Contributions to Action Research for Transformation

Elderly-Teachers and Resistance Against the Systematic Territorial Dispossession

Dados Bibliográficos

ID12455276
AutoresGabriela Estefania Duque Orozco (0000-0002-1499-577X, Central University of Ecuador, autor correspondente), Paulina Elizabeth Oña Quillupangui (0000-0002-9669-817X, Central University of Ecuador), Marco Arturo Valladares Villagómez (0000-0002-1900-3493, Central University of Ecuador), Alberto Muipa Boyotai Enomenga (Central University of Ecuador)
Ano2023
Volume28
Fascículo6
Páginas455-472
Data de publicação2023-07-18
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Poverty (JOURNAL)
Identificadores do periódicoISSN: 1087-5549 • E-ISSN: 1540-7608
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10875549.2023.2235340
OpenAlexW4384662397
IdiomaEN
Referências citadas26

This article examines how elderly people living in poverty established an active space for ancestral territorial management called Wiñenani-Pikenani Intergenerational School. 16 elders waorani of Ecuador acted as mentors of their kids. This school arises from critical social work to transfer important knowledge to live successfully in a biodiverse environment. The intergenerational learning as resistance to an extractive economy that systematically impoverishes and dispossesses them. The qualitative methodological contributions to learning by doing were: Ludic-Intergenerational Workshops, Daily Coexistence Space, and Knowledge Dialogue Meetings community-university. Concluding that participatory approaches must be continually rethought to include invisible people in circumstances of poverty

Action (physics · Action research · Citizen journalism · Economic growth · Economics · Participatory action research · Pedagogy · Political science · Poverty · Resistance (ecology · Sociology · Work (physics · Anthropology · Education in Rural Contexts · Social Sciences and Policies · Youth Education and Societal Dynamics · Ecology