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This paper goes beyond -- transcends -- "pedagogy as justice," recognizing that justice, particularly in these present times, may not be enough. Its wager is with "pedagogies of and for life"; pedagogies that plant and cultivate, that push and enable other modes of living, despite the capitalist-modern-colonial-racist system, beyond the system, and in the system's margins, borders, fissures, and cracks. These pedagogies, as Catherine Walsh argues here, are necessarily tied to and constitutive of decolonial(izing) praxis, a praxis that, while not negating justice, takes us beyond it. The argument here is for the pedagogical-praxistical work being done now, and yet to be done; the actional thought, thoughtful action, and ongoing creation and construction of an otherwise "for" existence, "for" dignity, and "for" life in these times of multiple entwined pandemic-viruses, including capitalist greed, systemic racism, heteropatriarchy, and existential-territorial dispossession in which COVID is/was one more thread of the entwine.

In this text, Juan García Salazar and Catherine Walsh draw from and extend portions of their conversations begun a number of years ago about the sowing and re-sowing of knowledge and life in the communities of the Colombo-Ecuadorian region-territory of the AfroPacific. The conversation invokes and thinks with a third voice, that of Grandfather Zenón, considered the Grandfather of all those beings who reside in this territory. It is Zenón's voice that expresses and brings to life the words, teachings, and collective memory of the elders past and present, and, in so doing, continues the ancestral plantings, giving meaning and force to the collective philosophies, knowledges, and memory that persist, resist, and re-exist in the AfroPacific and beyond in these present times. [ABSTRACT FROM AUTHOR]

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