Spatial thought and radical pedagogies

The integration of spatial thought, radical pedagogies, and Mapuche cosmopolitics offers a transformative vision for education. By recognizing the power of space as a central element in shaping human experience, it becomes possible to develop educational and social practices that promote more just and equitable societies. A pedagogy of Mapuche space, place, and territory, grounded in cosmopolitics, is presented here as a radical and decolonizing practice with the potential to profoundly transform communities and educational methods. It revitalizes identity and connection to territory within the context of territorial disputes. This approach integrates diverse methodologies that enable a deep and respectful understanding of Mapuche identity, highlighting the importance of reconnecting with the territory. The reflection in this article is situated within a university–community engagement initiative, where students practised radical and decolonizing pedagogies in the commune of Galvarino, Pelantaro community, based on methodologies related to the teaching of Mapuche space, place, and territory during the 2015–2017 period.