May ’68 and its impact on poor pedagogical discourses Authors Albert Esteruelas Teixidó Universitat de Barcelona Jordi Garcia Farrero Universitat de Barcelona Keywords: May ’68, Alternative pedagogies, Democratic pedagogy, Pedagogical thinking. 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. Downloads Download data is not yet available. Downloads PDF (Català) PDF (Español) PDF Issue No. 33 (2019): gener-juny Section Monographic theme License The intellectual property of articles belongs to the respective authors. On submitting articles for publication to the journal Educació i Història: Revista d'Història de l'Educació, authors accept the following terms:Authors assign to Society for the History of Education in Catalan-speaking countries (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació i Història: Revista d'Història de l'Educació.Authors answer to Society for the History of Education in Catalan-speaking countries for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.The Society for the History of Education in Catalan-speaking countries declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at http://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.The journal is not responsible for the ideas and opinions expressed by the authors of the published articles.