Peter Mayo

"Education, Individualization and Neoliberalism questions the individualization process in education in the Anglo-American context and analyses how this process is applied in the everyday life of millennials with tertiary education in Southern Europe. Valerie Visanich explores the close affinity of this concept to neoliberalism in contemporary societies, specifically by focusing on changes in education and employment. Using Beck & Beck-Gernsheim's concept of individualization to refer to increased freedom in one's life choices yet at the same time increased risks, Visanich unpacks the trajectories of life experiences of tertiary educated millennials in the contemporary neoliberal Anglo-American setting in relation to recent cultural and socio-economic changes. She examines how this individualized mode is adopted and adapted in countries across Southern Europe including Italy, Spain, Portugal, Malta and Greece - in locations where cultural conditions habitually cushion-out, often by family networks and patronage, some of the burdens of being young today"--

"To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of "development", "economics", and "citizenship", to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies' challenges within the current post-truth era and possibilities of reimagining UNESCO's Sustainable Development Goals (SDGs)"--

"Critical Education in International Perspective presents new perspectives on critical education from Latin America, Southern Europe and Africa. While recognising the valuable work in critical education emerging from North America and the Northern hemisphere, testimony to Paulo Freire's influence there, this book sheds light on parts of the world that are not given prominence. The book highlights the complementary work of Lorenzo Milani, Amilcar Cabral, exponents of Italian feminism, Ada Gobetti, the Landless Workers Movement (MST) in Brazil, Antonio Gramsci, Gabriela Mistral and Julius Nyerere. It also focuses on a range of struggles such as education in the context of landlessness, independence, renewal and cognitive justice, social creation and against neoliberalism and decolonization."--

"In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peace-making as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace."-- "Reframes peace education through a lens of critical education, interrogating current conceptions of peace"--

A collection of three essays prepared by for the "Beyond Schooling" conference in Toronto. "Prologue" is excerpted from John Gatto's new book: "The Underground History of American Education" ; "Lambs to the Slaughter" is an original submission by Shaykh Hamza Yusuf ; and, the final article, "The lost tools of learning" by Dorothy Sayers, is reprinted from the original essay she wrote many years ago.

"Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces ? situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses."--

"Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy, and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK, and the USA, this book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy, and citizenship in education. The contributors cultivate a critical view of human rights, democracy, and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy, and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, l1aw, sociology, health sciences and social work, and international development."--Bloomsbury Publishing.