| dc.description.abstract | Ibiza (Spain) is an island with a rich environment of diversity, a mixture of tradition,
opportunities, and luxury. This thesis explores the transnational pedagogy of solidarity (TPOS)
fostered in Ibiza public primary schools, focusing specifically on Global North (GN) – Global
South (GS) relationships. The transnational pedagogy of solidarity is the set of methodologies,
predispositions and practices encompassing solidarity relations between nation-states. The
centre of the investigation is the (GN) teachers’ perspective on their role as agents of social
change in the decoloniality of solidarity in mass education systems. Through qualitative
research, five teachers will be interviewed with semi-structured questions in search of current
tendencies on their role in social justice education. The questions will reveal whether education
is naturally political, the influence of the official and hidden curriculum in their solidarity
practices in school, and the teachers’ responses to Freire’s (2016) real solidarity and its
decoloniality.
Transnational pedagogy of solidarity is an important bridge between local and global
socialisation of children in their educative process. The aim is to find indicators of decolonial
teaching predispositions in reimagining and renovating TPOS in Ibizan schools. Results show
that three teachers believe in a pedagogy of acknowledging privileges, developing empathy,
and learning from perspectives other than Eurocentric ones. On the other hand, two teachers
also believe there is a need for further transformation of TPOS. For this reason, this paper dives
into theories of an early introduction of the struggle of one’s oppressive role in society to
promote responsibility, hope and reimagination of social change. | |
