Narratives and counter-pedagogies from the margins: dialogue to decolonise and depatriarchalise knowledge and practices in education

Abstract

In this article, we present a reflective dialogue in two voices between two social researchers, with a long joint trajectory and interested in approaching the narratives of women and dissidents at the margins. We are concerned about how we narrate ourselves, from what places and with what meanings. But also, how we listen to and gather these narratives, how we interpret them and to whom we put these narratives in educational contexts. Following a qualitative methodology of bibliographic review, and from a reflective-dialogical approach, a theoretical essay of critical discussion is presented, divided into two content blocks. On one hand, critical and feminist epistemologies are presented that allow us to situate the narrative biographical method from and with the margins, as well as feminist, critical, intersectional, anti-racist and ecosocial counter-pedagogies. On the other hand, techniques and tools from critical anthropology are introduced to narrate from this counter-hegemonic stance. Thus, the anti-biography and auto-ethnography are approached as options to narrate (us) and interpret (us) from the situated, based on the experiential and subjective that allows us to understand how what has happened is individually experienced in order to comprehend the articulation between the fact and its explanation. Furthermore, the possibilities for weaving these tools with the proposals of feminist pedagogies for the training of educators are presented. The text concludes with the proposal to decolonise and depatriarchalise the knowledge, practices, research, and teaching of education professionals from this interdisciplinary dialogue.