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Author Bio

Jazzmin Chizu Gota is a doctoral student in International and Multicultural Education with a concentration in Human Rights Education at the University of San Francisco. Her research focuses on informal educational spaces and intergenerational knowledges as informed by human rights and social justice frameworks. She works as a consultant in interdisciplinary multimedia arts, communications, and education. Jazzmin is a co-managing editor of the International Journal of Human Rights Education, and represents the national human rights education network HRE USA as a co-regional representative for Northern California.

Abstract

As an Asian American unschooler growing up in California in the 1990s, I have heard (and had scolded at me by people outside my family) theories and ideas of what education is as well as what it can and cannot be. I vividly recall being told that homeschooling, let alone unschooling (i.e., learning outside of a curriculum or hierarchical structure, see page 57) would stunt my intellectual and social growth. How could I learn outside of a formal classroom? Fast forward 30 years and now I am a doctoral student in International and Multicultural Education, ecstatic to see a book in print on the very topic that I had once been told was neither valid nor viable. In Decolonial Underground Pedagogy: Unschooling and Subcultural Learning for Peace and Human Rights, Noah Romero shares insights from his research, life experience, and work at the intersection of decolonial education, unschooling, Punk Rock Pedagogy (PRP), and skate pedagogy, as informed by the Philippine decolonial, participatory community-based research framework known as pakapa-kapa. Throughout, Romero extends the possibilities of how and what we consider to be education and spaces of learning through skillfully weaving themes of personal experiences and cultural identity within the contexts of academic theory and subcultural histories.

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