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  Growing the Revolutionary Intellectual, Creating the Counterpublic Sphere

  Peter McLaren and Lilia D. Monzó

  "Here we seek to illuminate some important nuances and articulations surrounding the challenges that face us as dissident intellectuals at this particular historical conjuncture and to explore ways in which the public· intellectual can be reconceptualized and revitalized in revolutionary terms. This fits well with our goal for this essay-which intends to serve as a countervailing riposte to the role of the free-market intellectual and to insist on a materialist and indigenist recentering of the role of the intellectual in today's social order."

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  Supervising Psychoeducational Assessment

  Michael R. Hass and Annmary S. Abdou

  The supervision of pscyhoeducational assessments is challenging because competent psychoeducational assessments require an extraordinarily broad set of knowledge and skills, which can include, but are not limited to, knowledge of typical and atypical child development, models of cognitive and academic development, and legal definitions of disability found in educational law and regulations. In addition, practitioners must have a thorough understanding of psychometrics, including validity, reliability, the meaning of different scores, and test interpretation. Last, it requires that practitioners understand how to integrate information from various assessment methods and sources to come to an understanding of a child's strengths and limitations, as well as how to develop, implement, and evaluate interventions.

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  Henry Giroux and the Enduring Spirit of Resistance

  Peter McLaren

  "The ideas that Henry Giroux has cultivated have profoundly influenced academic and activist life for the past 40 years, and, assuming the human race survives, the effects of his work will be felt by generations to come."

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  Journey of a Lifetime: Kenneth A. Tye

  Barbara Benham Tye

  "[This chapter] captures the life and work of Kenneth A. Tye, Professor Emeritus, Chapman University. Written in his voice by his partner Barbara, the chapter explores how a small-town California boy, growing up in the Depression and World War II, eventually became a national and international leader in promoting worldmindedness in K-12 and postsecondary schooling. A consistent thread of curiousity and adventurousness weaves through the stories that comprise this tale of a life that might have turned out differently."

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  Marx and the Philosophy of Praxis

  Valerie Scatamburlo-D'Annibale, Brian A. Brown, and Peter McLaren

  "The guiding thread woven throughout this chapter is the 'philosophy of praxis' -- a dialectical synthesis of theory and practice oriented toward transforming extant social relations. Praxis emphasizes the reflective human capacity to alter the natural and social world, sheds light on the historical specificity and structural foundations of that world, our ideological formation within it, and the conditions in which antagonisms take root. In so doing, it helps us to grasp the mutually constitutive relationship between subjectivity and the objective, material world. In what follow, we begin with an overview of the key tenets of historical materialism in order to contextualize the philosophy of praxis and then proceed to examine how two of the most cited figures in educational thought -- Antonio Gramsci and Paulo Freire -- incorporated and expanded upon Marx's revolutionary formulation."

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  Revolutionary Critical Pedagogy and the Struggle Against Capital Today

  Peter McLaren and Derek R. Ford

  An interview between Peter McLaren and Derek R. Ford about the former's work in Marxist humanism and liberation theology.

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  The Defenestration of Democracy

  Peter McLaren

  Peter McLaren wrote this afterword to Dissident Knowledge in Higher Education, edited by Marc Spooner and James McNinch, which "delve[s] into the effects of colonialism, neoliberalism, and audit culture on higher education".

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  At the Partnership Table: Bridging Academia and Community through Horizontal Dialoguing

  Suzanne SooHoo and Patricia Huerta

  "Although this story is penned by an academic, it was authored by both a community member and a university professor. This essay captures our conversations and reflections, cumulative over a five-year period about the relationship that anchored our community/university partnership. This partnership was housed specifically within Chapman University's Paulo Freire Democratic Project (PFDP) in the College of Educational Studies, which alongside the Paulo Freire Critical Pedagogy Archives, located in the Leatherby Libraries, recognizes and promotes the scholarship of philosopher Paulo Freire and critical pedagogy. PFDP's mission is the development of progressive/critical and ethical/democratic practices within both formal and informal educational settings... Our goal, then, as academics is to engage both theoretically and dialogically with the public, binding our privilege to think with embodied action."

