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Intro -- Acknowledgement -- Contents -- List of Figures -- 1: Introduction -- Climate Crisis, Education and Radical Social Change -- Can Education Really Help to Change Society? -- References -- 2: Curriculum Struggles: Knowledge, Truth … Action? -- School Curriculum as Climate Battleground -- Getting Stuck in the Core Grammar of Schooling -- Adding to the Curriculum or Changing Paradigms? -- From Knowledge to Action? The Limitations of Curricular Movements for Change -- References -- 3: Nudging and Informal Learning -- Green Nudges and the Climate Crisis -- Problems with Nudges -- Critical Sociology of Education and the Hidden Curriculum -- Progressive Education and the Third Teacher -- References -- 4: Pedagogies of Hope and Fear -- What's the Matter with Hope? -- Fear and Anxiety in Climate Change Education -- Paulo Freire, bell hooks and a Pedagogy of Hope -- Emotions and Educating for Radical Social Change -- References -- 5: Thinking Through Places -- The Centrality of Place in Environmental Education -- Connecting with Nature? -- Land Education and the Damages of Colonialism -- Uneven Geographies and Environmental Justice -- Local Places in a Global Economy -- References -- 6: Children & -- Youth Can Change the World! -- Children and Youth Are Agents of Change! -- On Collective Actions and School Climate Strikes -- Behind Every Great (Young) Climate Activist… -- What About the Adults? -- References -- 7: The Role of Self Interest -- Climate Change Education: Post-Political Discourse and Win-Win Framing -- Alinsky, Community Organizing and the Importance of Self Interest -- Democratic Education and Consciousness Raising -- Critical Pedagogy and the Contestation of Dominant Group Interests -- Instrumental and Emancipatory Models of Climate Change Education -- References -- 8: Learning Power & -- Taking Collective Action.

"In this book, the authors' postcapitalist approach to change focuses less on what we need to dismantle, and more on what educators and activists are building in its place. Studying schools and other social organizations in the global north and south, the authors identify and examine some of the most interesting counterhegemonic spaces in both formal and informal education today. They view these spaces through a lens of what Gloria Anzaldua and Homi Bhabha call borderlands or "third spaces". These third spaces are created in-between our lived cultural and social identities (first space) and the dominant culture that seeks to define us (second space). This book seeks to better understand how these third spaces conceive of learning, how they are created, the range of experiences among them, the obstacles they face, how they are sustained over time, and how they have built global networks of solidarity. The creation of global networks of third spaces not only signals a shift in progressive political strategy, but also an expansion of what counts as spaces that are educational. This book is well suited to graduate and upper-level undergraduate courses in politics of education, sociology of education, education policy, as well as the humanities, sociology, political science and the arts"--

Cover -- Title -- Copyright -- Dedication -- CONTENTS -- Preface -- Acknowledgments -- Introduction -- Prologue: Questions and Their Predecessors -- Definitions -- The Reality of Questions -- Beyond Begriff -- Questions as Problems -- Ennui and Excess -- Predecessors and Foils of Questions -- Querelle, querist, querulant -- 1 The National Argument: The Imperial to the National Age -- A Word-Making Age -- An Imperial Prehistory of the Age -- International Public Sphere -- Hungary Enters the "Age of Questions" -- What's in a Word? -- Epilogue -- 2 The Progressive Argument: The Age of Emancipation -- A Progressive Age -- Bundling Questions: For Our Freedom and Yours -- Critics of the Age -- The Essence of Questions -- Contradictions and Defects -- A New Man -- Popular Pedagogy -- An Answering Being -- Epilogue -- 3 The Argument about Force: The Loaded Questions of a Genocidal Age -- A Demoralized Age -- The Dark Side of Emancipation -- The Dark Side of Bundling -- The Dark Side of Equilibrium -- Sanctioned Decontamination: The Jewish Question in the Age of Questions -- Hitler as Question Bundler -- Epilogue -- 4 The Federative Argument: The Age of Erasing Borders -- An Aggregating Age -- Formulating Universalism -- Federated Questions: From Indefinite to Definite -- The Federation Consensus -- Epilogue -- 5 The Argument about Farce: The Farcical Age -- A Fraudulent Age -- The Scientization of Questions -- The Wages of Passion -- Epilogue -- 6 The Temporal Argument: The Age of Spin -- A Time-Conscious Age -- Timing -- The American Question Revisited -- Periodicity -- Cathartic Futures -- A Question of Genre: The Constraints Imposed by Timeliness -- Zeitfragen -- Epilogue -- 7 The Suspension-Bridge Argument: The Age of Spanning Contradictions -- A Paradoxical Age -- Automatism -- A Shift in Register -- In Two Places at Once

