This series maps the field of critical theory and its role in articulating the central problems of education, schooling, culture, and human learning and development in the current historical social, political, economical and global situation. It aspires to build a consistent approach to philosophy and sociology of education from the viewpoint of critical theory, as well as new openings for the future critical theory of education. It will also examine examples of pedagogical experiments, new utopian thinking, and educational policies with a strong accent on actual policies and examples. Series will commission books on the Frankfurt School critical theory in relation to the question of education and social settings of human learning and development. It seeks authors who can demonstrate their understanding of the history and systematical issues in the tradition of the Frankfurt School in the setting of pedagogy, education and learning.
Stephen Brookfield, University of St. Thomas Minneapolis, USA
Martin Jay, University of California at Berkeley, USA
Douglas Kellner, University of California at Los Angeles, USA
Michael A. Peters, University of Illinois (Urbana-Champaign), USA
Juha Suoranta, University of Tampere, Finland
Christiane Thompson, Martin-Luther-University at Halle-Wittenberg, Germany
Expert academic and general audience of education, philosophy, sociology, political sciences.