Business—or the sum of privately run enterprises in all sectors of the economy, their owners, and managers—can have an important impact on the holding of peace talks, on agreement substance, and on the speed and depth of implementation. In fact, business has been part of peacebuilding processes in many conflict-affected societies in Latin America, both by spoiling ongoing efforts and by supporting negotiations, social dialogue, and transformative projects. The examples of El Salvador, Guatemala, and Colombia show that there is not a uniform model whereby private sector actors define their interests and strategies in relation to peace talks and peacebuilding processes. Rather, factors related to the nature and intensity of conflict, the economic and international context, company traits and private sector organizational forms, as well as access to the policymaking process play an important role. Whether peace is achieved or not ultimately depends on a variety of factors. However, whether as spoiler, supporter, or simple bystander, the private sector is a crucial actor in societies seeking to build lasting peace.
Daniel Morales Ruvalcaba
Subregional powers have been characterized as states that despite being structurally and hierarchically below other powers, have enough capacities to project themselves in geopolitical and geoeconomic terms in specific subregions and to promote cooperation and governance dynamics in these areas. Colombia and Venezuela can be analyzed and compared through this new category of powers in order to gain a better understanding of the specificity of their roles in the international system, as well as their foreign policies toward the Caribbean, Mesoamerican/Bolivarian, and South American subregions.
Sara C. Motta, Norma Lucia Bermudez Gomez, Katia Valenzuela Fuentes, and Ella Simone Dixon
Student movements and radical education collectives across Latin America, building on traditions of radical, popular, feminist, and Indigenizing education, are seeking the democratization of the politics of knowledge and education in their regional contexts. Drawing on the cases of Chile, Colombia, and Mexico, it is possible to map and conceptualize a clear autonomous/decolonizing strand within the broader weaving of students’ movements, looking at the pedagogies of emancipation that underpin and are emergent in their praxis. The process of researching such movements and their politics of knowledge involves a decolonizing and pedagogical approach that embeds the co-creation of knowledges for transformation between researcher and movements. This builds upon work related to prefigurative epistemologies and decolonizing pedagogies of movement scholars such as Motta, Bermúdez, and Valenzuela Fuentes. It foregrounds the work of Neplanteras, of whom Gloria Anzaldúa speaks, those who bridge communities, sociabilities, epistemologies, and subjects on the margins. Nepantleras, as Anzaldúa continues, “are threshold people, those who move within and among multiple worlds and use their movements in the service of transformation.” Our collaborative research as Nepantleras has identified three broad themes emergent across these political and deeply pedagogical educational struggles and experiences. First is the practices, ethics, and experiences that foreground the prefigurative and horizontal nature of the politics of decolonizing and autonomous knowledge being co-created. Second is the feminization of resistance, involving both the emergence and centering of women and feminized subjects in movement and collective struggles, and the feminization of politics and knowledge making. Third is the key role played by affect and an embodied/enfleshed politics in the three cases, and how they foster the democratization, feminization, and decolonization of education and everyday life.