How do educators and activists in today’s struggles for change use historical materials from earlier periods of organizing for political education? How do they create and engage with independent and often informal archives and debates? How do they ultimately connect this historical knowledge with contemporary struggles? Reflections on Knowledge, Learning and Social Movements aims to advance the understanding of relationships between learning, knowledge production, history and social change. In four sections, this unique collection explores: • Engagement with activist/movement archives • Learning and teaching militant histories • Lessons from liberatory and anti-imperialist struggles • Learning from student, youth and education struggles Six chapters foreground insights from the breadth and diversity of South Africa’s rich progressive social movements; while others explore connections between ideas and practices of historical and contemporary struggles in other parts of the world including Argentina, Iran, Britain, Palestine, and the US. Besides its great relevance to scholars and students of Education, Sociology, and History, this innovative title will be of particular interest to adult educators, labour educators, archivists, community workers and others concerned with education for social change.

How do educators and activists in today's struggles for change use historical materials from earlier periods of organizing for political education? How do they create and engage with independent and often informal archives and debates? How do they ultimately connect this historical knowledge with contemporary struggles? Reflections on Knowledge, Learning and Social Movements aims to advance the understanding of relationships between learning, knowledge production, history and social change. In four sections, this unique collection explores: - Engagement with activist/movement archives - Learning and teaching militant histories - Lessons from liberatory and anti-imperialist struggles - Learning from student, youth and education struggles Six chapters foreground insights from the breadth and diversity of South Africa's rich progressive social movements; while others explore connections between ideas and practices of historical and contemporary struggles in other parts of the world including Argentina, Iran, Britain, Palestine, and the US. Besides its great relevance to scholars and students of Education, Sociology, and History, this innovative title will be of particular interest to adult educators, labour educators, archivists, community workers and others concerned with education for social change.

The dynamics, politics, and richness of knowledge production in social movements and social activist contexts are often overlooked. This book contends that some of the most radical critiques and understandings about dominant ideologies and power structures, and visions of social change, have emerged from those spaces.

Learning Activism is designed to encourage a deeper engagement with the intellectual life of activists who organize for social, political, and ecological justice.

Now in its fifth edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as sophisticated framework for taking into account the dynamic interactions of local, national, regional, and transnational factors shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.

South Africa’s higher education sector is rooted in the country’s divided past. A significant State-driven restructuring from around 1997 to 2005 resulted in what is largely the current configuration of public universities. But just over two decades later, for a variety of reasons, the higher education sector in South Africa appears beset with numerous challenges. Nelson Mandela University is one of the public universities that emerged from the restructuring process. The university is in an ongoing state of evolution, of becoming. It developed out of the amalgamation of the University of Port Elizabeth, Port Elizabeth Technikon and incorporation of the Port Elizabeth campus of Vista University as Nelson Mandela Metropolitan University in 2005. In 2017, it was renamed Nelson Mandela University, after the world-renowned statesman, rather than the metropolitan area in which the university is primarily located. The renaming was conceptualised as more than a marketing opportunity to rebrand the university, but as an opportunity to reorientate the university, to reposition Nelson Mandela University as an engaged and socially-embedded university in the service of society, striving to be the academic expression of the values and ethos of its iconic namesake. Endeavouring to be something greater and different from the norm imbues its strategy, public statements and practices. The determination to ‘achieve Mandela University’ serves, or is intended to serve, as both an organising principle and a lodestar. A cross-section of writers from different backgrounds situates Nelson Mandela University within the contemporary historical moment from which it emerged and examines its subsequent evolution. While Nelson Mandela University has performed the usual work expected of any university, it has also sought to turn the university outwards, to achieve a higher purpose, framing itself as a values-based university on a journey to become something else. In Achieving Nelson Mandela University? the university attempts to give an account of itself. The book is an intellectual and scholarly reflection on where the university has come from and where it is seeking to go.

In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers are invited to engage with socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading practices and policies, foregrounding the transformative potential of communication within their courses. The contributions in this collection encourage readers to consider not only how educators might assess social justice work in and beyond the classroom, but also to imagine what a social justice approach to grading and assessment would mean for intervening into unjust modes of teaching and learning. Educators wishing to explore critical modes of grading and assessment, grounded in social justice, will find this book a timely and relevant pedagogical guide for their teaching and scholarship.

In this book, the authors’ post-capitalist approach to change focuses less on what we need to dismantle and more on what educators and activists are building in its place. Studying schools and other social organizations in the Global North and South, the authors identify and examine some of the most interesting counterhegemonic spaces in both formal and informal education today. They view these spaces through a lens of what Gloria Anzaldua and Homi Bhabha call borderlands or "third spaces." These third spaces are created in-between our lived cultural and social identities (first space) and the dominant culture that seeks to define us (second space). This book seeks to better understand how these third spaces conceive of learning, how they are created, the range of experiences among them, the obstacles they face, how they are sustained over time, and how they have built global networks of solidarity. The creation of global networks of third spaces not only signals a shift in progressive political strategy but also an expansion of what counts as spaces that are educational. This book is well suited to graduate and upper-level undergraduate courses in politics of education, sociology of education, education policy, as well as the humanities, sociology, political science, and the arts.

From student movements to staff unions, the fight for accessible, high-quality public education has turned university campuses into sites of resistance. This critical collection features analysis by students and staff members from twelve different countries.

Despite many scholars noting the interdisciplinary approach of Aboriginal knowledge production as a methodology within a broad range of subjects – including quantum mathematics, biodiversity, sociology and the humanities - the academic study of Indigenous knowledge and people is struggling to become interdisciplinary in its approach and move beyond its current label of ‘Indigenous Studies’. Indigenous Knowledge Production specifically demonstrates the use of autobiographical ethnicity as a methodological approach, where the writer draws on lived experience and ethnic background towards creative and academic writing. Indeed, in this insightful volume, Marcus Woolombi Waters investigates the historical connection and continuity that have led to the present state of hostility witnessed in race relations around the world; seeking to further one’s understanding of the motives and methods that have led to a rise in white supremacy associated with ultra-conservatism. Above all, Indigenous Knowledge Production aims to deconstruct the cultural lens applied within the West which denies the true reflection of Aboriginal and Black consciousness, and leads to the open hostility witnessed across the world. This monograph will appeal to undergraduate and postgraduate students, as well as postdoctoral researchers, interested in fields such as Sociology of Knowledge, Anthropology, Cultural Studies, Ethnography and Methodology.