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.

    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.

    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."

    When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that comes into the professor's mind. He insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal."Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate—and to incense both liberals and conservatives—about the true purpose of higher education in America.

    This impassioned book starts with the crucial role of pedagogy in schools before extending the notion to the educational force of the wider culture. Giroux focuses on five crucial elements associated with critical pedagogy. First, he presents an overview of the term as it applies to schooling and to larger cultural spheres. Second, he analyzes the increasingly empirical orientation of teaching, focusing on the culture of positivism. Section Three examines some of the major economic, social, and political forces undermining the promise of democratic schooling in both public and higher education. Giroux then outlines increasing attempts by both right wing and liberal interests to reduce schooling to training and students merely to customers. Finally, the book focuses on the legacy of Paulo Freire and issues a fundamental challenge to educators, public intellectuals, and others who believe in the promise of a radical democracy.

    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.

    Moving from the peasant revolts of the late Middle Ages to the witch-hunts and the rise of mechanical philosophy, Federici investigates the capitalist rationalization of social reproduction. She shows how the battle against the rebel body and the conflict between body and mind are essential conditions for the development of labor power and self-ownership, two central principles of modern social organization."It is both a passionate work of memory recovered and a hammer of humanity's agenda." Peter Linebaugh, author of The London Hanged"

    Schools filled with black and brown students have become plantations of social control, where the policing of behavior trumps the expanding of minds. Radical teachers and organizers in American public schools must help young people fashion an insurgency. That means, at the very least, seeing each student’s rebellion not as violation, but as communication.Jay Gillen writes with passion and compassion about the daily lives of poor students trapped in institutions that dismiss and degrade them. In the spirit of Paulo Freire, and using the historical models of slave rebellions and Civil Rights struggles as guides, Gillen explains what sort of insurgency is needed and how to create it: the tools and techniques required to build social, intellectual, and political power.This poetic manifesto of revolutionary “educational reform” belongs in the pocket of anyone who currently works in, suffers through, or simply cares about public schooling in this country.Jay Gillen teaches English in a Baltimore public school and has worked with the Baltimore Algebra Project since 1995, building math literacy among youth of color and youth experiencing poverty in US public schools.Bob Moses is an educator and Civil Rights activist. He founded the Algebra Project in 1982.In Oakland, California on March 24, 2015 a fire destroyed the AK Press warehouse along with several other businesses. Please consider visiting the AK Press website to learn more about the fundraiser to help them and their neighbors.

    He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.Lively, accessible, and revelatory, For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.

    Consequently, they have been the subject of much utopian thinking about alternatives. But at the same time, they are also the centers of capital accumulation, and therefore the frontline for struggles over who has the right to the city, and who dictates the quality and organization of daily life. Is it the developers and financiers, or the people?Rebel Cities places the city at the heart of both capital and class struggles, looking at locations ranging from Johannesburg to Mumbai, and from New York City to Sao Paulo. By exploring how cities might be reorganized in more socially just and ecologically sane ways, David Harvey argues that cities can become the focus for anti-capitalist resistance.

    Dewey's ideas were seldom adopted in America's public schools, although a number of his prescriptions have been continually advocated by those who have had to teach in them.

    His students, some of the nation’s brightest minds, were adrift when it came to the big questions: how to think critically and creatively, and how to find a sense of purpose.Excellent Sheep takes a sharp look at the high-pressure conveyor belt that begins with parents and counselors who demand perfect grades and culminates in the skewed applications Deresiewicz saw firsthand as a member of Yale’s admissions committee. As schools shift focus from the humanities to "practical" subjects like economics and computer science, students are losing the ability to think in innovative ways. Deresiewicz explains how college should be a time for self-discovery, when students can establish their own values and measures of success, so they can forge their own path. He addresses parents, students, educators, and anyone who's interested in the direction of American society, featuring quotes from real students and graduates he has corresponded with over the years, candidly exposing where the system is broken and clearly presenting solutions.

    This suggestion, coming from the pulpit, platform and press, has hypnotized the minds of men and proves to be one of the strongest pillars of exploitation. The history of the family dates from 1861, the year of the publication of Bachofen's Mutterrecht (maternal law) Engles makes the following propositions: 1. That in the beginning people lived in unrestricted sexual intercourse, which he dubs, not very felicitously, hetaerism. 2. That such an intercourse excludes any absolutely certain means of determining parentage; that consequently descent could only be traced by the female line in compliance with maternal law; and that this was universally practiced by all the nations of antiquity. 3. That consequently women as mothers, being the only well known parents of younger generations, received a high tribute of respect and deference, amounting to a complete women's rule (gynaicocracy), according to Bachofen's idea. 4. That the transition to monogamy, reserving a certain woman exclusively to one man, implied the violation of the primeval religious law (i.e., practically a violation of the customary right of all other men to the same woman), which violation had to be atoned for its permission purchased by the surrender of the women to the public for a limited time.

    Accounts of the lives of women, immigrants, and minority groups highlight the ways in which Americans have gone in search of openings in their lived situations, learned to look at things as if they could be otherwise, and taken action on what they found.Greene presents a unique overview of American concepts and images of freedom from Jefferson's time to the present. She examines the ways in which the disenfranchised have historically understood and acted on their freedom--or lack of it--in dealing with perceived and real obstacles to expression and empowerment. Strong emphasis is placed on the focal role of the arts and art experience in releasing human imagination and enabling the young to reach toward their vision of the possible.The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom--not in solitude, but in reciprocity with others, not in privacy, but in a public space.

    Power is the ultimate determinant in human society, being basic to the relations within any group and between groups. It implies the ability to defend one's interests and if necessary to impose one’s will by any means available. In relations between peoples, the question of power determines maneuverability in bargaining, the extent to which a people survive as a physical and cultural entity. When one society finds itself forced to relinquish power entirely to another society, that in itself is a form of underdevelopment.Before a bomb ended his life in the summer of 1980, Walter Rodney had created a powerful legacy. This pivotal work, How Europe Underdeveloped Africa, had already brought a new perspective to the question of underdevelopment in Africa. his Marxist analysis went far beyond the heretofore accepted approach in the study of Third World underdevelopment. How Europe Underdeveloped Africa is an excellent introductory study for the student who wishes to better understand the dynamics of Africa’s contemporary relations with the West.