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Another Way

Decentralization, Democratization and the Global Politics of Community-Based Schooling

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Edited by Rebecca Clothey and Kai Heidemann

Drawing on a variety of methodological and theoretical perspectives, the case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how global processes of educational decentralization have both helped and hindered the development of community-based schools in local-level settings across Europe, Africa, Asia and the Americas. On the one hand, the book shows how increased decentralization is often perceived as essential to assuring robust levels of democratization, community participation and social justice in education. On the other hand, it is also shown how processes of educational decentralization are often experienced in local communities as a mechanism of increased austerity, privatization and segregation.

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J.E. Sumerau

Finalist for 2019 Lambda Literary Award in Bisexual Fiction!
Finalist for 2019 Bisexual Book Awards in Young Adult Fiction!

Imagine engaging in sexual intimacy with someone you care about for the first time after surviving the loss of a serious, committed, loving relationship. In Palmetto Rose, this is where we find a bi+, gender fluid narrator affectionately called Kid by their loved ones. After five years trying to numb and escape the pain of losing their first love to a tragic accident, Kid begins to wake up, grieve, and try to rebuild their life in Atlanta, Georgia. Through their eyes, we watch as they seek to make sense of grief, pursue the possibility of a college education, and embark on their first serious romantic relationship since they were a teenager. In the process, we spend time with their chosen family of friends who navigate relationships, graduate programs, and developing careers. As the story unfolds, these friends face the ups and downs of early adulthood alongside the ways their individual and shared pasts find voices in their current endeavours, future plans, and intertwined lives. Although many characters in this story originally appeared in Cigarettes & Wine, Homecoming Queens, or Other People’s Oysters, Palmetto Rose may be read as a stand-alone novel.

Palmetto Rose may be used as an educational tool for people seeking to better understand growing numbers of openly bisexual, transgender, and poly people; as a supplemental reading for courses across disciplines dealing with gender, sexualities, relationships, families, the life course, narratives, emotions, the American south, identities, culture, and / or intersectionality; or it can, of course, be read entirely for pleasure.

They’re Called the “Throwaways”

Children in Special Education Using Artmaking for Social Change

Edited by Christa Boske

School communities identified these children as the “throwaways”-children who often experienced bullying, abuse, foster care, juvenile detention, and special education services. In this book, children with learning differences engage in artmaking as sensemaking to deepen their understanding of what it means to live on the margins in U.S. public K-12 schools. Their artmaking calls upon educators, school leaders, and policymakers to actively engage in addressing the injustices many of the children faced in school. This book is revolutionary. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations. Together, they encourage school community members to examine pedagogical practices, eliminate exclusive policies, and promote social justice-oriented work in schools. Their artmaking inspires new ways of knowing and responding to the lived experiences of children with learning differences. They hope their work encourages school communities to make authentic connections to improve their learning, capacity to love others, and of most importantly, to value oneself. Authors’ first-tellings capture the human experience of navigating through oppressive educational systems. Authors urge us to consider what it means to be empathic and to engage in the lives of those we serve. Their truths remind us to that standing still should never be an option.

Beyond Legal Minds

Sex, Social Violence, Systems, Methods, Possibilities

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William Brant

In this book, William Brant uncovers social causes of violence, in search of reductive measures. Multiple legal systems are explored as reducers and implementers of violence and threats, especially criminal justice systems. War, propagandizing, power, corporate and governmental involvement in social domination, statehood, dangerous ideologies, and tribal sexual domination are explored in many cultures. Various levels and methods are given for observing, measuring and analyzing how people think and behave regarding the law, including examples of comedy. A theoretical chapter presents legal theory in relation to conceptions of possibility and misconceptions. These ideas are applied to judiciaries, which expose winning strategies for lawyers’ desired verdicts. Dr. Brant accounts for the interconnections between sexual selection, legal systems and wars.

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Edited by Lynette Shultz and Thashika Pillay

This set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work. The authors address the global significance of debates and struggles about belonging and abjection, solidarity and rejection, identification and othering, as well as love and hate.

Global citizenship, as a concept and a practice, is now being met with a dangerous call for insularism and a protracted ethno-nationalism based on global economic imperialism, movements for white supremacy and miscegenation, various forms of religious extremism, and identity politics, but which antithetically, also comes from the anti-globalization movement focused on building strong, sustainable communities. We see a taming of citizens that contributes to the taming of what we understand as the public sphere and the commons, the places of cultural, natural, and intellectual resources that are shared and not privately owned. The work of global citizenship education is distinguishable from the processes of a deadly globalization or destruction of the world that responds to the interlocking issues that make life on the planet precarious for human and non-humans everywhere (albeit an unequal precarity).

This book is an invitation into a conversation that explores and makes visible some of the hidden chasms of oppression and inequity in the world. It is meant to provoke both argument and activism as we work to secure common spaces that are broadly life-sustaining.

Contributors are: Ali A. Abdi, Sung Kyung Ahn, Chouaib El Bouhali, Xochilt Hernández, Carrie Karsgaard, Marlene McKay, Michael O’Sullivan, Christina Palech, Karen Pashby, Karen J. Pheasant-Neganigwane, Thashika Pillay, Ashley Rerrie, Grace J. Rwiza, Toni Samek, Lynette Shultz, Harry Smaller, Crain Soudien, Derek Tannis, and Irene Friesen Wolfstone.

A Man Comes from Someplace

Stories, History, Memory from a Lost Time. Second Edition

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Judith Pearl Summerfield

A Man Comes from Someplace is a story of a lost world, a story in history of a multi-generational Jewish family from a shtetl in Ukraine before WWI. As cultural study, the narrative draws upon the oral stories of the author’s father, family letters, eyewitness accounts, immigration papers, etc., and cultural research. The narrative becomes a transformative space to re-present story as performance, a meta-narrative, and an auto-ethnography for the author to reflect upon the effects of the stories on her own life, as daughter of a survivor, and as teacher/scholar. Summerfield raises questions about immigration, survival, resilience, place and identity, how story functions as antidote to trauma, a means of making sense of the world, and as resistance, the refusal to be silenced or erased, the insistence we know the past and remember those who came before. In 2011, she found her way back to the place her family came from in Ukraine. The book is now being read by students in their ESL classes in Novokoonstantinov, Ukraine.

Looking Back and Living Forward

Indigenous Research Rising Up

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Edited by Jennifer Markides and Laura Forsythe

Looking Back and Living Forward: Indigenous Research Rising Up brings together research from a diverse group of scholars from a variety of disciplines. The work shared in this book is done by and with Indigenous peoples, from across Canada and around the world. Together, the collaborators’ voices resonate with urgency and insights towards resistance and resurgence.

The various chapters address historical legacies, environmental concerns, community needs, wisdom teachings, legal issues, personal journeys, educational implications, and more. In these offerings, the contributors share the findings from their literature surveys, document analyses, community-based projects, self-studies, and work with knowledge keepers and elders. The scholarship draws on the teachings of the past, experiences of the present, and will undoubtedly inform research to come.

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.

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.

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.