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SummaryThis article, taken from a doctoral dissertation, sets out to describe the double significance of alternative schools which were developed in the liberated zones during armed struggle in Guinée-Bissau from 1963 to 1973 : double significance as ideological riposte and as a break in the reproduction of social relationships of domination. The basic hypotheses of the author's thesis is that the alternative school as an abstract reality of autonomous ideological practices of dominated classes constitutes an opportunity for heuristic analysis which reveals the school's place in the interplay of class relationships. 49. J.S. Saul, art. cit., p. 331.