Solidarity Economy and Popular Education Leading Opportunities to Support Human and Social Capital Development of Colombian Rural Population

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  • Economic growth has been the worldwide driver of development promoted by the neoliberal discourse and leading to a binary system thinking, where growth ideologies are seen as good and degrowth ones as bad. Further, this binary mindset has enabled western ideologies of development, science, and education to perpetuate hegemony and epistemic oppression, excluding traditional knowledge and minority groups from influencing the means of development. In Colombia, the westernized ideology of development, the civil war, and the unresponsiveness of governments and policies to satisfy the population's basic needs have created a social gap, highly impacting communities located in rural areas. As a result, activists have worked together to solve fundamental problems within rural communities and endure their civic rights and sustainability through degrowth movements such as solidarity economy and popular education. Popular education and solidarity economy have been critical drivers of social change in Latin America because they have enabled communities to solve complex problems by integrating traditional knowledge, local skills and culture. Further, this literature review will review the effectiveness of the practices in community development and dialogical learning promoted by solidarity economy and popular education from the lenses of andragogy and following a hermeneutical framework to identify if these practices can be advanced in informal educational settings to support human and social capital development to revitalize Colombian rural communities.

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    Research Material
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    Attribution-NonCommercial 4.0 International