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For the past several decades, Marxism has had a checkered lineage in the field of educational theory. Drawing on the work of Teresa Ebert, José Carlos Mariátegui, and the Marxist humanist tradition, this article constructs a defense of Marxist theory as the centerpiece for a revitalized revolutionary critical pedagogy.

In this article, the authors examine Hurricane Katrina and its aftermath on the people of New Orleans from a historical materialist perspective. In their analysis, the authors discuss Katrina in relation to capitalism's overall devastating consequences for the ecosphere as well as the global division of labor and its racialized social relations. They further suggest that the racialization of Hurricane Katrina needs to be situated within the disciplinary practices of capital and its process of valorization through unsustainable capital-fueled growth and development, overproduction, resource depletion, and ecosystem destabilization and destruction.

This paper explores the dialectical relationship between nationalism and feminism in the experience of a group of Palestinian women student-activists in Israeli universities. An overview of the history of Palestinian women's involvement in the national movement leads to the conclusion that the Palestinian Intifada in 1987 was a turning point in articulating a feminist-nationalist agenda among Palestinian women activists in the West Bank and Gaza and inside Israel. Qualitative interviews with 11 Palestinian women student activists in Israeli universities reveal two intertwined themes of nationalism and feminism. Participants clearly challenge their male dominated political organisations to espouse a progressive social-political agenda focusing simultaneously on national and gender forms of oppression. ; peer-reviewed

That empire is the central antagonism of the current historical moment places the struggle of critical educators defending the public sphere from further integration into the neoliberal & imperialist practices of the state & globalized capitalism in the role of developing a critical globalization studies based on a pedagogy & politics of hope. The drive to obtain "free markets" & unprecedented military presence contextualize the currently undangerous critical pedagogy characterized by cosmopolitan liberalism of the post-modernized left. A new revolutionary praxis is identified in the forms of social organization, popular mobilization that needs to focus on the abolition of private property, & struggle against alienated labor. The new urgency for critical social educators is to fight to create social justice on a global scale equivalent to Marxian "positive humanism" or replacing Arendt's "negative solidarity" of atomized & displaced individuals. Petra's typology of Gramscian organic intellectuals describes & distinguishes stoics, cynics, pessimists, critical intellectuals from irreverent intellectuals. The challenge is to humanize the classroom environment & create the pedagogical spaces for linking education to the praxeological dimensions of social justice initiatives is not an easy project. But when hope is strong enough it can bend the future backward to the past so the present can escape its orbit of inevitability & break the force in history's hubris so that "what is" becomes a reality carved out of "what could be.". References. J. Harwell

This article discusses the political and cultural fallout following the illegal war and occupation of Iraq by the U.S. military and its allies, focusing on the lies, deceptions, and hypocrisy of the Bush Jr. regime and the media.

The impact of conquest and colonialism on identity and the construction of knowledge Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold. Powerful and interdisciplinary, Disrupting Colonial Pedagogies challenges colonialism and its influence on education to advance freer and more just forms of knowledge making. Contributors: Silvia García Aguilár, Khalilah Ali, Angela Malone Cartwright, Adriana Diego, LeConté Dill, Sameena Eidoo, Genevieve Flores-Haro, Jillian Ford, Leena Her, Nathalia E. Jaramillo, Patricia Krueger-Henney, Claudia Lozáno, Liliana Manriquez, Alberta Salazár, León Salazár, and Lorri Santamaría