Edited by Mary McCarthy; Indices.

    In this explosive book, Bryan Caplan argues that the primary function of education is not to enhance students' skill but to certify their intelligence, work ethic, and conformity—in other words, to signal the qualities of a good employee. Learn why students hunt for easy As and casually forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for the average worker but instead in runaway credential inflation, how employers reward workers for costly schooling they rarely if ever use, and why cutting education spending is the best remedy.Caplan draws on the latest social science to show how the labor market values grades over knowledge, and why the more education your rivals have, the more you need to impress employers. He explains why graduation is our society's top conformity signal, and why even the most useless degrees can certify employability. He advocates two major policy responses. The first is educational austerity. Government needs to sharply cut education funding to curb this wasteful rat race. The second is more vocational education, because practical skills are more socially valuable than teaching students how to outshine their peers.Romantic notions about education being "good for the soul" must yield to careful research and common sense — The Case against Education points the way.

    It also presents an engaging political history of the last several decades, including such events as the Spanish Civil War, the dropping of atomic bombs on Hiroshima and Nagasaki, and the march on the Pentagon to protest the Vietnam War. The book highlights Chomsky's views on the uses and misuses of the university as an institution, his assessment of useful political engagement, and his doubts about postmodernism. Because Chomsky is given ample space to articulate his views on many of the major issues relating to his work, both linguistic and political, this book reads like the autobiography that Chomsky says he will never write.Barsky's account reveals the remarkable consistency in Chomsky's interests and principles over the course of his life. The book contains well-placed excerpts from Chomsky's published writings and unpublished correspondence, including the author's own years-long correspondence with Chomsky.*Not for sale in Canada

    From the nineteenth century to today’s anticapitalist movements, it traces anarchism’s lineage and contemporary relevance. It outlines anarchism’s insights into questions of race, gender, class, and imperialism, significantly reframing the work of previous historians on the subject, and critiquing Marxist and nationalist approaches to those same questions.Lucien van der Walt teaches at the University of the Witwatersrand, Johannesburg.Michael Schmidt is a Johannesburg-based senior investigative journalist.Recent praise for Black Flame:“A book with a deeply impressive quality of research, analysis and writing, this very important and much-needed work is an unexpected delight and an excellent piece of work”. —Mark Leier, Simon Fraser University, author of Bakunin: the creative passion“An enjoyable read, from which I have learnt a great deal—fascinating, revealing and often startling. Thanks to both and each of you”. —Alan Lipman, anti-apartheid activist and exile, author of On the Outside Looking In: colliding with apartheid and other authorities“A useful and insightful treatment of one of the most fascinating alternatives to industrial capitalism and the modern nation state. At the heart of their scholarship is an effort to provide clarity to a much maligned and misunderstood movement and also to examine it as a social history of ideas that percolated from below as well as directed from above by intellectual giants. The authors are careful to present their analysis in a jargon-free language. Readers will be introduced to influential historical actors from across the globe. A grand work of synthesis. An excellent starting point”. —Greg Hall, Western Illinois University, author of Harvest Wobblies: The Industrial Workers of the World and Agricultural Laborers in the American West, 1905–1930, in WorkingUSA“Brilliant, a really wonderful book and an outstanding contribution to anarchist theory and history. What does Black Flame get right? Well, almost everything! It is comprehensive, discussing all important issues, people and movements, and the authors do a great job in discussing the ins and outs of our movement and theory, using history to illuminate the ideas and show how they were applied in practice. Do yourself a favour and buy it now! You won’t be disappointed”. —Iain McKay, author of The Anarchist FAQ, volume 1“Black Flame is an outstanding contribution to a modern anarchist perspective. Its view is focused on the working class but also supportive of every struggle against oppression. Besides covering the major controversies within historical anarchism in a fair way, it is particularly unique in examining anarchism from a worldwide perspective instead of looking at it only from a west European angle. I learned a good deal from reading it, and think others will also”. —Wayne Price, author of The Abolition of the State: anarchist and Marxist perspectives“This book fulfills a daunting task. Covering anarchism in all parts of the world and emphatically tying it to class struggle, the authors present a highly original and challenging account of the movement, its actions and ideas. This work is a must for everybody interested in nonauthoritarian social movements”. —Bert Altena, Rotterdam University, author of Piet Honig, Herinneringen van een Rotterdamse revolutionair

