The Struggle Against the Citizenship Amendment Act in India: Recovering the Insurrectionary Praxis of Critical Pedagogy

Posted on February 5, 2022March 16, 2022 by Naomi Hill

Manu V Mathew
University of Delhi, New Delhi, India

Citation information
URL: http://www.jceps.com/archives/12009
Author: Manu V Mathew
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Teachers pro and con: Neoliberal educational reform in a rebellious and disadvantaged context

Posted on February 5, 2022 by Naomi Hill

Luis Arturo Ávila-Meléndez
Instituto Politécnico Nacional, Ciudad de México, México
Fabián Villalpando-Barragán
Instituto Politécnico Nacional, Ciudad de México, México
Jannete Andrea Aburto-Martínez
Instituto Politécnico Nacional, Ciudad de México, México

Citation information
URL: http://www.jceps.com/archives/12010
Authors: Luis Arturo Ávila-Meléndez, Fabián Villalpando-Barragán & Jannete Andrea Aburto-Martínez
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Unsettling the “White University”- Undermining Color-blindness through Critical Race Theory and Testimonio

Posted on February 5, 2022February 5, 2022 by Naomi Hill

Jennifer Gale de Saxe
Victoria University of Wellington, Wellington, New Zealand

Citation information
URL: http://www.jceps.com/archives/12011
Author: Jennifer Gale de Saxe
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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The Moral Problems of Economism in an Age of Eco-Crisis

Posted on February 5, 2022February 5, 2022 by Naomi Hill

Jani Pulkki
Tampere University, Tampere, Finland

Citation information
URL: http://www.jceps.com/archives/12012
Author: Jani Pulkki
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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How Treating Prospective Undergraduate Students as Customers and Commodifying Postsecondary Education Led to Graduate Teaching Assistant (GTA) Alienation in the Neoliberal Academy: A Personal Experience Narrative

Posted on February 5, 2022 by Naomi Hill

Kirk S. Robinson
Brown University, Providence, Rhode Island, United States of America

Citation information
URL: http://www.jceps.com/archives/12013
Author: Kirk S. Robinson
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Presenting an alternative theoretical framework on Kashmir in the context of print media: From Ethnonationalism to Civic Nationalism

Posted on February 5, 2022February 12, 2022 by Naomi Hill

Dilnaz Boga
Independent Professor/filmmaker/journalist, Mumbai, India
Rohit Ranjan
Indian Institute of Technology, Patna, India

Citation information
URL: http://www.jceps.com/archives/12015
Author: Dilnaz Boga & Rohit Ranjan
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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How should we educate children about violence?

Posted on February 5, 2022February 5, 2022 by Naomi Hill

Brad Evans
University of Bath, Bath, England, UK

Citation information
URL: http://www.jceps.com/archives/12016
Author: Brad Evans
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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The Right to Choose: Political Discourses, Ideological connotations and their impact on Reforms regarding the ‘entrance system’ to Higher Education, in Greece

Posted on February 5, 2022 by Naomi Hill

Nikolaos M. Oudatzis
University of Western Macedonia, Florina, Greece
Konstantinos D. Tzikas
Ionian University, Corfu, Greece

Citation information
URL: http://www.jceps.com/archives/12017
Author: Nikolaos M. Oudatzis & Konstantinos D. Tzikas
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Book Review Symposium: Moira Pérez and Gracia Trujillo-Barbadillo (eds.) (2020) Queer Epistemologies in Education. Luso-Hispanic Dialogues and Shared Horizons. London:Palgrave MacMillan, ISBN-10:‎3030503046, ISBN-13: ‎978-3030503048

Posted on February 5, 2022 by Naomi Hill

Lucilla da Silva
National University of Comahue, Neuquén, Argentina
Hugo Morales Maroto
Complutense University of Madrid, Madrid, Spain
Kevin Magill
Baylor University, Baylor, Texas, USA

Citation information
URL: http://www.jceps.com/archives/12019
Author: Lucilla da Silva, Hugo Morales Maroto & Kevin Magill
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Book Review Symposium: Maria Chalari (2020) Crisis, Austerity, and New Frameworks for Teaching and Learning. A Pedagogy of Hope for Contemporary Greek Education. New York. Routledge. ISBN 9780367728694

Posted on February 5, 2022February 5, 2022 by Naomi Hill

Eleftheria Atta
The American University of Cyprus, Cyprus
Panagiotis Kanellopoulos
University of Thessaly, Greece
Yannis Pechtelidis
University of Thessaly, Greece

