Rooted in the Body, Growing in Community: Jineolojî as an Embodied Epistemology for a Society-Transforming Pedagogy
Parole chiave:
jineolojî;, embodied cognition, freedom pedagogy, transformative pedagogy, ecofeminismAbstract
Within the methodological framework of Grounded Theory, at the intersection of decolonial theories, intersectional feminism, and freedom pedagogy, this paper aims to explore Jineolojî, the "science of women and life" developed within the women's liberation movement of Rojava (northeastern Syria) as an embodied epistemology that grounds a transformative pedagogy by anchoring knowledge in the lived experiences of bodies and territories, to rethink both science and education beyond patriarchal, statist and extractivist paradigms. Drawing on the paradigm of embodied cognition, as well as feminist epistemologies and the pedagogical visions of Abdullah Öcalan, the paper articulates a vision of education not as transmission, but as relational transformation, of the self, community and society as a whole. Using the tools of qualitative research applied in the field in Western Kurdistan (the Rojava) in September and October 2024, an attempt was made to incorporate, in the research practices themselves, the multisensoriality, spatiality, and temporality that characterize the experience of any war, including and especially that acted out (and still ongoing) on the bodies of Kurdish girls and women. Based on this approach, the paper identifies in the Jinwar women-only village, where part of the participant observation took place, an effective an embodied pedagogical device for the co-construction of an educating society starting with the liberation of each individual from all hegemony and oppression, social, cultural, epistemic.
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