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From text: The new series of Acta Academica, launched earlier this year, is positioned to generate critical views on society, culture and politics. Acta seeks to attract a more globally representative public and authors and become a site of debate and contestation for humanities research by crossing disciplinary boundaries.1 Critical social theories, as intermediaries for traversing these boundaries, frontiers and limits, organise a variety of interpretive schemes, which conjoins with social reality and the demands of disclosing critiques. Thus, the fresh brief of Acta, as it continuously crafts a new intellectual identity, alludes to an assortment of social and other challenges that are structurally anchored within the polity. Poverty, unemployment, globalised racism, social exclusionand unequal power relations in all spheres and levels of society, are at the core of what the humanities and social sciences should regard as the mainstay of their intellectual and practical endeavours.

This speculative article endeavours to highlight the polemics and disputations of knowledge transformation, while simultaneously demonstrating the productive possibilities of such disputations via three examples of refractions. The latter are generated within the crises and critiques of the discourses within which Social Theory, Human Rights and Philosophy are located. They are further cultivated and sharpened by the interplays between these discourses, suggesting the possibility of self-transforming knowledge constellations. The article concludes that the political import of refractions allows the prospects of just social practices to come sharper into view.

This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education. The point of departure is that the acceptable "truths" of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge. The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis. Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.

Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK and the USA, this open access book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy and citizenship in education. The contributors cultivate a critical view of human rights, democracy and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, law, sociology, health sciences and social work and international development. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

What exactly is decolonisation? This volume brings together the most innovative thinking on curriculum theory to address an urgent question for scholars and teachers alike. Critical questions are raised: Is decolonisation simply a slogan representing a variety of concerns? What is the colonial legacy and can it be undone?