In this extensive examination of the crucial role of education and training in antislavery, we show how education can help individuals and groups move from slavery and indecent work to decent work and sustainable livelihoods. Working to develop better interventions related to the education-slavery relationship, and improve policy and practice initiatives that seek to better the lives of former slaves, we are tackling the following questions: 1. What do individual ex-slaves aspire to in terms of their well-being and what role might education and training play in achieving their desired functionings? 2. How effectively are existing education and training interventions working with ex-slaves in terms of successful labour market outcomes? 3. How can education and training institutions better support ex-slave learners? 4. What do successful pathways look like through which individuals move from slavery through education and training to decent work / livelihoods?
My thesis offers the first in-depth urban cultural analysis of the network of Puerto Rican community activism in Loisaida (part of the Lower East Side) from the 1960s to the 1990s. This community organized itself to fight against postwar urban deindustrialization, housing disinvestment, and gentrification, which negatively affected low-income areas. By recreating the urban history of sustainable activism in Loisaida and focusing on the initiatives and projects of key community organizations, I demonstrate how they sought ultimately to claim specific spaces: from housing and public spaces to educational and cultural centers. The adjective 'sustainable' does not simply connote 'environmental' but rather highlights the role of the environment in a broader sense-built environment, educational environment, cultural environment-in shaping the quality of life of an urban neighborhood. Moreover, the methodologies and rhetoric of these groups frame their activism in distinctly human rights rhetoric: the right to education, the right to housing, the right to the city.