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Sue L.T. McGregor

This book shares a collection of novel ways to re-conceptualize and envision the moral imperatives of consumption, thereby providing invigorating insights for future dialogue and intellectual and social action. It privileges a consumer moral leadership imperative, which augments the conventional management imperatives of sustainability, ethics, simplicity and environmental integrity. There are 13 chapters, including first-ever discussions of non-violent consumption, transdisciplinary consumption, consumer moral adulthood, integral informed consumption, conscious and mindful consumption, biomimicry informed consumption, and consumer moral leadership as a new intellectual construct. The book strives to intellectually and philosophically challenge and reframe the act, culture and ideology of consuming. The intent is to foster new hope that leads to differently informed activism and to provocative research, policy, entrepreneurial and educational initiatives that favour the human condition, the collective human family and interconnected integrity. This book strives to move consumers from managing for efficiency to leading for moral efficacy, the ability to use their existing moral capacities to deal with moral challenges in the marketplace. The very core of what it means to be a morally responsible member of the human family is challenged and re-framed through the lens of consumer moral leadership.

Edited by Helle Alrø, Ole Ravn and Paulo Valero

Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics and mathematics education, and the political dimension of researching mathematics education.
The book is not only a tribute to Ole Skovsmose’s long academic career; it is also a way of providing an overview of the roots of the critical mathematics education concerns, their current developments in different parts of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers.

Critical Theories, Radical Pedagogies, and Social Education

New Perspectives for Social Studies Education

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Edited by Abraham DeLeon and E. Wayne Ross

A refreshing collection of essays that offers a range of critical and radical voices which are generally marginalized in the critical social studies ‘mainstream’ … This collection is a good read with valuable insights that can impact teaching practice.” Canadian Social Studies - Canada’s National Social Studies Journal - Volume 45 Issue 1
Award: American Educational Studies Association (AERA) Critics Choice Book Award 2011
This edited collection begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.

Education, Language, and Economics

Growing National and Global Dilemmas

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Edited by MacLeans A. Geo-JaJa and Suzanne Majhanovich

There are two contending opinions with regard to the seemingly amorphous phenomenon of globalization. Some believe that globalization has brought rapid prosperity to developing countries while others argue that globalization best serves the needs of countries of the developed world. Bringing globalization under the microscope of education, this book illustrates how globalization is producing unprecedented impacts on education and culture through a series of country case studies elaborating on effects of economic and educational policies in the modern globalized world. New emphasis on the interplay between state and education policy initiatives in developed and developing countries also illuminates the direct and indirect impact of globalization in equity and quality-driven education reforms, with particular focus on the contribution of marketization or privatization to the ongoing commodification of education and curricula, presenting dilemmas to both developed and developing countries to provide quality education for all, protect human rights, and ensure equity in all realms of human endeavor.
This book offers a multiplicity of approaches to education and development, and posits that distributional equity and quality education in a globalized world require a strong state and commitment to social justice to counteract growing disparities evident in educational and economic indices. The authors illustrate how respatialization of the contemporary state is rapidly taking shape in concrete institutions to recast the boundaries of the social, political and economic in fundamental ways. Education, Language, and Economics: Growing National and Global Dilemmas serves as an ideal introduction to key contemporary debates on politics, culture, and the economy.

Edited by Warren Linds, Linda Goulet and Alison Sammel

Adults and youth who are engaged in social and ecological justice in community and educational work will find this book a critical overview of the role played by adults in the joint endeavours of adults and youth.
Through various case studies, the book offers a glimpse into the work being undertaken by a wide range of international educators and community development workers where common themes emerge across the different sites. The book explores the development of, and the internal and external constraints upon, adult and youth emancipatory practices, as well as the effective adult and youth beliefs and actions that facilitate collaborative leadership in issues of social and ecological justice.
The authors offer a critical examination of the degree to which youth are able to participate in decision-making processes, or to the extent to which they were given space and power to truly explore democratic and dialogic partnerships. With an emphasis on the power dynamics inherent in adult/youth relationships, and the potential of these relationships to engage in democratic transformation, the book examines the patterns, benefits and limitations of the youth-adult connections.

