Description
Book SynopsisWritten by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal normality after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective ill
Trade ReviewCOVID is a virus caused by the larger virus of worldwide unmitigated greed and inequality run amok. This book eloquently shows that our only hope is curing the larger disease. * James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents Professor, Arizona State University, USA *
The pandemic is not just an event; it is also a lens exposing long-standing injustices, and anyone thinking about life post-Covid must read
Education, Equality, and Justice in the New Normal. This fascinating collection of essays rejects the dehumanization of the old normal under capitalism, challenging us to claim a new normal that embraces life and the wellbeing of the planet. Indeed, authors show how the pandemic has catalyzed radical grassroots work toward a humane and life-affirming future. * Christine Sleeter, Professor Emerita, California State University, Monterey Bay, USA *
Table of ContentsList of Illustrations Notes on Contributors Foreword
Antonia Darder (Loyola Marymount University, USA) 1. Moving Beyond the Slow Death of Neoliberalism to a Life-Centered Education: An Introduction,
Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA) 2. Chomsky on Trump’s Disastrous Coronavirus Response, Bernie Sanders and What Gives Him Hope,
Amy Goodman (Democracy Now!) and Noam Chomsky (University of Arizona, USA) 3. Militarization in a Time of Pandemic Crisis,
Henry A. Giroux (McMaster University, Canada) and Ourania Filippakou (University College London, UK) 4. The “New Normal’ in Education is Ultra-Neoliberal: In Defense of the Strategy that Breaks with the Time Continuum,
Roberto Leher (Federal University of Rio de Janeiro, Brazil) 5. Xenophobic Europe: Racist Policy towards Refugees,
Georgios Tsiakalos, Stavros Malichudis, and Iliana Papangeli (University of Thessaloniki, Greece) 6. Coronavirus Pandemic and the ‘Refoulment’ of Refugees and Asylum Seekers,
Sheila L. Macrine (University of Massachusetts Dartmouth, USA) 7. Neoliberal Recrudescence Versus Radical Transformation of the Reality in Italy: What and Why Must We Learn from the Coronavirus Pandemic?
Paolo Vittoria (Federico II University of Naples, Italy) and Mariateresa Muraca (Pará State University, Brazil) 8. The Lost Generation? Educational Contingency in Viral Times: Malta and Beyond
, Carmel Borg and Peter Mayo (University of Malta, Malta) 9. Lessons from Teacher Organizing: Disputing the Meaning of Teaching and Teachers’ Work during the Coronavirus Pandemic in Chile,
M. Beatriz Fernández and Ivan Salinas Barrios (University of Chile, Chile) and Andrea Lira (University of Magallanes, Chile) 10. Environmental Education: For a Critical Renovation alongside the Traditional Peoples
Carlos Frederico B. Loureiro (Federal University of Rio de Janeiro, Brazil) 11. Resisting and Re-Existing on Earth: Politics for Hope and ‘Buen Vivir’,
Luiz Katu (Indigenous Peoples Articulation of the State of Rio Grande do Norte, Brazil), Celso Sánchez (Federal University of the State of Rio de Janeiro, Brazil) and Daniel Renaud Camargo (Federal University of Rio de Janeiro, Brazil) Afterword,
Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA)
