The empirical focus of this book is on the twenty year struggle by parents and members of the Black community in Toronto to introduce an Africentric Alternative School (AAS) with Black-focused curricula. It brings together a seemingly disparate series of events that emerged from equity and multicultural narratives about the establishment of the school – violence, anti-racism and race-based statistics, policy entrepreneurs, and the re-birth of alternative schools in Toronto - to illustrate how these events ostensibly functioned through neoliberal choice mechanisms and practices. Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics of education in multicultural cities.

The empirical focus of this book is on the twenty year struggle by parents and members of the Black community in Toronto to introduce an Africentric Alternative School (AAS) with Black-focused curricula. It brings together a seemingly disparate series of events that emerged from equity and multicultural narratives about the establishment of the school – violence, anti-racism and race-based statistics, policy entrepreneurs, and the re-birth of alternative schools in Toronto - to illustrate how these events ostensibly functioned through neoliberal choice mechanisms and practices. Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics of education in multicultural cities.

The study of 'education governance' is a significant area of research in the twenty-first century concerned with the changing organisation of education systems, relations and processes against the background of wider political and economic developments occurring nationally and globally. In Education Governance and Social Theory these important issues are critically examined through a range of innovative theoretical perspectives and methodological approaches to assist in guiding those interested in better understanding and engaging with education governance as an object of critical inquiry and a tool or method of research. With contributions from an international line-up of academics, the book judiciously combines theory and methodologies with case study material taken from diverse geo-political settings to help frame and enrich our understanding of education governance. This is a theoretically and empirically rich resource for those who wish to research education governance and its multifarious operations, conditions and effects, but are not sure how to do so. It will therefore appeal to readers who have a strong interest in the practical application of social theory to making sense of the complex changes underway in education across the globe.

The ‘mobile turn’ in human geography, sociology and cultural studies has resulted in a hitherto unparalleled focus on the critical role that mobility plays in conserving and regenerating society and culture. In this instance, ‘mobility’ refers not just to the physical movement of goods and peoples, ideas and symbols; it can also be analytically applied to the technologies used to facilitate their movement. One such technology is education, which has yet to fall the under the purview of the mobility lens – something that this collection endeavours to redress. Its contributing authors, drawn from Canada, Australia, the United States and the United Kingdom, explore salient issues relating to education and mobility. These include studies of the career implications for academics of moving across borders; the impact of university study on prison populations; policy mobility and the charter school movement; affect theory and policy development in Canada; educational advertising on Sydney trains and stations; and the employment mobile approaches to track policy development and implementation. One notable feature of the mobility turn is the willingness of its adoptees to explore innovative research methods. Variously demonstrating the efficacy and cogency of autoethnography, affect theory, textual ethnography and human geography for a mobility-empowered education analytics, this collection is no exception. This book was originally published as a special issue of Critical Studies in Education.

