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"This article expounds on three central aspects necessary to comprehend the critical dialogue between the humanities and social sciences and Cultural Studies in Latin America: (1) The aesthetic and the critical versus the popular and the technocultural; (2) Transdisciplinarity and the clashes between the disciplines and (3) The displacement of literature in the redefinition of the 'Latin American' in the cultural theory of the 1980s in Latin America. This critical narrative reveals that the technocooperativity of the culture market demands that Cultural Studies leave aside knowledge of the negativity of the splitted, the errant and the lost. It corresponds to art and literature, to critical thinking, to reintroduce - in a minor key - the disorders of the unclassifiable in the world of the classified and the classifier. Only with the critical play of disobedient languages against the university technomarket can the resigned homology between the politics of governability, the administration of the social, the industrialization of the cultural and the professionalization of useful knowledge be bankrupted."

This article explores how the knowledge practices of some academic-intellectuals are shifting in such a way as to signal a radical departure from the "traditional" role that academic-intellectuals have had in Latin America. This re-direction is part of a

MONTEVIDEO, Jul 30 (IPS) - The girls who attend the school of Villa García, a township on the outskirts of the Uruguayan capital, are still playing dolls and dress up - only now they do it on their laptop computers.

This paper is the result of a conversation, started in 2008, about the significance of the struggles for gender and sexual justice taking place in Latin America and more broadly of the challenges global justice and solidarity movements (GJ&SM) are articulating at various national and international levels. Two themes are explored throughout: the extent to which the current Latin American experiments with diversity, plurality, connectivity and mutuality, starting with the 'plural concept of gender and sexuality', challenge existing divides between gender, sexual, social and economic justice and the extent to which they simultaneously question the North/South divide. We also reflect on the problems and challenges that such approaches might present or encounter.

Popular-education programmes conducted by social movements are reshaping politics and education in Latin America. Negotiating with governments, they promote social justice while educationally challenging 'neo-liberal' educational standardisation. Moving from a defensive towards an offensive strategy, some movements support themselves economically while developing new educational strategies. They encounter both support and opposition from the social democratic governments in the region. They are at odds with the international bilateral and multilateral organisations that promote neo-liberal top-down policies, and some of these new social movements have moved beyond social action in specific regions and national borders creating regional alliances for their struggle.

"This essay offers an introduction to the 'decolonial option'. The author begins by setting his project apart from its European contemporaries such as biopolitics and by tracing the historical origins of his project to the Bandung Conference of 1955 that asserted decolonization as the 'third way', beyond Soviet communism and liberal capitalism. Decoloniality needs to emphasize itself once again as a 'third way'. This time it has to break the tandem formed by 'rewesternization' (championed by Obama's administration and the EU) and 'dewesternization' (represented by so-called emergent countries). The decolonial option embraces epistemic disobedience and border thinking in order to question the behaviour of world powers. Ultimately what is at stake is advancing what the author calls global political society."