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  Critical Pedagogy and Qualitative Research: Advancing the Bricolage

  Joe L. Kincheloe, Peter McLaren, Shirley R. Steinberg, and Lilia D. Monzó

  "The question of what constitutes critical theory, critical pedagogy, and critical research is one that today has become more difficult than ever to answer... we will now attempt to provide one idiosyncratic 'take' on the nature of critical theory and critical research as we approach the third decade of the 21st century... We tender a description of an ever-evolving criticality that engages the current crisis of humanity, all life forms, and the Earth that sustains us -- a criticality that through its various theories and research approaches maintains its focus on a critique for social justice."

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  Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations

  Rossella Santagata, Janette Jovel, and Cathery Yeh

  Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborate over the duration of the course. In addition, pre-service teachers discussed standards-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.

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  Prologue to A Language of Freedom and Teacher’s Authority: Case Comparisons from Turkey and the United States

  Peter McLaren

  "Educators are contending with a growing absolutism within the global political system that could threaten the very democratic basis of education. A Language of Freedom and Teacher's Authority is such an important intervention today, because it addresses changes necessary in education policy, to generate learning justice environments, in this case through a collection of discussions about education reform in the United States and Turkey."

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  Reconciling Critical Pedagogy: Revolution, the Struggle for a New Future

  Peter L. McLaren

  "Because critical pedagogy is so antithetical to long standing and commonsense versions of the classic virtues of objectivity and neutrality, it has become a battleground where hearts and minds are arrayed apart from each other and are fighting for the soul of the planet."

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  Women of Color as Revolutionary Force: Structural Violence in the Neoliberal Age

  Lilia D. Monzó

  This chapter addresses the property relation in capitalism and its impact on economically impoverished women of color. It highlights some of the specific ways in which race and gender work together to sustain capitalist relations of production. The chapter questions the common sense notion that private ownership is "natural" and that "needs" can be determined, differentiated, and "outlawed" by social class. It points us toward achieving a new humanity in which all living things have an equal right to exist with dignity and in which rather than amassing "things" we become a people that seek to develop fully what it means to be human--beyond necessity.

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  Architecture of Diversity: Using the Lens and Language of Space to Examine Racialized Experiences of Students of Color on College Campuses

  Michelle Samura

  "[A]n examination of racial diversity in higher education requires serious consideration of space... [A] spatial perspective offers a lens for locating and examining processes of racialization. And a spatial approach also provides a language participants and researchers can use to talk about the discreet ways race still operates in everyday interactions, including subtle forms of racism that are overlooked or ignored because race is often understood by students to matter less today. Essentially, a spatial approach sheds light on race relations and racial structures in tangible campus environments."

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  Critical Pedagogy and Class Struggle in the Age of Neoliberal Terror

  Peter McLaren

  "This is a pivotal moment for humanity, when the meanings, values and norms of everyday life are arching towards oblivion; when human beings are being distributed unevenly across the planet as little more than property relations; when a culture of slave labour is increasingly defining the workaday world; when capital's structurally instantiated ability to supervise our labour. control our investments and purchase our labour power has reached new levels of opprobrium; when those who are habitually relegated to subordinate positions within capital's structured hierarchies live in constant fear of joblessness and hunger; and when the masses of humanity are in peril of being crushed by the jackboots of the capitalist beast."

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  Foreword to Unhooking from Whiteness: Resisting the Esprit de Corps

  Suzanne SooHoo

  Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continue the conversation they began in 2013; they and the chapter contributors are brave enough to tell a contemporary reality few are brave enough to discuss.