"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

Front Cover -- Half Title -- Series Title -- Title Page -- Copyright Page -- Dedication -- Epigraph -- Contents -- Acknowledgments -- Introduction and Overview: The Silencing -- I. Scholars' Essays -- 1. BDS and Self-Righteous Moralists -- 2. Consensus, Canadian Trade Unions, and Intellectuals for Hamas -- 3. Bullies at the Pulpit -- 4. A Traumatic Professorial Education: Anti-Zionism and Homophobia in a Serial Campus Hate Crime -- 5. Slouching toward the City That Never Stops: How a Left-Orientalist Anti-Israel Faculty Tour Forced Me to Say Something (Big Mistake!) -- 6. On Radio Silence and the Video That Saved the Day: The Attack against Professor Dubnov at the University of California San Diego, 2012 -- 7. Fraser versus the University College Union: A Personal Reflection -- 8. If You Are Not With Us: The National Women's Studies Association and Israel -- 9. Rhodes University, Not a Home for All: A Progressive Zionist's Two-Year Odyssey -- 10. Loud and Fast versus Slow and Quiet: Responses to Anti-Israel Activism on Campus -- 11. A Controversy at Harvard -- 12. Attempts to Exclude Pro-Israel Views from Progressive Discourse: Some Case Studies from Australia -- 13. Anti-Israel Antisemitism in England -- 14. Conspiracy Pedagogy on Campus: BDS Advocacy, Antisemitism, and Academic Freedom -- 15. When Did We Abandon Academic Integrity for Academic Freedom? -- 16. BDS and Zionophobic Racism -- 17. Friday, November 13, 2015, at the University of Texas, Austin: Anti-Zionists on the Attack -- 18. Colonel Richard Kemp at the University of Sydney, Australia, March 11, 2015 -- 19. "Oh! Now I've Got You!": In the Sights of Anti-Israelists at the Claremont Colleges -- 20. The Magic of Myth: Fashioning the BDS Narrative in the New Anthropology -- 21. Retaliation: The High Price of Speaking Out about Campus Antisemitism and What It Means for Jewish Students

"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"--

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Notes -- Introduction -- Three Radical Ideas -- Historiography and the Citadel -- Notes -- Chapter 1. The English and Continental Roots of American Legal Education -- Transatlantic Legal Culture -- The English Heritage -- Moots, Bolts, Readings, Yearbooks -- Educating the "Other" Lawyers: Solicitors and Attorneys -- The Failure of English Institutional Legal Education -- Cicero's Ghost: The Continental Influence -- Notes -- Chapter 2. American Antecedents of Harvard Law School -- The Apprenticeship Controversy -- Litchfield Law School -- Other Proprietary Schools -- American Vinerians -- Transylvania and David Hoffman -- Notes -- Chapter 3. Founding a University Professional School of Law -- Founders Who Weren't: Josiah Quincy Jr. and Thomas Pownall -- Isaac Royall Jr.: Slave Master, Founder -- Founding the Royall Chair -- Founding Harvard Law School -- Isaac Parker and Asahel Stearns -- "Small, Dingy, Inconvenient" -- First Students and Course of Study -- Decline and Betrayal -- Notes -- Chapter 4. The School Saved -- Dane and Story Rebuild the School -- John Hooker Ashmun: "Obeyer of Duty" -- Joseph Story's Vision -- James Kent -- Francis Lieber -- Notes -- Chapter 5. Joseph Story's Law School in the Young Republic -- The New Finances of a University Law School -- Aggressive National Marketing -- Curriculum, Scholarship, and Pedagogy -- Students -- Notes -- Chapter 6. The Greenleaf Transition -- "What Arm Shall Again Bend His Bow?" -- Greenleaf and Charles River Bridge -- Greenleaf 's Progressive Vision -- Notes -- Chapter 7. The Gathering Storm -- Appointing the Triumvirate -- Gentlemanly Harmony -- The School Divided -- Charles Sumner, Abolitionist -- The Edward Greely Loring Affair -- Notes -- Chapter 8. Civil War and Aftermath.

Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a 'child perspective', and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children's perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called 'new child paradigm'. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.

Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a 'child perspective', and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children's perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called 'new child paradigm'. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.

Cover -- Half-title -- Title -- Copyright -- Contents -- List of Contributors -- Acknowledgments -- Note on Conventions -- Dewey and the Ancients: Editor's Introduction -- Notes -- References -- Part I: Dewey and the Greek Tradition -- 1 Dewey and Ancient Philosophies: The Unfinished Cultural Project -- Dewey and ancient philosophies -- Dewey and Plato -- Dewey and Aristotle -- Pedagogy and the professionalism of philosophy -- Dewey's view of philosophy -- Human nature -- The unfinished project -- Conclusion -- Notes -- References -- 2 Potentiality and Naturalism: Dewey's Metaphysical Metamorphosis -- Dewey's metamorphosis -- Dewey's analysis of the crisis of Western philosophy -- Dewey's reintroduction of potentiality into nature -- Notes -- References -- 3 Dewey and "the Greeks:" Inquiry and the Organic Spirit of Greek Philosophy -- The organic spirit of Greek philosophy -- Organicism and the development of Dewey's naturalism -- Knowledge as "doing" -- The "instrumental" features of knowledge -- The non-propositional elements of knowledge -- Knowledge, praxis, cosmos-habit and growth -- Transaction and non-linear growth -- Notes -- References -- Part II: Dewey and Plato -- 4 Let Education in the Cave: Reclaiming a Progressive Political Role for the Individual in a Modern Democracy -- Reflections on Plato's views on education, individuality and democracy -- Dewey on the role of the individual in a modern democracy -- Concluding remarks -- Notes -- References -- 5 The Dialogues as Dramatic Rehearsal: Plato's Republic and the Moral Accounting Metaphor -- Notes -- References -- 6 Justice in Society and the Individual: A Comparison of Plato's Republic and Dewey's Great Community -- Notes -- References -- Part III: Dewey and Aristotle -- 7 Dewey, Aristotle and the Spectator Theory of Knowledge -- The Problem of Knowledge

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Contents -- List of Figures -- About the Contributors -- Foreword by William F. Pinar, Series Editor -- 1. An Introduction to the Curriculum and Environmental Scholarship of C.A. (Chet) Bowers -- PART I: Ecological Approaches to Curriculum Discourse Excerpt for Part I from: Bowers, C. A. (1996). The cultural dimensions of ecological literacy. Journal of Environmental Education, 27 (2). -- 2. Co/inspiriting Ecological Conversations with Chet A. Bowers (1935-2017) and Ted T. Aoki (1919-2012) -- 3. Reconceptualizing 'Experience' for the Anthropocene -- 4. Beyond the Binary of Bowers -- 5. Steps to an Ecology of Mindful Teaching in Outdoor Life (friluftsliv) Education: Revisiting C. A. Bowers and Arne Naess for a Deep Ecocultural Approach -- PART II: Curriculum of the Commons Excerpt from: Bowers, C. A. (2016). Reforming higher education in an era of ecological crisis and growing digital insecurity. Anoka, MN: Process Century Press. -- 6. On Traditions and the Commons: A Material Feminist Analysis -- 7. A Curriculum of the Commons: Learning in Detroit and Beyond -- 8. Lessons from a Pandemic: Can We Reclaim Our Cultural and Environmental Commons? -- PART III: Ecojustice Curriculum Excerpt for Part III from: Bowers, C. A. (2002). Towardan eco-justice pedagogy. Environmental Education Research,8 (1), 21-34. -- 9. Developing Ecological Literacy as a Habit of Mind in Teacher Education through Ecojustice Progressive Curricula -- 10. Coyote and Raven Encounter Chet Bowers in Conceptual Time-Space: Ecojustice Pedagogies of the Land -- 11. Developing Literacies through Place-Based Poetic Inquiry: A Curriculum of Movement, Travel, and Writing -- 12. Ecocritical Pedagogies: (Re)Imagining Education for Diversity, Democracy, and Sustainability as Eco-Justice Curriculum -- Index.