    Herman and Noam Chomsky show that, contrary to the usual image of the news media as cantankerous, obstinate, and ubiquitous in their search for truth and defense of justice, in their actual practice they defend the economic, social, and political agendas of the privileged groups that dominate domestic society, the state, and the global order.Based on a series of case studies—including the media’s dichotomous treatment of “worthy” versus “unworthy” victims, “legitimizing” and “meaningless” Third World elections, and devastating critiques of media coverage of the U.S. wars against Indochina—Herman and Chomsky draw on decades of criticism and research to propose a Propaganda Model to explain the media’s behavior and performance. Their new introduction updates the Propaganda Model and the earlier case studies, and it discusses several other applications. These include the manner in which the media covered the passage of the North American Free Trade Agreement and subsequent Mexican financial meltdown of 1994-1995, the media’s handling of the protests against the World Trade Organization, World Bank, and International Monetary Fund in 1999 and 2000, and the media’s treatment of the chemical industry and its regulation. What emerges from this work is a powerful assessment of how propagandistic the U.S. mass media are, how they systematically fail to live up to their self-image as providers of the kind of information that people need to make sense of the world, and how we can understand their function in a radically new way.

    It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

    The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.

    Tackling a wider range of subjects than in Capital, from productivity in Britain to Barack Obama, it comprises the very best of his writing for Liberation from the past ten years. Now, translated into English for the first time, it will further cement Piketty's reputation as the world's leading thinker today.

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.

    Contrary to accepted wisdom, competition is not basic to human nature; it poisons our relationships and holds us back from doing our best. In this new edition, Alfie Kohn argues that the race to win turns all of us into losers.

    He is at the forefront of philosophical, political and cultural debate and is known for his theories, based largely on a Lacanian analysis, on a wide range of subjects, including globalization, cyberspace, film, music and opera. His work continues to provoke controversy and to transform the way we think about these and other issues of popular culture and politics. In conversation with Glyn Daly, Žižek elaborates on a range of topics which encompass the purpose of philosophy and psychoanalysis, the films of Stanley Kubrick, the notion of enjoyment, Marxism, de Sade, Nazism and much more.This book will provide readers with a unique glimpse at Žižek's humour and character, and is an ideal introduction to his work. At the same time it offers new material and fresh perspectives, which will be of interest to followers of his writings, appealing to the general reader as well as to undergraduates and graduates studying social theory, cultural studies and politics.

    This volume covers Che’s writings on the Cuban revolutionary war, the first years of the revolution in Cuba and his vision for Latin America and the Third World. It includes such classic essays as "Socialism and Man in Cuba" and his call to create "Two, Three, Many Vietnams."Among the features of this expanded edition are several unpublished articles, essays and letters, including a letter from Che to his children shortly before his death in Bolivia in 1967 and an essay, "Strategy and tactics for the Latin American revolution."This new edition of a popular Ocean title is published in collaboration with the Che Guevara Archive in Havana. It includes:* an expanded and revised chronology* complete bibliography of the works of Che Guevara* new, extensive annotation and index"Deep inside the T-shirt where we have tried to trap him the eyes of Che Guevara are still burning with im-patience."—Ariel Dorfman

    This collection of sixteen essays is at once philosophic, practical, and visionary. It is an effort to open discussion about the unique experience of Native Americans and offers a concise reference for administrators, educators, students and community leaders involved with Indian Education.

    Education is the platform for our success or failure, but is our system still fit for purpose? Will our children be equipped to face the challenges the future holds: the rapidly changing employment patterns and the global environmental, economic and social crises ahead of us? Or will our children grow up to resent their school years and blame them for their unfulfilled potential and achievement?Creating Tomorrow's Schools Today explores these questions in the context of early schooling and primary education, presents powerful arguments for change and highlights strategies that offer a solution.

    Now comes Teaching Community: A Pedagogy of Hope - a powerful, visionary work that will enrich our teaching and our lives. Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences. Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives.In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change.Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."