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This book critically examines how race is constructed globally to intersect gender, class, sexuality, language ability and religion and answers some very important questions, like how does anti-black racism manifest itself within various contexts?

The book brings critical readings to Black racial identity, representation and politics informed by pertinent questions: What are the tools/frameworks Black peoples in Euro-American/Canadian contexts can deploy to forge community and solidarity, and to resist anti-Black racism and other social oppressions?

This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in 'getting a job' in precarious times and from their vantage point.

This book comprises six main chapters and addresses the core research question: How can the endurance of academic bias in Ghana's secondary education system be explained in the context of educational reform versus change of government concurrence? Six sub-questions have subsequently been derived from the core research question, enabling a comprehensive and rigorous treatment of the subject matter of investigation. The manuscript adopts an historical institutionalism approach, combining path dependency with partisan theory in explicating structural persistence in the secondary school system in Ghana. A case study methodological design procedure has been employed in the investigation of three episodes of educational reform, anchored on qualitative content analysis as the main data reduction mechanism.

Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved.

This volume provides evidence for the argument of a central place of pedagogy in the interpretation of Gramsci's political theory. Gramsci's view that 'every relationship of hegemony is necessarily a pedagogical relationship' makes it imperative to dismiss narrow and formal interpretations of his educational theories as applying to schooling only. This book argues that what is required rather is an inquiry into the Italian thinker's broad conceptualisation of pedagogy, which he thought of as a quintessential political activity, central to understanding and transforming society. Preceded by a broad introduction that positions Gramsci in his context and in the literature, the essays in this book critically revisit the many passages of the Prison Notebooks and pre-prison writings where Gramsci addresses the nexus between politics and pedagogy. Some essays apply those concepts to specific contexts. The book for the first time brings to the attention of an English-speaking audience voices from the current historiography in Italy and Latin America.We are forced at regular intervals to consider how Gramsci might still be useful, in particular national territories, in an international context. How can we carry on with pessimism of the intelligence, but find some basis for optimism of the will? From the foreword of Anne Showstack Sassoon, Visiting Professor of Politics at the Department of Politics at Birbeck, University of London

This book comprises six main chapters and addresses the core research question: How can the endurance of academic bias in Ghana's secondary education system be explained in the context of educational reform versus change of government concurrence? Six sub-questions have subsequently been derived from the core research question, enabling a comprehensive and rigorous treatment of the subject matter of investigation. The manuscript adopts an historical institutionalism approach, combining path dependency with partisan theory in explicating structural persistence in the secondary school system in Ghana. A case study methodological design procedure has been employed in the investigation of three episodes of educational reform, anchored on qualitative content analysis as the main data reduction mechanism.

Building on earlier scholarly work in this area, as well as pedagogical production arising out of queer activism, the chapters in this volume examine a broad range of themes as they collectively grapple with the meaning and practice of queer pedagogy across different contexts.

This edited volume includes chapters on disability studies organized around three themes: Theory, Philosophy and Critique.

This volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy.

This volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy.

This book makes a strong case for the inclusion of Indigenous Elders' cultural knowledge in the delivery of inclusive education for learners who are members of minority communities.

This book unveils women¿s empowerment as mothers as a notion in the school system that reinforces patriarchy rather than weakening it. It discusses how empowerment is a contested notion, even though it is mostly praised in terms of women¿s emancipation. This book explores the concept that although women are breastfeeding education as mothers in the neoliberal education system, they are not necessarily doing so as a self-sacrifice as one may generalize in the context of neoliberal economy. Instead, this book argues that women are doing this as a means of investment for gaining a sense of individual power, which ironically, reinforces patriarchal values. It presents demonstrative and descriptive practical incidences in the field.

This book makes a strong case for the inclusion of Indigenous Elders¿ cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students. This book provides opportunities for exploring the decolonization of educational approaches. It promotes the synthesis of multiple types of knowledge and ways of knowing by making a case for the incorporation of Indigenous knowledges and Indigenous Elders as teachers in learning spaces. The book is of interest to educators, students, and researchers of Indigenous knowledge and decolonizing education. Additionally, it is important for educational policy makers, especially those engaged in looking for strategic solutions to bridging educational disparities and gaps for Indigenous, Black, Latinx and other minority learners.