On Being Holier-Than-Thou: A Critique of Curry Malott’s “Pseudo-Marxism and the Reformist Retreat from Revolution”

Posted on August 6, 2014August 6, 2014 by pthanop

Ken McGrew
Alabama, USA

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author:Ken McGrew
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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The Past and Future inside the Present: Dialectical Thinking and the Transformation of Teaching Education

Posted on August 6, 2014August 6, 2014 by pthanop

Gail Edwards
Newcastle University, Newcastle-upon-Tyne, England, UK

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author:Gail Edwards
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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Revalorizing the Critical Attitude for Critical Education

Posted on August 6, 2014August 6, 2014 by pthanop

Sarah S. Amsler
Aston University, Birmingham, England, UK

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author:Sarah S. Amsler
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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Dialogic Action for Critical Democracy

Posted on August 6, 2014 by pthanop

Nathalia Jaramillo
Purdue University, West Lafayette, Indiana, USA

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author:Nathalia Jaramillo
Journal for Critical Education Policy Studies
Volume 9, Number 1
ISSN 1740-2743

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Toward a Reconceptualization of Needs in Classrooms: Baudrillard, Critical Pedagogy, and Schooling in The United States

Posted on August 6, 2014August 6, 2014 by pthanop

Zachary A. Casey
University of Minnesota, Minneapolis, USA

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author:Zachary A. Casey
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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Nothing Exceptional: Against Agamben

Posted on August 6, 2014 by pthanop

Steven Colatrella
University of Maryland University College, Europe

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author:Steven Colatrella
Journal for Critical Education Policy Studies
Volume 9, Number 1
ISSN 1740-2743

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Reimagining Freirean Pedagogy: Sendero for Teacher Education

Posted on August 6, 2014August 6, 2014 by pthanop

Arturo Rodriguez
Matthew David Smith
Boise State University, Boise, Idaho,USA
University of California at Los Angeles, USA

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author:Arturo Rodriguez
Matthew David Smith
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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Cross-border higher education, who profits?

Posted on August 6, 2014 by pthanop

Graeme Martin and Nick Peim
University of Birmingham, England

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author:Graeme Martin and Nick Peim
Journal for Critical Education Policy Studies
Volume 9, Number 1
ISSN 1740-2743

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Critical Pedagogy and Learning to Dialogue: Towards Reflexive Practice for Financial Management and Accounting Education

Posted on August 6, 2014August 6, 2014 by pthanop

Andrew Armitage
Anglia Ruskin University, Cambridge, England, UK

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author:Andrew Armitage
Journal for Critical Education Policy Studies
Volume 9, Number 2
ISSN 1740-2743

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Post-16 curriculum provision in England: the emerging functional ‘triage’ serving Capital’s needs

Posted on August 6, 2014 by pthanop

Tristan Bunnell
Copenhagen International School, Hellerup, Denmark

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author:Tristan Bunnell
Journal for Critical Education Policy Studies
Volume 9, Number 1
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

On Being Holier-Than-Thou: A Critique of Curry Malott’s “Pseudo-Marxism and the Reformist Retreat from Revolution”

The Past and Future inside the Present: Dialectical Thinking and the Transformation of Teaching Education

Revalorizing the Critical Attitude for Critical Education

Dialogic Action for Critical Democracy

Toward a Reconceptualization of Needs in Classrooms: Baudrillard, Critical Pedagogy, and Schooling in The United States

Nothing Exceptional: Against Agamben

Reimagining Freirean Pedagogy: Sendero for Teacher Education

Cross-border higher education, who profits?

Critical Pedagogy and Learning to Dialogue: Towards Reflexive Practice for Financial Management and Accounting Education

Post-16 curriculum provision in England: the emerging functional ‘triage’ serving Capital’s needs