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

Education, Culture and Values Volume IThe six volumes that comprise the Education, Culture and Values series bring together contributions from experts around the world to form, for the first time, a comprehensive treatment of the current concern with values in education. The series seeks to address this concern in the context of cultural and values diversity. The first three volumes provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represent a framework for the second three volumes which focus more specifically on values education (moral, religious, spiritual and political) per se. The six volumes, therefore, bring the fundamental domain of values together with the important issue of pluralism to generate new, fruitful and progressive reflection and exemplars of good practice.The series will be of huge benefit and interest to educators, policy makers, parents, academics, researchers and student teachers. The six volumes contain:• diverse and challenging opinions about current educational concerns and reforms in values education• chapters from more than 120 contributors of international repute from 23 different countries• conceptual clarification and theoretical analysis• empirical studies, reports of practical projects and guidance for good practice.Volumes I–III: Values Diversity in EducationVolume I—Systems of Education: Theories, Policies and Implicit Values is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It is concerned with state and policy level analysis across the world. Volume II—Institutional Issues: Pupils, Schools and Teacher Education considers values and culture at the institutional level. What constitutes a good 'whole school' approach in a particular area? There are discussions of key issues and reports of whole-school initiatives from around the world. Several chapters focus on the vital issue of teacher education. Volume III—Classroom Issues: Practice, Pedagogy and Curriculum focuses on the classroom: pedagogy, curriculum and pupil experience. Areas of curriculum development include the relatively neglected domains of mathematics and technology, as well as the more familiar literature and drama. There is a useful section on aesthetic education.Volumes IV–VI: Values Education in DiversityVolume IV—Moral Education and Pluralism is focused on moral education and development in the context of cultural pluralism. There are highly theoretical discussions of difficult philosophical issues about moral relativism as well as practical ideas about good practice.Volume V—Spiritual and Religious Education distinguishes religious and spiritual education and takes a multifaith approach to pedagogic, curricular and resource issues. The important issue of collective worship is also addressed.Volume VI—Politics, Education and Citizenship is concerned with political education and citizenship. Again chapters from several countries lend an international perspective to currently influential concerns and developments, including democratic education, human rights, national identity and education for citizenship.

Front Matter -- Copyright Page -- Dedication -- Acknowledgments -- Introduction -- Diversity: Good for Maintaining the Status Quo, Not So Much for Real Progressive Change /David G. Embrick -- Policy, Politics, and Practice -- Diversity and Affirmative Action: A Closer Look at Concepts and Goals /Sharon M. Collins -- Is Diversity Racial Justice? Affirmative Action in Admissions and the Promises and Perils of Law /Ellen Berrey -- Disfavored Subjects: How Liberalist Diversity Fails Racial Equity in Higher Education /Joyce M. Bell and Wendy Leo Moore -- "Boatloads of Money" in the Great Equalizer: How Diversity Furthers Inequality at the Neoliberal University /Michael Kreiter and Arthur Scarritt -- Pedagogy and Transformation in Higher Education -- Teaching in Black and White: Reflections of Teaching the Social Construction of Race /Tiffany Davis , Wendy Leo Moore and and Joyce M. Bell -- "Formed, Transformed, Destroyed, and Re-formed": Diversity Formation at a Majority-Minority University /Shan Mukhtar -- Diversity and stem -- Diversity in stem: How Gendered Structures Affect Women's Participation in Science /Marie des Neiges Léonard -- Equal Opportunity in Science: Diversity as an Economic and Social Justice Imperative /Enobong Hannah Branch and Sharla Alegria -- Diversity and Communities -- Diversity in the Church: A Comparative Analysis of Multiracial, White, and Black Congregations /Michelle S. Dodson -- "Not in My Backyard": How Abstract Liberalism and Colorblind Diversity Undermines Racial Justice /Laurie Cooper Stoll and Megan Klein -- Sympathetic Racism: Color-Blind Discourse's Liberal Flair in Three Diverse Communities /Meghan A. Burke -- Diversity and Complex Organizations -- When a Lack of Diversity Matters: How Juvenile Justice Professionals See Non-White Juveniles /Paul R. Ketchum -- Critical Diversity in the U.S. Military: From Diversity to Racialized Organizations /Victor Erik Ray -- Undermining Prisoner Re-entry Initiatives: Neoliberalism, Race and Profits /Edward Orozco Flores -- Meanings, Discourse, and Identity -- On-Demand Diversity? The Meanings of Racial Diversity in Netflix Productions /Bianca Gonzalez-Sobrino , Emma González-Lesser and Matthew W. Hughey -- From Capital to Credit: On the Contingent Value of Difference within Diversity Discourse /Antonia Randolph -- The Spectacle of Volunteerism: Aid, Africa, and the Western Helper /Michele C. Deramo -- Back Matter -- Index.