LAUSR

The aim of this article is to analyse a free radio experience in Spain, Radio Almaina, as a model of public pedagogy. We begin by problematising the concept of public pedagogy which, according to Savage, is immersed in a kind of ‘theoretical haze’. We intend to contribute to its clarification by explaining what we understand by ‘pedagogy’, ‘education’ and ‘public space’. Public pedagogy will always be a reflection, a source of knowledge about what happens, from the educational perspective, in those public spaces which have been redefined by political action. Thus, Radio Almaina is contextualised as a free, independent and assembly-style radio station, open to social movements and critical cultural initiatives. It presents a counter-narrative that unveils neoliberal logic from a critical perspective along with a social praxis. Furthermore, it encourages socio-ecological activism, in addition to supporting feminist, social and economic struggles. We analyse three Radio Almaina programmes, relevant because of their themes and diversity of styles, and because of their commitment to citizen mobilisations. Public pedagogy must highlight transformative alternatives and spend less time criticising neoliberalism. By understanding pedagogy in this way, Radio Almaina is fostering forms of resistance and educationally and ethically liberating learning practices, thus shaping an alternative construction of subjectivity.