“We are peasants”: Exploring place, identity and the political role of educators with the Zapatistas of Mexico and Norwegian early childhood educators.

Abstract

This article explores the significance of peasant culture for sustainability education, the political engagement of the educator with sustainability and the understanding of herself as a political agent of change. Paolo Freire’s critical pedagogy and understanding of educators as political actors is used to explore the political and transformative role of the educator through both their profession and as members of local communities. This study is part of a doctoral project seeking to connect perspectives of Norwegian early childhood educators and members of the Mexican Zapatista social movement, who in both contexts identify as peasants. The critical use of a bricolage methodology allows us to expand on the critical lens chosen here and foster productive encounters between these disparate views (Kincheloe et al., 2011; Rogers, 2012). Results show that being a peasant fosters ecological, social, and political values which could help educators understand their role as members of local and global communities and develop education practices for sustainability that are transformative and empowering.