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  Foreword to "LGBTQ Voices in Education: Changing the Culture of Schooling"

  Kris T. De Pedro

  The foreword to LGBTQ Voices in Education: Changing the Culture of Schooling, edited by Veronica E. Bloomfield, Marni E. Fisher, in which Kris de Pedro recounts personal experiences to advocate for safe spaces in schools for LGBTQ youth.

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  Foreword: Unleashed -- Whiteness as predatory culture

  Lilia D. Monzó and Peter McLaren

  "Rhetorics of Whiteness is an extraordinary collection of essays revealing how whiteness is invisibly entrenched across all our institutions, from film and social media to schooling, the law, and politics. It is also a much-needed theoretical and practical contribution to our understanding of one of the most insidious problems in history."

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  Introduction to "Latino Civil Rights in Education: La Lucha Sigue"

  Anaida Colon-Muñiz and Magaly Lavadenz

  Latino Civil Rights in Education: La Lucha Sigue documents the experiences of historical and contemporary advocates in the movement for civil rights in education of Latinos in the United States. These critical narratives and counternarratives discuss identity, inequality, desegregation, policy, public school, bilingual education, higher education, family engagement, and more, comprising an ongoing effort to improve the conditions of schooling for Latino children. Featuring the perspectives and research of Latino educators, sociologists, historians, attorneys, and academics whose lives were guided by this movement, the book holds broad applications in the study and continuation of social justice and activism today.

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  Learning to Unpack Standards-Based Mathematics Teaching Through Video-Based Group Conversations

  Rossella Santagata, Janette Jovel, and Cathery Yeh

  Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborated over the duration of the course. In addition, pre-service teachers discussed service-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.

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  Negotiating Identities, Locations, and Creating Spaces of Hope for Advancing Students of Color in University Settings

  Miguel Zavala and Natalie A. Tran

  In this chapter a conceptual expansion of the thesis that identity is central to leadership praxis, a fundamental tenet of the emerging Applied Critical Leadership (ACL) framework, is developed by analyzing the notion of "epistemic privilege" in Standpoint Theory. Emphasizing the iterative relation of cultural identity and leadership practice, the chapter builds from the voices of a Latina student leader and Latina project director as they reflect and make sense of their advocacy for students of color at a Hispanic-Serving Institution (HSI). Most important, the chapter illustrates how the marginal identities of strategically positioned women of color in leadership positions enable them to navigate and transform institutions of higher learning.

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  Afterword to Latino Civil Rights in Education: La Lucha Sigue

  Peter McLaren and Suzanne SooHoo

  An afterword to Latino Civil Rights in Education: La Lucha Sigue, which documents the experiences of historical and contemporary advocates in the movement for civil rights in education of Latinos in the United States. These critical narratives and counternarratives discuss identity, inequality, desegregation, policy, public school, bilingual education, higher education, family engagement, and more, comprising an ongoing effort to improve the conditions of schooling for Latino children.

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  Foreword to Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education

  Tom Wilson and Suzanne SooHoo

  A foreward to the new edition, which brings McLaren's popular, classic textbook into a new era of Common Core Standards and online education. The book is renowned for its clear, provocative classroom narratives and its coverage of political, economic, and social factors that are undervalued in other educational textbooks. An international committee of experts ranked Life in Schools among the top twelve education books in the world.

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  Foreword to Moving Higher Education Forward

  Peter McLaren

  "It is in the context of the above efforts at transforming the university in the service of helping others discover a meaningful life and liberating the university from its current activity in the reproduction of civic cowardice and technocratic rationality that the work of Tanya Loughead becomes so important. In this brilliant book, Critical University, Loughead immediately recognizes that in the face of today's austerity capitalism, specific forms of liberatory political subjectivity need to be developed by and among students and educators in university settings."

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  Humility Within Critical Pedagogy

  Suzanne SooHoo

  "I offer to you my Asian ontology, critical incidents, and critical friends that have brought me into the world of critical pedagogy...While this sounds like an agenda of a soldier, it is not at the frontlines that I do my best work. Therefore, many may not know or see me. This essay reveals many forms of humility."