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The socio-environmental crisis, intensified by an extractive inflexion in Latin America, has led to the emergence of the community school as a new social actor in the mapping of local resistance in the indigenous region of México’s Isthmus of Tehuantepec, Oaxaca. Both Critical Pedagogy and Political Ecology provide a theoretical framework for reshaping emancipatory educational practices in contexts of territorial dispute, where the continuity of life itself is at risk. In this paper we use ethnographic research to analyze the persistent tensions between the politicalpedagogical action in a community institution and the constraints that the State imposes through the official educational system, which endorses predatory initiatives of transnational capital. The case study of Preparatoria por Cooperación “José Martí” shows how transgressions to the ethos of schooling encourage new identity reconfigurations in students, who are mobilized into the socio-environmental movement through the radical pedagogy of the community school.

The school as a social actor in the struggle against extractivism. Political-pedagogic practices in community education in Oaxaca, Mexico