Methodologies of liberation: Reflections on the direction and form of Noah De Lissovoy’s revolutionary pedagogy

This paper explores the scholarship of Noah De Lissovoy and his contributions to educational theory and praxis. I examine his critiques of capital and his key insights for critical pedagogy and anticolonial praxis, paying close attention not only to the arguments themselves but also to the forms they take and the directions they point. I highlight De Lissovoy’s creation of new concepts and his transposition of existing ones within Western critical theories through a decolonial lens. Ultimately, I position De Lissovoy as an astute and prescient interpreter of our current moment—an innovative theorist who develops and recalibrates concepts not only to understand the present but to furnish educational praxis for anti-capitalist and socialist revolution. His reading of capitalist violence and domination through the concepts of enclosure and violation is featured in this essay, along with his robust vision for a revolutionary educational praxis. The essay concludes with reflections on De Lissovoy’s challenge for critical pedagogy to engage in a political-existential project that rejects capitalism-coloniality and constructs a new ethics and sociality.