In this volume, critical scholars and educational activists explore the intricate dynamics between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies in education. In its institutional and informal configurations alike, education has been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons.
Содержание
Introduction: Toward an Educational Commons.- Chapter 1: Commons as Actuality, Ethos, And Horizon.- Chapter 2: Reframing the Common: Race, Coloniality, and Pedagogy.- Chapter 3: Reassembling the Natural and Social Commons.- Chapter 4: Toward an Elaboration of the Pedagogical Common.- Chapter 5: Impersonal Education and the Commons.- Chapter 6: #Black Lives Matter: Racialization, the Human, and Critical Public Pedagogies of Race.- Chapter 7: A Question of Knowledge: Radical Social Movements and Self-Education.- Chapter 8: Educational Enclosure and the Existential Commons: Settler Colonialism, Racial Capitalism, and the Problem of the Human.- Chapter 9: Common Relationality: Antiracist Solidarity, Racial Embodiment, and the Problem of Self-Possession.- Chapter 10: Education and the Civil Commons.- Chapter 11: Educating the Commons through Cooperatively-Run Schools.- Chapter 12: Big Talk in the Little City: Grassroots Resistance by and for the Common/s.- Chapter 13: Revitalizing the Commons in New Mexico: A Pedagogical Consideration of Socially Engaged Art.
Об авторе
Alexander J. Means is Assistant Professor of Social and Psychological Foundations of Education, State University of New York College at Buffalo, USA.
Derek R. Ford is Assistant Professor of Education Studies, De Pauw University, USA.
Graham B. Slater is Marriner S. Eccles Fellow in Political Economy at the University of Utah, USA. His research has appeared in the Journal of Education Policy, Educational Studies, and The Review of Education, Pedagogy, and Cultural Studies.
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