May ’68 and its impact on poor pedagogical discourses

Abstract

In this article we analyse what the revolt of May ’68 means for pedagogical discourses. First of all, we point out some of the incidents prior to the rebellion. Secondly, we list and describe some of the characteristics that make up the counterspectacular pedagogical thinking of the French revolt, a fact that has often been overlooked when analysing this social upheaval. Inside the pedagogies of the French May, we can detect the importance acquired by the illusion and ability to make the ordinary something extraordinary, becoming an experience that embeds itself in fate and extols uncertainty. The pedagogical discourses of May ’68 are characterised by being fragmentary, adopting the non-dogmatic and often contradictory form of aphorism and dialogue, being a democratic, communitarian, and vitalist pedagogy, willing to increase and optimise daily life, and fighting against alienation, that is, against the spectacle.

Key words: May ’68, Alternative pedagogies, Democratic pedagogy, Pedagogical thinking.