The legacy of 1968 protest movement and the need for a pedagogical reflection on anti-authoritarianism and educational authority

Abstract

The outcomes of the 1968 anti-authoritarian protest movement, which has involved education in general, require a pedagogical reflection aimed at understanding their repercussions on the formative level and asserting the usefulness of a specific educational authority based on the principle of responsibility, especially in the face of post-1968 taking root of new authoritarianisms that atrophy the design desire of young people.