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Collaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, this book brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change.

The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.
Author: Peter McLaren
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.

The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.

" Critical Theory: Rituals, Pedagogy and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
Author: Sharada Gade
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons for others, as the author tells about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). This offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
A Historical Narrative from Ignatius of Loyola to Pedro Arrupe
Author: Festo Mkenda SJ
Jesuits have been in Africa since they were founded, yet their history there remains poorly documented. Although scholars have started to focus on specific regions like Congo, Ethiopia and Zimbabwe, a comprehensive picture of the entire Jesuit experience on the continent is still lacking. In a condensed yet accessible way, Jesuits in Africa fills that lacuna. Narrating the story century by century from the time of St. Ignatius of Loyola (c.1491-1556), founder of the Jesuits, to that of Pedro Arrupe (1907-91, in office 1965-83), 28th general superior of the Society, the book makes Jesuit history in Africa available to a general readership while offering scholars a broad view in which specialized topics can be conceived and deepened.
Volume Editors: Huajun Zhang and Jim Garrison
This book celebrates the centennial of Dewey’s visit to China (1919–1921). Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on the conflicts in today’s world. Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.

By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
New Insights from the Application of Sidney H. Gould’s Analytic System
This essay presents Gould’s distinctive system for analyzing kin terminologies showing the system’s power, importance, and usefulness—and showing its relationship to other approaches and the payoffs each aims at. In revealing significant new empirical regularities and simplifications, Gould’s analytic system implies important constraints on future analytic and interpretative approaches to kin terminologies. Some of these new insights involve the demonstration of the effect of distributed collective cognitive systems over and above the effects of repeated iterations of individual cognitive constraints or pressures. It is the peculiar nature of the kinterm domain that allows these findings to be so directly shown, but the implication is that these findings apply more generally to the collective cognitive systems that make up language and culture.