ABSTRACT
The practices included sharing power amongst all learners and ‘teachers’, inserting biographies into the wider socio-political contexts and creating research led teaching and learning to give agency to the undergraduate learner in higher education. This had the potential to be achieved through the interaction of various levels of learning through from social movements to academe, thus eventually rupturing the social fabric of capitalism, through the cracks created by these new pedagogical and prefigurative relations. An intellectual public that understands the necessity of the constant and revolutionary democratisation of public life could emerge from institutions of learning in order to reconstitute social relations to promote justice for all. From a pedagogical point of view, it is felt that the educators need to understand how to maintain the explicitly pedagogical aspects of any future vessel for discontent in order to understand how people learn to act otherwise in these situations.
