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"This book presents a novel perspective on neocolonialism, education and other related issues. It unveils the effects of neocolonialism on the learning and well-being of students and workers, including marginalized groups such as Native Americans, Latino/as, and African Americans. It is a collection of in-depth interviews and conversations with committed social justice educators and scholars genuinely concerned with educational issues situated in the context of western neocolonialism and neoliberalism. This dialogical way of discussing important issues and co-constructing knowledge can be traced back to ancient philosophers, who used dialogue as a form of inquiry to explore and analyze educational, socio-economic and political issues facing the world. It will cover many interwoven and pressing issues echoed through authentic voices of progressive educators and scholars. "--

"Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society."--Publisher's website

"How do educators and activists in today's struggles for change use historical materials from earlier periods of organizing for political education? How do they create and engage with independent and often informal archives and debates? How do they ultimately connect this historical knowledge with contemporary struggles? Reflections on Knowledge, Learning and Social Movements aims to advance the understanding of relationships between learning, knowledge production, history and social change. In four sections, this unique collection explores: - Engagement with activist/movement archives - Learning and teaching militant histories - Lessons from liberatory and anti-imperialist struggles - Learning from student, youth and education struggles. Six chapters foreground insights from the breadth and diversity of South Africa's rich progressive social movements; while others explore connections between ideas and practices of historical and contemporary struggles in other parts of the world including Argentina, Iran, Britain, Palestine, and the US. Beside its great relevance to scholars and students of Education, Sociology, and History, this innovative title will be of particular interest to adult educators, labour educators, archivists, community workers and others concerned with education for social change" --

Cultural studies, teaching and critical pedagogy: an introduction / Jaafar Aksikas, Sean Johnson Andrews, and Donald Hedrick -- PART I. Pedagogy and teaching in cultural studies: critical groundings: What did you learn in school today? Cultural studies as pedagogy / Lawrence Grossberg -- We are all art historians now: teaching media studies and/as cultural studies / Toby Miller -- Dear progressive and/or queer students: a pedagogical polemic from your queer adjunct professor / Jodi Davis-Pacheco -- Cultural studies and (un)critical pedagogies: a journey through the corporatized university / Lisa B. Y. Calvente, Mark Hayward, Josh Smicker, and Sindhu Zagoren -- The impossibility of teaching cultural studies / Gilbert B. Rodman -- PART II. Cultural studies pedagogies in practice: in the classroom and beyond. Cultural studies as writing project, with Trump assignment / Donald Hedrick -- Critical pedagogies in cultural studies: on teaching Marxism online / Ronald Strickland -- "Bringing the world to the classroom": cultural studies and experiential learning / Basak Burgun -- Teaching cultural studies in the undergraduate curriculum: from the abstract to the concrete, and back again / Sean Johnson Andrews -- Cultural studies in practice: toward a 'Thick Description' of a methodology course in cultural studies / Jaafar Aksikas -- PART III. Cultural studies pedagogies in context; some case studies: Critical (Race) pedagogy and the neoliberal arts in Walker's Wisconsin / Pia Møller -- Into the factory: teaching cultural studies as a critique of global capitalism / Pablo Andrés Castagno -- Teaching conjuncturally: cultural studies as the practice of conjunctural analysis / Andrew Davis -- Conjunturally teaching: cultural studies pedagogy beyond common sense / Megan M. Wood -- The ethics of postgraduate supervision: a view from cutlrual studies / Liam Grealy and Timothy Laurie -- Public pedagogy and private programs: practicing cultural studies in professional education / R. Gabriel Dor.

"The well-known and controversial Mexican American studies (MAS) program in Arizona's Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. This book offers the first comprehensive account of this progressive program by those who created it, implemented it, and have struggled to protect it"--

"Knowledge and the Future of the Curriculum: International Studies in Social Realism is about the central purpose of schooling - to provide students with equitable access to powerful curriculum knowledge that is ultimately capable of taking them beyond their experiences. This collection presents a social realist understanding of the role of knowledge as a progressive option in support of social and educational justice. It moves beyond mere critique by offering a rationale for determining what should be taught and how it should be taught. It is an account justified by a theory of knowledge that acknowledges both its social location and its emergent and objective properties. Each chapter argues in creative and innovative ways for a curriculum and pedagogy that will enable all students to access powerful knowledge"--

