ABSTRACT
This chapter employs the Pedagogy of Absence, Conflict, and Emergence (PACE), as an analytical approach to study concrete contributions to the decolonisation of education. PACE seeks to transcend Eurocentric knowledge construction, and one of its fundamental efforts is to think from and for places, experiences, temporalities, and life projects otherwise rendered absent or negated in dominant education. Three nonformal education projects were studied: the Seventh Native American Generation magazine in the Native American community of San Francisco, United States; efforts to ‘standardise’ education among Romani communities in Córdoba, Spain; and hip-hop culture in Lisbon, Portugal. By challenging received practices of education and contributing to thinking of diversity from frameworks unconfined by dominant Eurocentric understandings, the case studies provide important insights into the multifaceted process of decolonisation. The Native American case centralises the Native realities, points of view, and histories, while the Romani and the Afro-Portuguese do the same from their distinct vantage points. The chapter concludes that PACE's implications for educational research involve the methodological recentralisation of the realities ignored by Eurocentric colonial education.
