Emancipating Education : Considerations of Deferred Dreams and Visions for Change
Language: English
Published by Peter Lang, 2026
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 90.91
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Add to basketItem description from seller
Druck auf Anfrage Neuware - Printed after ordering - At a time when traditional schooling systems perpetuate inequality and suppress student agency, this groundbreaking collection offers bold visions for transforming education from the ground up. Moving beyond surface-level reforms, contributors challenge fundamental assumptions about what schools are and what they could become. From democratic free schools and anarchist learning networks to Indigenous knowledge systems and radical pedagogies of liberation, these diverse voices reimagine education as a tool for collective liberation rather than social control. The collection features innovative approaches including street art as curriculum, emergent strategy pedagogy, dual language programs that challenge English-only hegemony, and inclusive strategies that center students with disabilities. Drawing from an array of theories, including critical race theory, feminist epistemology, anarchism, and environmental justice frameworks, the authors demonstrate how authentic learning occurs when students are empowered to question authority, imagine alternatives, and create change. Contributors include educators, activists, artists, and scholars who dare to envision educational spaces that honor human dignity and foster genuine engagement over compliance. As climate catastrophe, systemic racism, and growing authoritarianism demand engaged learners capable of collective action, this collection provides vital insights into creating more just, sustainable, and liberatory educational futures. Essential reading for anyone committed to educational transformation.…
Seller Inventory # 9781636679174
- Title
- Emancipating Education : Considerations of Deferred Dreams and Visions for Change
- Author
- John Lupinacci
- Publisher
- Peter Lang
- Publication year
- 2026
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 163667917X
- ISBN 13
- 9781636679174
- Item weight
- 443 grams
- Dimensions
- 235x157x15 mm
At a time when traditional schooling systems perpetuate inequality and suppress student agency, this groundbreaking collection offers bold visions for transforming education from the ground up. Moving beyond surface-level reforms, contributors challenge fundamental assumptions about what schools are and what they could become.
From democratic free schools and anarchist learning networks to Indigenous knowledge systems and radical pedagogies of liberation, these diverse voices reimagine education as a tool for collective liberation rather than social control. The collection features innovative approaches including street art as curriculum, emergent strategy pedagogy, dual language programs that challenge English-only hegemony, and inclusive strategies that center students with disabilities.
Drawing from an array of theories, including critical race theory, feminist epistemology, anarchism, and environmental justice frameworks, the authors demonstrate how authentic learning occurs when students are empowered to question authority, imagine alternatives, and create change. Contributors include educators, activists, artists, and scholars who dare to envision educational spaces that honor human dignity and foster genuine engagement over compliance.
As climate catastrophe, systemic racism, and growing authoritarianism demand engaged learners capable of collective action, this collection provides vital insights into creating more just, sustainable, and liberatory educational futures. Essential reading for anyone committed to educational transformation.
"Synopsis" may belong to another edition of this title.
About the Author
John Lupinacci, Ph.D., is an Associate Professor in Cultural Studies and Social Thought in Education (CSSTE) at Washington State University. His research challenges cultural assumptions perpetuating social and environmental injustices.
Joseph Flynn, Ph.D., is a professor of Curriculum and Instruction at Northern Illinois University. His teaching and scholarship focus on the intersection of multicultural and social justice education, Whiteness Studies, media and popular culture, and curriculum.
Andrew T. Kemp, Ed.D., is a former high school English teacher and associate professor of curriculum and instruction. Currently, he is working on other projects outside of education like a radio station, DJing, and songwriting. In all of these, his focus is on social justice, diversity, and progressive issues.
"About the title" may belong to another edition of this title.
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