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Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.

In this groundbreaking critique of neoliberalism in schooling and education, an international cast of education policy analysts, educational activists and scholars deftly analyze the ideologies underlying the global, national and local neoliberalisation of schooling and education. The thrilling scholarship that makes up Global Neoliberalism and Education and its Consequences exposes the machinations, agenda and impacts of the privatising and 'merchandisation' of education by the World Bank, the General Agreement on Trade in Services (GATS), biased think tanks, global and national.

In recent years there have been expressions of anger and frustration against the Conservative and Liberal Democrat Coalition government and the predecessor New Labour government's neoliberalising policies. The momentum against government policies that immiserate a larger proportion of the population (whilst the income of the super rich globally grows at a staggering rate of 14% per year (Bower, 2013)), may seem to have diminished at present (summer 2013) but it is likely to rise, especially as direct action and local and national demonstrations continue, and as new webs and political formations of and strategies for resistance are created. As Gramsci (1971) observed, hegemony is never won outright, and the continuation of such struggles is important in building class consciousness. Whilst we recognise the powerful and growing penetration of the idea that there is no alternative (TINA) to austerity neoliberalisation, and the concomitant imposition of increasing severe sentences on those who revolt against (and not merely evade) the status quo, we believe that resistance must strengthen at the levels of ideas and activism. This belief impels this chapter. The chapter has four sections. First we outline the current political landscape that has been moulded by the ruling capitalist class embarking on an aggressive policy agenda to expand, accelerate and deepen the reality and ideology of neoliberalisation. We examine expressions and demonstrations of public anger that are resisting the neoliberal and neoconservative status quo. We then, in section two, focus on the accumulation of anger/resistance and government/media responses to this. The third section focuses specifically on anger, activism, protest and resistance in education, at school, further/vocational college level and at university level.2. A brief fourth section reports on and analyses the current state of organisation and development of resistance to immiseration capitalism in England.

This paper opposesthe view of the individual enshirined in. Thacherism the private persorr in the mardet) and its accompayning ideology of nationalism in favour of social critizenship, collective empowerment and internationalism is then focusses on education, with particular reference to teacher education; on the one hand, as it is currently used to foster com positive individualism and nationalism and on the other, as a potential for encouraging social citizenship, cooperation and internationalism.

1. Cultureclass / Deborah Kelsh -- 2. Hypohumanities / Teresa L. Ebert and Mas'ud Zavarzadeh -- 3. Persistent inequities, obfuscating explanations: reinforcing the lost centrality of class in Indian education debates / Ravi Kumar -- 4. Class, "race" and state in post-apartheid education / Enver Motala and Salim Vally -- 5. Racism and Islamophobia in post 7/7 Britain : critical race theory, (xeno-)racialization, empire and education : a Marxist analysis / Mike Cole and Alpesh Maisuria -- 6. Marxism, critical realism and class: implications for a socialist pedagogy / Grant Banfield -- 7. Globalization, class, and the social studies curriculum / E. Wayne Ross and Greg Queen -- 8. Class : the base of all reading / Robert Faivre.

This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democratic approaches to teaching and makes a spirited case for teaching as a critical and revolutionary act.