Self and community in a fourth-grade global education project: Necessary conditions for the emancipatory agenda

Abstract

This naturalistic study focuses on a global education project in a fourth-grade class. The concepts of self, community, generalized other, and intersubjectivity are elaborated on and connected to the data. The analysis suggests that by understanding the dynamics of these concepts within classroom acts, both teachers and students have the potential to resist values of the dominant ideology, such as negative competition and individualism. In conclusion, a counterhegemonic platform is proposed that incorporates these concepts as a challenge to mainstream consciousness.