Fighting epistemological oblivion: The expanded materialism of power in critical pedagogies from the global south

This work aims to demonstrate how De Lissovoy’s expanded materialism of power in critical pedagogies offers valuable conceptual tools for restoring excluded epistemologies from what I call epistemological oblivion from the Global South, particularly in the case of normalistas-teachers. De Lissovoy’s theoretical contributions, which I frame as an expanded materialism of power in critical pedagogies, constitute a complex matrix incorporating concepts such as violation, expanded materialism, a multi-layered understanding of oppression that includes cultural hegemony, capitalist accumulation, and discursive effects, as well as the idea of pedagogy in common. Together, these concepts provide a robust framework to confront the epistemological erasure of key knowledge systems from the Global South on education. Through a genealogical analysis of the epistemic legacy of resistance carried out by normalistas-teachers throughout the twentieth and early twenty-first centuries, this paper reveals how these educators demonstrate the need for critical pedagogies to recognize the silent revolutions enacted anonymously by revolutionary historical subjects that by being part of a stench in society of symbolic and material implications are condemned most of the time to an epistemological oblivion.