Engaging Environmental Education

Learning, Culture and Agency

Edited by Robert B. Stevenson and Justin Dillon

As more attention is devoted to the increasing and complex socio-ecological issues facing the planet, new insights and new ways of thinking are being sought about the learning and agency of children and adults in relation to these environmental concerns. The contributors to this book address the critically important dual challenge of making environmental education engaging while engaging individuals, institutions and communities. Rather than treating students and citizens as passive recipients of other people’s knowledge, the book highlights the importance of engaging learners as active agents in thinking about and constructing a more sustainable and equitable quality of life. The case studies emphasize socio-cultural approaches to environmental learning within and outside formal education in a diverse range of international contexts, including Canada, Denmark, Korea, the Netherlands, South Africa, Sweden, the United Kingdom and the United States. The authors not only illuminate the challenges and complexity of engaging youth and adults in meaningful learning, as well as informed action, on complex environmental issues, but also document and offer important insights into promising ways in which these challenges might be addressed. In addition to the many stimulating ideas and strategies for building the learning capacities of individuals and organizations for creating ecologically sustainable communities and societies, further important questions are raised that educators, policymakers and researchers might consider.

Edited by Tracie Constantino and Boyd White

Essays on Aesthetic Education for the 21st Century, co-edited by Tracie Costantino and Boyd White, brings together an international collection of authors representing diverse viewpoints to engage in dialogue about the ongoing critical relevance of aesthetics for contemporary art education. Inspired by a conference symposium in which the four authors in the first section of the text, titled Initiating a Dialogue, explore a range of concepts including aesthetic experience, beauty, wonder, and aisthetics, this book enlarges the dialogue with eight additional chapters by authors from North America and Europe. In addition to chapters that address issues of social awareness, curriculum theory and research, and applications to practice with pre-service teachers, there are several chapters that acknowledge historical influences on current notions of aesthetics as a basis on which to open the gate into the twenty-first century. This book will be a valuable resource for graduate students in art education and curriculum studies, as well as practicing art educators, pre-service teachers, and anyone interested in the significance of aesthetics, not only in contemporary art education but the wider field of general education as well.

Ethics in the Science and Technology Classroom

A New Approach to Teaching and Learning

Edited by Alister Jones, Anne McKim and Michael J. Reiss

This edited book on ethics represents the outcomes of an international collaborative project that examined the role and place of bioethics in science and technology curricula. As science and technology advance, ethical issues increasingly are brought to the fore not only both for scientists and technologists but also for the general public. Science and technology education also reflects this shift and thinking and teaching about ethics in the school curriculum has increased. A greater emphasis is being placed on society’s general scientific and technological literacy and this includes an understanding of socio-scientific issues including ethical decision-making. Although this book has a focus on ethics in the school science and technology curriculum, we believe it will also prove useful for those thinking about ethical decision making in a range of contexts outside of the school sector. The book will prove useful for University lecturers, teachers, curriculum developers and policy makers and those that are involved in science and technology decision making more broadly.

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Edited by Zeus Leonardo

In academia, the effects of the “cultural turn” have been felt deeply. In everyday life, tenets from cultural politics have influenced how people behave or regard their options for action, such as the reconfiguration of social movements, protests, and praxis in general. Many authors writing in this field are known for their scholarship and social activism, both of which are arguably guided by principles of cultural politics about the nature of representation and the deployment of power in political discourses. The Handbook of Cultural Politics and Education is less an attempt to standardize contemporary educational scholarship and more a collection that engages the problems and promises of recent themes in social and cultural thought, which require our attention and demand a response. In other words, it opens doors to questions rather than convenient answers to difficult educational dilemmas. The Handbook is part of the appraisal of an opening created by interdisciplinary writings on such themes as representation, civil society, cultural struggle, subjectivity, and media within the context of education. Indeed cultural politics troubles traditional frameworks in search of critical explanations concerning education’s place within society. The contributions in the collection support this endeavor.

The Havoc of Capitalism

Publics, Pedagogies and Environmental Crisis

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Edited by Gregory Martin, Donna Houston, Peter McLaren and Juha Suoranta

Havoc of Capitalism brings together an interdisciplinary community of scholars from around the world to contribute to the dialogue about alternative global futures in the current context of environmental crisis, uncertainty and inequality. The contributors to this book provide insight into the havoc wrought by processes of capitalism, colonialism and consumption. Drawing on present environmental matters of concern, such as the aftermath of Hurricane Katrina, First Nation perspectives on ecological colonization, and the possibilities for transformation and action, this book makes a timely intervention in debates about accumulated historical debts, ordinary ecological crises and the challenges for sustaining social and environmental alternatives.