"Climate Change, The Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism uses public pedagogy as a theoretical lens to examine climate change emergency and presents a solution to the issue in ecosocialism. The book addresses the climate's relationship with capitalism and the role of activism in highlighting the climate change emergency. With respect to the Fourth Industrial Revolution, Cole assesses the pro-capitalist arguments that this revolution can be considered a progressive force and critiques them from a Marxist perspective. A case is made for ecosocialism, a form of socialism that is informed by feminism, inclusivity and real democracy. Ecosocialism, it is argued, can address climate change destruction and harness the potential fruits of the Fourth Industrial Revolution for the good of all. The book ends by addressing the other great threat to civilisation alongside climate change, with a postscript providing some final words of warning about the dual perils of climate change and nuclear warfare. This highly topical book will be of interest to scholars, postgraduate students and researchers, as well as to advanced undergraduate students in the fields of environmental studies, pedagogy, and sociology. It will also appeal to all readers who are concerned with the onward march of climate change destruction."

In the late 1980s, at a time when secularism is becoming a less and less mobilizing concept and "democratization" seems to have reached a deadlock, the minister of Education, Lionel Jospin, launches the renewal of the curriculum. The National Council for Curriculum which was created in 1990 is intended to be the kingpin of this reforming undertaking. By means of interviews and by using the results of a survey into records, the present article analyzes the territory struggles in the bureaucratic field between the National Council for Curriculum, the General Inspectorate of the Ministry of Education, the Directorate for Secondary Education; that is to say the three institutions which were in conflict at that time to take absolute power in the field of pedagogy. It shows how the progressive codification of an institutional modus vivendi makes it possible for a thorough reform of the secondary school curriculum to be initiated, the ending of which is the establishment of a the "common base of knowledge and skills". Adapted from the source document.

"Outside of Norway, where this little book is regarded as a classic, Christie is primarily known for his work on crime, prisons and social deviance. His arguments here are similarly critical of mainstream sociological theory and political discourse. Christie knew and admired Ivan Illich whose book Deschooling Society retains a prominent place in the educational literature. But as Judith Suissa points out in her essay, Christie is not arguing against the existence of schools, but rather that we need to think carefully about why they exist, what purpose they serve, and who should have a voice in how they are constituted and run. The view of schools presented in Christie's short text has more in common with the American pragmatist John Dewey, who saw schools as "a genuine form of active community life, instead of a place set apart in which to learn lessons." While Christie's work remains an artifact of its place and time, his vision of a school as a expression of direct and local democratic will should interest students and scholars of de-schooling, unschooling, Dewian and progressive educational theory, and critical pedagogy"--

Foreword: the world is not flat: challenging neoliberal policies / David Hursh -- Introduction: neoliberal politics and education in the rich world: inequality, undemocracy and the resistant possibilities and roles of critical educators / Dave Hill -- The American privatization campaign: vouchers, charters, educational management organizations and the money behind them / Karen Anijar and David Gabbard -- Neoliberalism and education in Canada / Adam Davidson-Harden, Larry Kuehn, Daniel Schugurensky and Harry Smaller -- The new built environment of education: neo-liberalism on trial in Australia / Gregory Martin -- England and Wales: neoliberalised education and its impacts / Christine Lewis, Dave Hill and Barry Fawcett -- Changing the tide of education policy in Finland: from Nordic to EU educational policy model / Joel Kivirauma, Risto Rinne and Piia Seppänen -- The neoliberal-neoconservative reform in Greek education / Georgios Grollios -- The third way and beyond: global neo-liberalism, education and resistance in Taiwan / Hui-Lan Wang and Michael Loncar -- Israel: neoliberal and nationalist education: towards a political pedagogy / Aura Mor-Sommerfeld, Ehud Adiv and Arnon Dunetz -- Education in a one party 'democracy': Singapore / Steve McKenna and Julia Richardson -- Education reforms in Japan: neo-liberal, neo-conservative, and 'progressive education' directions / Kaori H. Okano -- Contributors -- Index

"An accessible introduction to understanding the current media environment and the culture it contains, this book provides an indispensable guide to dynamic media literacy in the digital environment. Katherine G. Fry draws from philosophies of technology and communication, from media ecology, critical cultural theory, and critical pedagogy to explain the dimensions of media environments. Fry introduces an essential dynamic media environment model that can be used as a framework for understanding global social challenges. The model extends media literacy education and practice by de-centering media messages, instead explaining media as environments-as cultures created by and within our dominant form of communication. Exploring progressive education philosophies that advocate inclusion, independence, empathy, and critical thinking toward problem-solving in a rapidly changing world, this book includes media literacy examples, global case studies, exercises, and learning tools to facilitate learning the full scope of the current media environment. This book explores how the digital communication environment operates on many dimensions so that we, as citizens, as players within the shifting digital environment, can act to shape it. Essential reading for students and scholars of media and communication studies, media literacy and media education, as well as other disciplines where media is used as a lens to examine issues within society"--

