Abstract This editorial introduces a Special Section that repositions radical pedagogy at the centre of contemporary territorial contestations. It argues that the current polycrisis—climate, political, and economical—acts as a potent social catalyst, intensifying inequalities and transforming territories into arenas of struggle where fundamental rights are at stake. We contend that in this context, pedagogy is not a secondary concern but a primary site of political praxis. The editorial develops a conceptual framework for radical pedagogy that, whilst rooted in Freirean critical consciousness, is necessarily extended through decolonial, intersectional, and feminist theories. This framework emphasizes an education that is embodied, place-based, and attentive to the affective dimensions of learning. The contributions gathered here offer grounded case studies that demonstrate how these pedagogies function in practice, forging tools for resistance, solidarity, and self-representation. Ultimately, this editorial reflects on the inherent tensions of this work—navigating the lines between conflict and care, and between education and activism—to advocate for a critical pedagogical praxis capable of building more just, collaborative and resilient futures from the ground up.
Vergara‐Perucich et al. (Tue,) studied this question.