Teaching children to think creatively and critically has never been on the educational agenda and society suffers for it in many ways. The solution is not simply in throwing money at schools, in perpetual reorganisation of the British education system. Hern and his many contributors propose a much more radical approach. A fine collection of essays, both current and historical, examining the social effects and historical substance of education in society.

Richard Ruiz has inspired generations of scholars in language planning and multilingual education with his unique orientations to language as a problem, a right and a resource. This volume attests to the far-reaching impact of his thinking and teaching, bringing together a selection of his published and unpublished writings on language planning orientations, bilingual and language minority education, language threat and endangerment, voice and empowerment, and even language fun, accompanied by contributions from colleagues and former students reflecting and expanding on Ruiz’ ground-breaking work. This book will be of great interest to both undergraduate and postgraduate students in language planning and multilingual education, Indigenous and minority education, as well as to junior and senior researchers in those fields.

Marking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society. The collection uniquely analyses Freire and Illich together, although not in a comparative way. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada. Drawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. It introduces the ways in which the current generation reads the overall works of Freire and Illich in the search for a reconstructed democratic education. As a result, Rethinking Freire and Illich presents Freire and Illich in light of contemporary issues in this generation, and offers renewed searches for a good and just life and a reconstructed democratic education.

A must-have revised and expanded edition of The Disinformation Company’s classic anthology, You Are STILL Being Lied To contains more than a dozen all-new essays from contributors like Norman Solomon, Graham Hancock, Alex Jones, John Major Jenkins, Robert Bauval, Richard DeGrandpre, Alexandra Bruce,John Hogue, Gregory Davis, and Scott Creighton on topics ranging from the misleading marketing of antidepressants to the truth about the North American Union, from media consolidation to the New Thought movement. Editor Russ Kick’s massive collection acts as a battering ram against the distortions, myths, and outright lies that have been shoved down our throats by the government, the media, corporations, organized religion, the scientific establishment, and others who want to keep the truth from us. An unprecedented group of researchers including Howard Zinn, Noam Chomsky, Howard Bloom, Sydney Schanberg, Michael Parenti, Riane Eisler, Jim Marrs, and many, many others paint a picture of a world where crucial stories are ignored or actively suppressed and the official version of events has more holes in it than Swiss cheese. A world where real dangers are downplayed and nonexistent dangers are trumpeted. In short, a world where you are being lied to.

No Country for Migrants? Critical Perspectives on Asylum, Immigration, and Integration in Germany aims to critically contribute to ongoing debates about immigration, integration, and xenophobia in Germany. Set against the backdrop of Germany’s controversial political decision to open its borders to refugees in 2015, the book realigns this watershed with the broader historical narratives of migration to explain its exceptionality both as an event and transformative force on the migration/integration discourse. The book further uses critical theories to make sense of the shifting socio-political coordinates of Germany. It addresses the history of Germany’s migration policies, its soft and hard power in migration control, language and societal integration, immigration and the revival of right-wing extremism, as well as religion and immigration.

How much say should students have in shaping their schools' disciplinary cultures? Should they have the power to weigh in on contentious issues like favouritism, discrimination, ‘no hats’ rules, and zero tolerance? What if pupils disagree with their teachers and administrators on certain rules? Rebecca Raby reflects on how regulations are made, applied, and negotiated in educational settings in the accessibly written School Rules. Through an in-depth analysis of original data, including interviews with teachers, administrators, and students, and codes of conduct, School Rules reveals what rules mean to different participants, and where it is that they becoming a challenge. Raby investigates students' acceptance or contestation of disciplinary regulations, and examines how school rules reflect and perpetuate existing inequalities and students' beliefs about young people. Illustrating the practical challenges and political and theoretical concerns of involving students in rule-making, School Rules can help teachers and administrators facilitate more meaningful rules and student participation in their own schools.

A wide-ranging and challenging exploration of design and how it engages with the self The field of design has radically expanded. As a practice, design is no longer limited to the world of material objects but rather extends from carefully crafted individual styles and online identities to the surrounding galaxies of personal devices, new materials, interfaces, networks, systems, infrastructures, data, chemicals, organisms, and genetic codes. Superhumanity seeks to explore and challenge our understanding of “design” by engaging with and departing from the concept of the “self.” This volume brings together more than fifty essays by leading scientists, artists, architects, designers, philosophers, historians, archaeologists, and anthropologists, originally disseminated online via e-flux Architecture between September 2016 and February 2017 on the invitation of the Third Istanbul Design Biennial. Probing the idea that we are and always have been continuously reshaped by the artifacts we shape, this book asks: Who designed the lives we live today? What are the forms of life we inhabit, and what new forms are currently being designed? Where are the sites, and what are the techniques, to design others? This vital and far-reaching collection of essays and images seeks to explore and reflect on the ways in which both the concept and practice of design are operative well beyond tangible objects, expanding into the depths of self and forms of life. Contributors: Zeynep Çelik Alexander, Lucia Allais, Shumon Basar, Ruha Benjamin, Franco “Bifo” Berardi, Daniel Birnbaum, Ina Blom, Benjamin H. Bratton, Giuliana Bruno, Tony Chakar, Mark Cousins, Simon Denny, Keller Easterling, Hu Fang, Rubén Gallo, Liam Gillick, Boris Groys, Rupali Gupte, Andrew Herscher, Tom Holert, Brooke Holmes, Francesca Hughes, Andrés Jaque, Lydia Kallipoliti, Thomas Keenan, Sylvia Lavin, Yongwoo Lee, Lesley Lokko, MAP Office, Chus Martínez, Ingo Niermann, Ahmet Ögüt, Trevor Paglen, Spyros Papapetros, Raqs Media Collective, Juliane Rebentisch, Sophia Roosth, Felicity D. Scott, Jack Self, Prasad Shetty, Hito Steyerl, Kali Stull, Pelin Tan, Alexander Tarakhovsky, Paulo Tavares, Stephan Trüby, Etienne Turpin, Sven-Olov Wallenstein, Eyal Weizman, Mabel O. Wilson, Brian Kuan Wood, Liam Young, and Arseny Zhilyaev.