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Chapter 6 analyzes the MST’s engagement with public schools in Ceará in the late 2000s, in a very different context, when the movement’s educational initiatives are already recognized...

Previously, scholars who have extensively researched inclusion have argued that some schools, under the shroud of being inclusive, are inherently and discreetly exclusionary. Following...

Placing the larger concepts of MGML, the notions of child-centred learning and key ideas of J. Krishnamurti on education at the centre of analysis, this chapter documents the translation of...

The Conclusion reflects on the significance of the MST’s educational initiatives for understanding states, social movements, and education. The chapter revisits the theoretical claims in...

This chapter attempts to explore the relevance of Mono-grade methodology for teaching-learning processes in primary schools, considering their contextual and spatial specificities. The...

The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It...

The Epilogue reflects on the future of the MST’s political struggle—and that of the Brazilian left more broadly—in the context of the 2016 ousting of the Workers’ Party (PT) from the...

Chapter 3 shows how the institutionalization of movement goals can sometimes look like a process of social movement absorption. In the late 1990s and early 2000s, the MST’s local...

This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of...

For over fifty years, Jiddu Krishnamurti (1895–1986) spoke on a wide array of topics, but primarily directed his teachings at the problem of human suffering. He taught that all conflict is...

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...

The chapter provides the context in which J. Krishnamurti and his work may be understood today. Krishnamurti’s relevance in our understanding of the contemporary human condition when humans...

In this chapter, an attempt has been made to reflect on some central questions of education, such as knowing, knowledge, knower, and the relationship between the educator and the educand....

Recent surveys of the education scenario in India’s countryside highlight the fact that within a single classroom student learning levels vary greatly. Multigrade classrooms, i.e....

Chapter 1 analyzes the pedagogical experiments that MST activists developed in the Brazilian countryside in the 1980s and 1990s. In the early 1980s these educational experiments were...

Chapter 5 analyzes the MST’s attempt to transform public schools in the state of Pernambuco, beginning in the late 1990s after the movement already developed a national pedagogical...

Very close to his death, Krishnamurti made sure that ‘The Rishi Valley School’ starts with small schools in the surrounding remote villages. The so-called Satellite Schools exist now for...

This chapter is an ethnographic examination of the teacher-student relationship at Rishi Valley School, Andhra Pradesh, India. Departing from Krishnamurti’s vision on right relationship,...