Bøger i Critical Pedagogies serien

Pandemic Pedagogies invites readers to consider how the COVID-19 pandemic has radically altered every facet of social life. From education and communication to structures of government, health systems, social and recreational services, the justice system, and the global economy, educators are forced to consider new ways of teaching and learning in the midst of survival. Drawing on the public writing of scholars, journalists, health professionals, public intellectuals, and activists, the essays in this collection explore the transformations and consequences of pandemics, along with evidence-based responses, critical analysis, and sociohistorical framing, all necessary tools for situating the disparate impacts and contributing to public debates. In nine sections, the book addresses grammars of negation, the pandemic of racism, investments in coronavirus capitalism, the politics of exposure and protection, the politics of space, ecologies of justice, crises in leadership, narratives of resilience, and tools and strategies for teaching about the pandemic. Pandemic Pedagogies offers critical perspectives on the sweeping injustices intensified by COVID-19 and the resurgence of racialized state violence. It offers context, data, viewpoints and solutions to collectively teach, learn, and thrive. It takes up abolitionist teaching methodologies-focusing not only on the many ways the pandemic has exacerbated injustice, but also on how individuals and communities are healing, expressing vulnerability, and building community-to amplify intersectional racial justice strategies across learning spaces. This collection is a pedagogical intervention to locate how individuals and communities propel us forward through the multiple pandemics of 2020.

The crisis of capitalism, the ascendency of a post-truth politics, the expansive reach of an increasingly militarized surveillance state and the rampant consolidation of the Fourth Industrial Revolution characterized by a fusion of technologies have blurred the lines between the physical, digital, ideological and biological spheres. The historically generated social relations that have legitimized racism, homophobia, misogyny, misanthropy and misology have spawned a new generation of white supremacist, neo-Nazi militias and have led to a murderous assault on Black men by police and a generalized assault on people of color. The information ecosphere and the current infodemic which is promulgating the conspiracy theories that are both prolonging and intensifying the damage done by the pandemic and climate change by suggesting that the pandemic and climate change are not real, that they were created by the deep state solely for the purpose of providing cover for a further consolidation and intensification of the surveillance state, has led to a massive attack on progressive and critical educators. Bills are being created to ban the teaching of "divisive concepts" in public schools such as those related to race and gender. The teaching of the history of slavery is deemed an act of racism against white people. QAnon mythology that fabricates lies about a stolen 2020 election, and that Satan-worshipping pedaophiles are in control of the government, media and financial institutions, is fast becoming normalized within the US Republican Party and spreading to other countries. The world's masses are increasingly being transformed into 21st century compliant and self-censoring human beings who appear defenseless in the face of nationalist calls for military solutions to global problems, of white supremacist chauvinistic attacks on people of color and of narratives championing nationalism, isolationism, and fascism. For four decades Peter McLaren has been writing about these world-historical developments and urging educators to seek a socialist alternative. In the performative style that has been the signature of McLaren's work, The Critic Pedagogy Manifesto is meant to remind readers what is at stake in these precarious and dangerous times and to offer armed hope in the struggle ahead.This is vintage McLaren making use of his creative talents with humor and irony. We need more of this alternative literary presentation of ideas to make the arguments that bland statements in articles present with a straight face. McLaren leads the way.--Michael A PetersDistinguished Professor of EducationBeijing Normal University, PR China For years, Professor Peter McLaren has followed his radical cosmopolitan path and invented an original language of critical theory and pedagogical critique, which, fundamentally, culminates in his artistic expression.....capturing the absurd days of chaos in the world's leading rogue state. - Juha Suoranta, Professor of Adult Education, Tampere University, Finland "'The poet laureate of the left' writes with characteristic aplomb to expose the realities of Trump and the very real danger of the consolidation of fascism in the US."--Mike Cole, author of Trump, the Alt-Right and Public Pedagogies of Hate and for Fascism: What Is To Be Done?"

The Ecology of Me is a narrative project focusing on my notion of 'aesthetic functioning' as it relates to identity, culture and environmental issues and the possible intersection of these factors. Its structure takes the form of an autobiographical narrative closely linked to ecological identity and its development in educators over time. Using personal examples from my own life, I critically examine a number of poems or narrative texts written over the span of my educational development and ensuing academic career. Centered on these texts, I also adopt critical literary analytical techniques to describe the context and backdrop for each of these forms of writing. The volume consists of a series of poems coupled with photographic compositions and related narrative texts that further describe the cultural and political context for each work as well as my personal circumstances during the time of writing. Together, these form a working 'environmental autobiography' of sorts while also modeling the process of developing and maintaining one's own 'aesthetic functioning' in an increasing complex and technological world.

The Paris Bureau tells the story of the storytellers. Drawing on the lively dispatches of a forgotten American correspondent and his family in Paris between the wars, it illuminates the expatriate "writing colony," the wild adventures of a foreign journalist, the cultural revolutions of the Jazz Age, the rise of fascism, the birth of Modernism, and the ways that writers made sense of it all for their readers at home. It also brings to life the correspondent's close friendship with a young "cub" journalist, Ernest Hemingway, then struggling to find his own way of writing fiction, and their eccentric mutual friend, the poet Ezra Pound. With this cast of characters, we tour the cabarets and bullfights, battlefields and back alleys, peace conferences and Nazi rallies. And through it all, we see how truth overlaps with fiction, and how writers find their voice and make their way in the world through their friendships, community, family, and by their own words.

Disrupting Education offers an exemplar of in-disciplinary, post-qualitative methodology 'in action'- reworking the inherent scientism that haunts qualitative methodologies.