Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

This chapter delves into the transformative role of graffiti as a form of public pedagogy, illustrating how it serves as an alternative curriculum etched into the fabric of urban landscapes. Situated at the intersection of critical pedagogy, cultural studies, and urban geography, graffiti transcends mere artistic expression, emerging as a purposeful intervention in contested public spaces. Drawing upon Henry Giroux's (2020) concept of public pedagogy and Paulo Freire’s (1996) notion of conscientisation, the chapter positions graffiti as an “unofficial curriculum” that illuminates social justice issues such as poverty, inequality, racial discrimination, displacement, and state violence. Through a qualitative, interpretive approach, the chapter combines theoretical reflection with case studies showcasing how marginalised communities employ graffiti to reclaim visibility, preserve cultural memory, and challenge dominant narratives.  The chapter concludes by urging educators, policymakers, and urban planners to recognise public spaces as vital arenas for knowledge production, democratic dialogue, and resistance.