Terry Wrigley
Rethinking Education in an Era of Globalisation
Dave Hill and Simon Boxley
Critical Teacher Education for Economic, Environmental and Social Justice: an Ecosocialist Manifesto
Richard Hatcher
‘Yes, but how do we get there?’ Alternative visions and the problem of strategy
Valerie Scatamburlo-D’Annibale (1), Ghada Chehade (1), Richard Kahn (2), Clayton Pierce (2) and Sheila L. Macrine (3)
Review Symposium:Pedagogy and Praxis in the Age of Empire: Toward a new Humanism
by Peter McLaren and Nathalia Jaramillo
AW Rotterdam, The Netherlands: Sense Publishers, 2007. Pp. 206
ISBN: 978-90-77874-84-4
Rich Gibson, Greg Queen, E. Wayne Ross and Kevin Vinson
“I Participate, You Participate, We Participate … They Profit,”
Notes on Revolutionary Educational Activism to Transcend Capital: The Rouge Forum
Wayne Au
Epistemology of the Oppressed: The Dialectics of Paulo Freire’s Theory of Knowledge
Bill Templer
Educational Geopolitics and the ‘Settler University’ in Ariel
Jill Pinkney Pastrana
Subtle Tortures of the Neo-liberal Age: Teachers, Students, and the Political Economy of Schooling in Chile
Paul Carr
Experiencing Democracy Through Neoliberalism: The Role of Social Justice in Democratic Education
Nikos M. Georgiadis
Educational Reforms in Greece (1959 – 1997) and Human Capital Theory
Anastasios Liambas, Christos Tourtouras and Ioannis Kaskaris
Socio-cultural appraisals on the Greek non-compulsory secondary education: An analysis on the education provided for the immigrant foreign and the repatriated pupils
David Greene
Gatekeepers: The Role of Adult Education Practitioners and Programs in Social Control
Park, Hyu-Yong
Emerging Consumerism and the Accelerated ‘Education Divide’: The Case of Specialized High Schools in South Korea
Yasemin Esen
Sexism in School Textbooks Prepared under Education Reform in Turkey
Dr. Steven Best, Dr. Peter McLaren and Anthony J. Nocella, II
Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with “Terrorists”[1]
Jurjo Torres Santomé
Performance indicators as a strategy for counter-reformist change in educational policy