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The education machine constructed by right wing politics and discourses has been of great concern for some time, especially during the Bush administration. However, actions by the Obama administration have further accelerated that reeducation machine by maintaining legislation like NCLB and support for educational corporations. This paper describes how this hypercapitalist conservative machine continues to use forms of signification and resource redistribution as mechanisms of power, masks cultural and intellectual diversity, co-opts identities, and corporatizes all aspects of education (including the ways we construct and understand learning) to interpret them as competition, privatization, and profiteering. Politicians from both (or all) political parties may be so attached to the tentacles of hypercaptialism that radical thought and actions are necessary to save and construct education that is socially just, equitable, and democratic.

Under conditions in the USA in which hope has been generated by the election of a president of African descent, the author expresses concern that the neoliberal education policies of the past 20 years will not be changed and are not being questioned. Examples are provided that include the continued support for the privatization of public schools in post-Katrina New Orleans and the various ways that NCLB privileges capitalism.

Cover -- Half-Title -- Title -- Copyright -- Contents -- Preface: Childhoods in More Just Worlds: An International Handbook (Gaile S. Cannella and Tim Kinard) -- Bodies, Beings, and Relations in More Just Worlds -- Chapter 1: The Reduction of Children to "Bare Life": The Case of Child Migration (Michael O'Loughlin and Renata de Assis) -- Chapter 2: "Forward to No Place at All": Forceful Migration and Child Welfare (Mlado Ivanovic) -- Chapter 3: A Romani Analysis of English Preschool Education (Mandy Pierlejewski and Gyula Vamosi) -- Chapter 4: The Shadows and Silences of Colonialism: Resisting Eroding Realities for Māori Children Through Language Re-Vernacularisation in Antipodean New Zealand (Mere Skerrett) -- Chapter 5: Staying with the Troubles of Colonised Emotional Well-Being of Young Children in Aotearoa (New Zealand) (Jenny Ritchie) -- Chapter 6: Competing Discourses about Immigrant Children: Metaphors of the Right and Left (Theodora Lightfoot) -- Care and Education: Performing Just Childhood Worlds -- Chapter 7: Refusing Policymakers' Manufactured Crisis: Countering Conceptions of School Readiness (Christopher P. Brown, David P. Barry, and Da Hei Ku) -- Chapter 8: Politics of Childhoods: Paradoxical Moments of Be(com)ing (I-Fang Lee) -- Chapter 9: Sitting With the Agency Paradox to Stand for Childhood Liberation: The Case of Critical Mathematics Education (José Martínez Hinestroza) -- Chapter 10: "Your Children Are Having Too Much Fun": Teaching Literacy With Radical Hope (Luz A. Murillo) -- Chapter 11: Justice Mapping: Making Theoretical Kin With/in Childhood Studies (Tim Kinard) -- Chapter 12: Becoming-with Water: Collaboration, Ethico-onto-epistemologies, Experimentations, and Creativity (Mindy Blaise and Claire O'Callaghan).

Preface. 1. Starting points. 2. The colonizing power of play. 3. Do we have childhood in India? Do we need it? 4. Life at Shishu Vana. 5. Early childhood education and postcolonial possibilities. / With Gaile S. Cannella. 6. Concluding thoughts

In the fall of 2010, a group of early childhood scholars concerned with the impact of neoliberalism on those who are younger met to discuss the situation and the various performances of neoliberalism in diverse local spaces. The global condition (as entangled neoliberal assemblages) requires new critical qualitative research perspectives and conceptualizations, unthought methods, and ways to center traditionally marginalized theories and understandings. This article introduces, and overviews, the qualitative research used by the various scholars in different locations around the globe from within a theoretical perspective that predominantly employs the Deleuze/Guattari notion of assemblage as applicable to qualitative research.

Concern regarding capitalism, profiteering, and the corporatization of higher education is not new. A market focus that creates students as consumers and faculty as service providers has dominated global practices in colleges and universities for some time. Most recently, however, this more liberal market-driven focus has actually morphed away from a jurisdictional emphasis (with a potential focus on fairness) to forms of veridiction (neoliberal truth regimes) that legitimate intervention into all aspects of society, the environment, interpretations of the world around us, even into the physical individual bodies of human beings as well as the more-than-human. In higher education, this neoliberal saturation has led to changes that are of seismic proportion. The authors in this special issue describe their own research into, interpretations of, and life experiences as they attempt to survive within this neoliberal condition, and as they also generate counter conducts and ways of thinking without neoliberalism.

This introduction to the special issue does not only introduce the content of the issue, it also generates connections among histories, traditions, theories, thinkers, thoughts, actions, and power. We propose that critical qualitative inquiry that would further expand theoretically informed, engaged activism is of greater importance than ever as we experience unprecedented technological change, violence against living beings that are not labeled human (through experimentation, industrialization, and medicine), the plundering of the Earth, and increasing gaps between the privileged and the marginalized (whether rich/poor, human/nonhuman). Critical qualitative inquiry must be continuously rethought, repurposed, reinvigorated, and envisioned as always already leading to a justice-oriented action.

The authors of this article provide multiple stories of capitalist violence within and outside of higher education as facilitated by patriarchy and evidenced by the recent stories of abuse and power embedded within college football at Pennsylvania State University. Acknowledging that the constructs patriarchy and feminist(s) have been heavily contested, the authors argue for resurrection of examinations of patriarchy, and specifically capitalist patriarchy, in contemporary analyses of power.

The focus of this article is the conceptualization of a critical anticolonial social science that places ethics and concern for others at the forefront, while at the same time challenges the will to know others that so dominates social science research as construct. The authors propose that research examine and challenge social systems, support struggles for social justice, and construct a nonviolent revolutionary ethical consciousness.

The authors critique the ways that science and higher education are being revisioned and reconstituted as servants of profiteering and fundamentalist power agendas. This discussion recognizes that higher education, while generating all manner of "discovery"-oriented research, has also been the sight of contestation, debate, critiques of science, and even zealous philosophical disagreements regarding science. Higher education has been the accepted location of the postmodern turn; the recognition of diverse scientific paradigms such as constructivist, feminist, and critical sciences; and major critiques of positivist science. This academic work is not perfect and is certainly not without power struggles but is absolutely necessary. Reconstituting American higher education into a fundamentalist, corporatist institution will certainly narrow and potentially eliminate critique, philosophical diversity and science itself. Faculty in academia must take action, rather than succumbing "to the new spirit of the age, (which seems to be) gain(ing) wealth, and forgetting all but self."

This article is the introduction to the special issue of Cultural Studies ↔ Critical Methodologies that focuses on the lives, feelings, and circumstances experienced by the largest group of people around the globe who must deal with unthought and unexpected liminal spaces, knowledges, values, and impositions. Identified as immigrants, and sometimes migrants, these individuals and groups move, or are moved without choice, to new locations for a variety of reasons. This introduction first briefly describes the liminal, hybrid positions lived and experienced by immigrants. The issue articles are then introduced as they predominantly focus on immigrant public policy and daily liminalities of immigrant life in the United States.

"Critical approaches to qualitative research have made a significant impact on research practice over the past decade. This comprehensive volume of contemporary, original articles places this trend in its historical context, describes the current landscape of critical work, and considers the future of this turn. The book -includes contributions from some of the leading qualitative researchers on three continents; -consists of big-picture articles that describe the dimensions of this research tradition; -situates critical qualitative inquiry in the overall development and landscape of qualitative research"--