso, Politico y Praxis Urbano: Caracas 1973–1983, unpublished PhD thesis, Universidad Central de Venezuela.Google Scholar
- Freire, P. (1972), Pedagogy of the Oppressed, Middlesex: Penguin Books.Google Scholar
- García-Guadilla, M. P. (2006), “Ciudadanía, inclusión y autonomía en lasorganizacionessocialesbolivarianas: los comités de tierraurbana,” paper presented at the Latin American Studies Association International Congress, San Juan, Puerto Rico, March 15–18, 2006.Google Scholar
- Hart, Gillian (2002), Disabling Globalization: Places of Power in Post-Apartheid South Africa, Berkeley: University of California Press.Google Scholar
- Harvey, D. (2000), Spaces of Hope, Edinburgh: Edinburgh University Press.Google Scholar
- hooks, b. (1994), Teaching to Transgress: Education as the Practice of Freedom, New York and London: Routledge.Google Scholar
- Kane, L. (2001), Popular Education and Social Change in Latin America, London: Latin America Bureau.Google Scholar
- Lefebvre, H. (1991), The Production of Space (trans. D. Nicholson-Smith), Malden, MA and Oxford: Editions Anthropos.Google Scholar
- — (2009), State, Space, World: Selected Essays (ed. Neil Brenner and Stuart Elden), Minneapolis and London: University of Minnesota Press.Google Scholar
- Martinez, J. L. (2011), Comites de Tierra Urbana (CTUs) and the “Right to the City”: Urban Transformation in Venezuela’s Bolivarian Revolution, unpublished PhD thesis, University of Nottingham, UK.Google Scholar
- Pithouse, R. (2006), “Our Struggle Is Thought, On the Ground, Running: The University of Abahlali Basemjondolo,” Center for Civil Society Research Reports 1(40), http://ccs.ukzn.ac.za/files/RReport3a.pdf (accessed May 12, 2011).
- Scott, J. C. (1998), Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed, New Haven and London: Yale University Press.Google Scholar
- Torres, C. A. (1990), The Politics of Nonformal Education in Latin America, London: Praeger.Google Scholar
- Wilpert, G. (2003), “Collision in Venezuela,” New Left Review 21: pp. 101–116.Google Scholar
- — (2007), Changing Venezuela by Taking Power: The History and Policies of the Chávez Government, London and New York: Verso.Google Scholar