Chapter

Introduction: Education and the Long March through the Institutions

Rebecca Tarlau

in Occupying Schools, Occupying Land

Published in print August 2019 | ISBN: 9780190870324
Published online June 2019 | e-ISBN: 9780190870331 | DOI: https://dx.doi.org/10.1093/oso/9780190870324.003.0001

Series: Global and Comparative Ethnography

Introduction: Education and the Long March through the Institutions

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  • Sociology of Education
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The Introduction presents the basic goals of the Brazilian Landless Workers Movement’s agrarian reform struggle and explains how its educational proposal is part and parcel of achieving those goals. Then it outlines the three arguments of this book: engaging formal institutions can contribute to the internal capacity of movements; combining contentious and institutional tactics is an effective movement strategy; and the government’s political orientation, the state’s capacity for educational governance, and a social movement’s own infrastructure condition the possibilities for institutional change. The chapter argues for a Gramscian perspective on social movement–state relations, which views public institutions as an ambiguous sphere that protects the state from attack and is also an arena for resistance. Through the contentious co-governance of public education, movements can integrate more youth and women into the movement, equip movement leaders with professional degrees, and allow activists to prefigure their social visions.

Keywords: Brazilian Landless Workers Movement (MST); social movement strategy; long march through the institutions; contentious co-governance; prefigure; prefigurative politics; Gramsci; state–society relations; education and social change; MST

Chapter.  12966 words.  Illustrated.

Subjects: Sociology of Education ; Social Movements and Social Change ; Political Sociology

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