Acknowledgements -- Introduction: what's the link between feminism and yoga? / Beth Berila -- Inclusion/exclusion in yoga spaces / Chelsea Jackson Roberts -- In a field of the color purple : inviting yoga spaces for black women's bodies / Marcelle M. Haddix -- "I'm feelin' it." : embodied spiritual activism as a vehicle for queer black liberation / Jillian Ford -- The gender, race, and class barriers enclosing yoga as a white public space / Enoch H. Page -- Towards yoga as property / Roopa Kaushik-Brown -- Yoga, culture and neoliberal embodiment of health / Kerrie Kauer -- Yoga is not dodgeball : mind-body integration and progressive education / Carol Horton -- The intersection of yoga, body image and standards of beauty / Melanie Klein -- Mainstream representations of yoga : capitalism, consumerism, and control of the female body / Diana York Blaine -- "Work off that holiday meal ladies!" : body vigilance and orthorexia in yoga spaces / Jennifer Musial -- Naked yoga and the sexualization of asana / Sarah Schrank -- Reblog if you feel me : love, blackness, and digital wellness / Maria Velazquez -- Fat pedagogy in the yoga class / Kimberly Dark -- Yoga as individual and collective liberation / Beth Berila -- From practice to praxis : mindful lawyering for social change / Thalia González and Lauren Eckstrom -- Embodiment through purusha and prakrti : feminist yoga as a revolution from within / Punam Mehta -- Yoga and disability / Steffany Moonaz -- Yoga as embodied feminist praxis : healing and community-based responses to violence / Beth S. Catlett and Mary Bunn -- Yoga, postfeminism, and the future / Ariane Balizet and Whitney Myerr -- Queering yoga : an ethic of social justice / Jacoby Ballard and Karishma Kripalani -- Conclusion: (un)learning oppression through yoga : the way forward / Chelsea Jackson Roberts and Melanie Klein

Preface / Leonie Sandercock -- Introduction to the volume / Haripriya Rangan -- "Resistance is never wasted" : reflections on Friedmann and hope / Libby Porter -- Territoriality : which way now? / Bishwapriya Sanyal -- The difficulties of employing utopian thinking in planning practice : lessons from the just Jerusalem project / Diane E. Davis -- Realizing sustainable development goals : the prescience of John Friedmann / Shiv Someshwar -- How to prepare planners in the Bologna European education context : adapting Friedmann's planning theories to practical pedagogy / Adolfo Cazorla, Ignacio de los Ríos, José M. Díaz-Puente -- City-regions, urban fields, and urban frontiers : Friedmann's legacy / Robin Bloch -- Periphery, borders and regional development / Chung-Tong Wu -- The bioregionalization of survival : sustainability science and rooted community / Keith Pezzoli -- Are social enterprises a radical planning challenge to neoliberal economic development? / Karipriya Rangan -- Business in the public domain : the rise of social enterprises and implications for economic development planning / Yuko Aoyama -- The urban, the periurban and the urban superorganism / Michael Leaf -- The prospect of suburbs : rethinking the urban field on a planet of cities / Roger Keil -- Room for the good society? : public space, amenities and the condominium / Ute Lehrer -- The escalating privatization of urban space meets John Friedmann's post-urban landscape / Saskia Sassen -- Urban entrepreneurship through transactive planning : the making of waterfront Toronto / Matti Siemiatycki -- From good city to progressive city : reclaiming the urban future in Asia / Mike Douglass -- Transactive planning and the "found space" of Mumbai port lands / Hemalata C. Dandekar -- Development in indian country : empowerment, life space, and transformative planning / Michael Hibbard -- Operationalizing social learning through empowerment evaluation / Claudia B. Isaac -- The "radical" practice of teaching, learning, and doing in the informal settlement of Langrug, South Africa / Tanja Winkler -- Fire, ownership, citizenship and community / Jacquelyn Chase -- Meeting the other: a personal account of my struggle with John Friedmann to enact the radical practice of dialogic inquiry and love in the new millennium / Aftab Erfan -- Ignoring the ramparts : John Friedmann's dialogue with Chinese urbanism and Chinese studies / Timothy Cheek -- Challenges of strategic planning in another planning culture : learning from working in a Chinese city / Klaus R. Kunzmann -- Social learning in creative Shanghai / Sheng Zhong -- From Xinhai revolution (1911) to the umbrella movement (2014) : insurgent citizenship, radical planning and chinese culture in the Hong Kong sar / Mee Kam Ng -- Post-script / John Friedmann