Advertisement

Movement Methodologies and Transforming Urban Space

  • Jennifer L. Martinez
Chapter
  • 199 Downloads
Part of the Marxism and Education book series (MAED)

Abstract

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.

Keywords

Personal Interview Land Tenancy Urban Space Popular Education Popular Movement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Campbell, T. (2003), My Big TOE: Awakening, Lightening Strike Books.Google Scholar
  2. de Souza, M. L. (2006), “Together with the State, Despite the State, Against the State: Social Movements as ‘critical urban planning’ agents,” City 10(3): pp. 327–342.CrossRefGoogle Scholar
  3. 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
  4. Fadda, C. G. (1987), Discurso, Politico y Praxis Urbano: Caracas 1973–1983, unpublished PhD thesis, Universidad Central de Venezuela.Google Scholar
  5. Freire, P. (1972), Pedagogy of the Oppressed, Middlesex: Penguin Books.Google Scholar
  6. 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
  7. Hart, Gillian (2002), Disabling Globalization: Places of Power in Post-Apartheid South Africa, Berkeley: University of California Press.Google Scholar
  8. Harvey, D. (2000), Spaces of Hope, Edinburgh: Edinburgh University Press.Google Scholar
  9. Hawkins, K. A. and Hansen, D. R. (2006), “Dependent Civil Society: The Circulos Bolivarianos in Venezuela,” Latin American Research Review 41(1): pp. 102–132.CrossRefGoogle Scholar
  10. hooks, b. (1994), Teaching to Transgress: Education as the Practice of Freedom, New York and London: Routledge.Google Scholar
  11. Kane, L. (2001), Popular Education and Social Change in Latin America, London: Latin America Bureau.Google Scholar
  12. Lefebvre, H. (1991), The Production of Space (trans. D. Nicholson-Smith), Malden, MA and Oxford: Editions Anthropos.Google Scholar
  13. — (2009), State, Space, World: Selected Essays (ed. Neil Brenner and Stuart Elden), Minneapolis and London: University of Minnesota Press.Google Scholar
  14. 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
  15. Motta, S. C. (2011), “Notes towards Prefigurative Epistemologies,” in Motta, S. C. and Nilsen, A. G. (eds.), Social Movements in the Global South: Dispossession, Development and Resistance, Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  16. 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).
  17. 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
  18. Slater, D. (2004), Geopolitics and the Post-Colonial: Rethinking North-South Relations, Oxford: Blackwell.CrossRefGoogle Scholar
  19. Torres, C. A. (1990), The Politics of Nonformal Education in Latin America, London: Praeger.Google Scholar
  20. Wilpert, G. (2003), “Collision in Venezuela,” New Left Review 21: pp. 101–116.Google Scholar
  21. — (2007), Changing Venezuela by Taking Power: The History and Policies of the Chávez Government, London and New York: Verso.Google Scholar

Copyright information

© Sara C. Motta and Mike Cole 2013

Authors and Affiliations

  • Jennifer L. Martinez

There are no affiliations available

Personalised recommendations