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The promise of recognition and the repercussions of government intervention: the transpedagogical vision of popular educators in Buenos Aires, Argentina

ABSTRACT This investigation draws from Mouffe’s [2005, On the Political. London: Routledge] theoretical work on the politics of public togetherness, together with Biesta [2011, “The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education.” Studies in Philosophy and Education 30 (2): 141–153] and Kamat’s [2014, “The new Development Architecture and the Post-political in the Global South.” In The Post-Political and its Discontents: Spaces of Depoliticization, Spectres of Radical Politics, edited by J. Wilson. Edinburgh: Edinburgh University Press] insights on democratic discourses centered on empowerment, inclusion, and participatory democracy, to show how popular education and social change movements in Buenos Aires conceive of partnership building in communities under the impediment of neoliberal governance. It provides an empirical account of former popular educators who together built the first and only school in Latin America to offer educational opportunities for transgender men and women, how they secured government recognition, but eventually how they lost their power within it. In making the shift from a community-based popular school, to one run under the thumb of Argentina’s Ministry of Education, these educators were forced to drop the more radical aspects of their work in favor of a pedagogy aligned with patriarchal, neoliberalist-sanctioned reform.