The insurgent activist and educator shares a vital rally cry for today’s movement-makers in “a manifesto that should be read by everyone” (Angela Y. Davis). In an era defined by mass incarceration, endless war, economic crisis, catastrophic environmental destruction, and a political system offering more of the same, radical social transformation has never been more urgent—or seemed more remote. Demand the Impossible! urges us to imagine a world beyond what this rotten system would have us believe is possible. In critiquing the world around us, Bill Ayers uncovers cracks in that system. He raising the horizons for radical change and envisions new strategies for building the movement we need to make a better world for everyone.

Exploring the role of direct action within times of severe social and ecological upheaval, this book evokes the rich, diverse world that radical environmental activists and indigenous environmental protectors are fighting for.

This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.

The Impossible Community confronts a critical moment when social and ecological catastrophe loom, the Left seems unable to articulate a response, and the Right is monopolizing public debates. This book offers a reformulation of anarchist social and political theory to develop a communitarian anarchist solution. It argues that a free and just social order requires a radical transformation of the modes of domination exercised through social ideology and institutional structures. Communitarian anarchism unites a universalist concern for social and ecological justice while recognizing the integrity and individuality of the person. In fact, anarchist principles of mutual aid and voluntary cooperation can already be seen in various contexts, from the rebuilding of New Orleans after Katrina to social movements in India. This work offers both a theoretical framework and concrete case studies to show how contemporary anarchist practice continues a long tradition of successfully synthetizing personal and communal liberation. This significant contribution will appeal not only to students in anarchism and political theory, but also to activists and anyone interested in making the world a better place.

"This ground-breaking book on pedagogy, research, and philosophy in teacher education expands the imagination of justice-oriented education and arts-based scholarship. Based on a multi-year study of Jones’ use of feminist pedagogies, the book seamlessly moves between classroom practice, theory, and philosophy in a way that will offer something for everyone: those who are looking for new ways of doing teacher education, those who hope to better understand philosophy, and those who seek new ways of doing inquiry and scholarship. Demonstrating through pedagogy, method, and form that we “have more power than we think” and don’t have to repeat what has been handed down to us, the creators critique the restrictions of traditional teacher education and academic discourse. This critique prompts a move outward into unpredictable spaces of encounter where a “maybe world” might be lived in education. In this way, Jones and Woglom don’t make the case for a certain kind of pedagogy or scholarly inquiry that might be repeated, but rather they invite educators and researchers to take seriously the philosophical ideas of Deleuze, Guattari, Barad, and others who argue that humans are in a constant aesthetic process of becoming with other humans, non-human life, and the material world around them. Thus, education – even teacher education – is not about reaching an already known end goal, but growing and changing through multiple ways of being and perceiving in the world. The authors call this mutant pedagogies and show one ethical path of mutating."

Mike Davis delivers a brilliant defense of the Occupy movement and offers pragmatic advice to the 99%.

In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.