Citation information
URL: http://www.jceps.com/archives/12069
Author: Eleftheria Atta, Panagiotis Kanellopoulos & Yannis Pechtelidis
Journal for Critical Education Policy Studies
Volume 19, Number 3
ISSN 1740-2743

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Founding Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England; Visiting Professor of Education at the National and Kapodistrian University of Athens, Greece; Research Fellow of the Research Center of Contemporary China, Wuhan University, Hubei, China

Co-Editors
Dr Vinicius Neves de Cabral Universidade Estadual de Londrina (UEL), Paraná, Brazil
Dr Sara Carpenter University of Toronto, Canada
Dr Derek Ford DePauw University, Greencastle, Indiana, USA
Dr, Dave Hill Anglia Ruskin University, Chelmsford, England;
Dr Jesus Jaime-Diaz University of Arizona, Tucson, Arizona, USA
Dr. Nurcan Korkmaz University of Ankara, Ankara, Turkey
Dr Alpesh Maisuria University of the West of England, Bristol, UK
Prof Kostas Skordoulis National and Kapodistrian University of Athens, Greece
Dr Spyros Themelis University of East Anglia, Norwich, UK

Joint Deputy Editors
Prof Peter McLaren
Chapman University, Orange, California, USA

Dr Theopula (Polina) Chrysochou
National and Kapodistrian University of Athens, Greece

Editorial Board
The Nine Co-Editors, plus:
Prof Hasan Aksoy
Ankara University, Turkey
Prof Dennis Beach
University of Gothenburg, Sweden
Dr Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland
Dr Sandra Delgado
Universidad Nacional de Colombia, Bogota
Dr Gail Edwards
Newcastle University, Newcastle, England
Prof Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr Tom Griffiths
Oslo Metropolitan University, Oslo, Norway
Dr Kemal Inal
Helmut Schmidt University, Hamburg, Germany
Dr Sharon Jones
Independent Researcher, England, UK
Dr Ravi Kumar
South Asian University, New Delhi, India
Dr Curry Malott
West Chester University, West Chester, Pennsylvania, USA
Dr Gregory Martin
University of Technology, Sydney, NSW, Australia
Dr Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr Silvia Redon Pantoja
Pontifical Catholic University of Valparaíso, Valparaíso, Chile
Dr Jyoti Raina
University of Delhi, India
Dr Felix Angulo Rasco
Pontifical Catholic University of Valparaíso, Valparaiso, Chile
Dr Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland
Dr Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Dr Kat Simpson
University of Huddersfield, Huddersfield, England, UK
Dr Alisson Slider do Nascimento de Paula
Centro Universitário Inta – UNINTA, Sobral, Ceará, Brazil
Dr Bill Templer
independent researcher, Bulgaria
Dr Josefine Wagner
University of Innsbruck, Innsbruck, Austria
Dr Hannah Walters
University College London, London, England, UK
Dr Paolo Vittoria
University of Naples Federico II, Naples, Italy
Dr Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
Joshua Akehurst, MSc
Hannah Hunt, MSc

JCEPS

Articles

The Struggle Against the Citizenship Amendment Act in India: Recovering the Insurrectionary Praxis of Critical Pedagogy

Teachers pro and con: Neoliberal educational reform in a rebellious and disadvantaged context

Unsettling the “White University”- Undermining Color-blindness through Critical Race Theory and Testimonio

The Moral Problems of Economism in an Age of Eco-Crisis

How Treating Prospective Undergraduate Students as Customers and Commodifying Postsecondary Education Led to Graduate Teaching Assistant (GTA) Alienation in the Neoliberal Academy: A Personal Experience Narrative

Presenting an alternative theoretical framework on Kashmir in the context of print media: From Ethnonationalism to Civic Nationalism

How should we educate children about violence?

The Right to Choose: Political Discourses, Ideological connotations and their impact on Reforms regarding the ‘entrance system’ to Higher Education, in Greece

Book Review Symposium: Moira Pérez and Gracia Trujillo-Barbadillo (eds.) (2020) Queer Epistemologies in Education. Luso-Hispanic Dialogues and Shared Horizons. London:Palgrave MacMillan, ISBN-10:‎3030503046, ISBN-13: ‎978-3030503048

Book Review Symposium: Maria Chalari (2020) Crisis, Austerity, and New Frameworks for Teaching and Learning. A Pedagogy of Hope for Contemporary Greek Education. New York. Routledge. ISBN 9780367728694