001 – Whither Teacher Education in an Era of the Neoliberal Social Imaginary? Patrick M. Jenlink 002 – Accountability as a Technology of Governmentality: Policy and Disruption on Teaching Practice Denise LaVoie La France 003 – The Master’s Tools: Revealing Doxic Foundations and (Re)Imagining Complexity to Position Future Teachers as Agentic Selves Mary Catherine Breen 004 – Neoliberalism, Critical Pedagogy and Forging the Next Revolution in Teacher Education Peter McLaren 005 – DIALOGUES OF TEACHER EDUCATION SECTION 005a – Jenlink.doc 005b – The Neoliberal Social Imaginary and Teacher Education Rebecca A. Goldstein 05c – Neoliberalism in Teacher Education: The Contradiction and the Dilemma Wayne Au 005d – The Trump Administration and Teacher Education: Thoughts From the First Days Lois Weiner 005e – The Guise of Neoliberal Ideology in Teacher Education Stephen Vassallo 005f – Teacher education and the reductions and restrictions of the neoliberal turn David Hall 005g – Eulogy for Democratic Teacher Education P. Taylor Webb 005h – Dismantling Public Schools: Reflections Against Neoliberal Education Policy Nathalia Jaramillo 005i – Neoliberalism and the Preparation of Bilingual Education Teachers Michael D. Guerrero 005j – Neoliberalism, Democracy, and the Question of Whose Knowledge to Teach Christine Sleeter 005k – Challenges and Possibilities of Teacher Education in Portugal in Neoliberal Times Maria Alfredo Moreira 005l – Making the Inherently Inefficient (More) Efficient: Neoliberalism as “Aim” in Teacher Education Zachary A. Casey 005m– Globalisation, Neoliberalism and Teacher Education Susan L. Robertson 005n – The Impact of Neoliberalism on Teacher Education: Some Reflections from Russia Ilghiz M. Sinagatillin 005o – Teaching Beyond Training: Breaking Paths Toward Justice Julie Gorlewski 005p – The MEMORANDUM Neill F. Armstrong 005q – Classroom Ready Teachers? Some Reflections on Teacher Education in Australia in an Age of Compliance Nicole Mockler 005r – Neoliberalism, Teacher Education, and Restricted Teacher Professionalism Lawrence Angus 005s – Teacher Education and the Renewal of Our Common World Anne Hales 005t – Troubled, Tired, but Fighting Back: Neoliberalism in Teacher Education Steve Grineski 006 – BOOK REVIEW: College (Un)Bound: The Future of Higher Education and What It Means for Students Jeffrey Chua Call for Book Reviews Upcoming Issues and Call for Reviewers

Drawing together diverse research perspectives and theoretical underpinnings, this handbook explores gender as a social category and examines cultural and social differences. Bringing together diverse perspectives from around the world, including from Africa, Europe, the Middle East, the UK and the USA, the volume sets out the gender and educational leadership and management field, providing a snapshot of the field as it stands, signalling its development and directions for future development. It offers focused reviews of empirical research on particular aspects of the field and presents new insights from research findings and methodological approaches.

Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy. Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions. This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.

Affirmative action in college admissions has been a polarizing policy since its inception, decried by some as unfairly biased and supported by others as a necessary corrective to institutionalized inequality. In recent years, the protected status of affirmative action has become uncertain, as legal challenges chip away at its foundations. This book looks through a sociological lens at both the history of affirmative action and its increasingly tenuous future. J. Scott Carter and Cameron D. Lippard first survey how and why so-called "colorblind" rhetoric was originally used to frame affirmative action and promote a political ideology. The authors then provide detailed examinations of a host of recent Supreme Court cases that have sought to threaten or undermine it. Carter and Lippard analyze why the arguments of these challengers have successfully influenced widespread changes in attitude toward affirmative action, concluding that the discourse and arguments over these policies are yet more unfortunate manifestations of the quest to preserve the racial status quo in the United States.

This book is an edited collection introducing the Education Policy and Social Inequality series, and presents chapters from authors on the editorial board. It investigates relations between educational policy and social inequality, not simply in terms of policy solutions for inequalities but also how education policy frames, creates and at times exacerbates social inequalities. It adopts a critical stance, encompassing innovative and interdisciplinary theoretical and conceptual studies – drawing on e.g. sociology, cultural studies, social and cultural geography, and history – as well as original empirical work that examines a range of educational contexts, including early years education, vocational and further education, informal education, K-12 schooling and higher education. The book argues that critique and policy studies can have a transformative function, positing new dimensions for understanding the role of education policy in connection with recurrent social problems and seeking the amelioration of social inequality in ways that challenge the possibility of equity in the liberal democratic state, as well as in other forms of governance and government.

Education at War: The Fight for Students of Color in America's Public Schools, attempts to shape educational research and practice to more explicitly consider the relationship between education, capitalism and war, and more specifically, its’ impact on students of color. The authors, as a whole, contend that the contemporary specter of war has become a central way that racism and materialism become manifested and practiced within education. In particular, this collection asserts that the contemporary neoliberal characterization of education and school-based reform is situated within the global political economy that has facilitated a growth in the prison and military industrial complex, and simultaneous divestment in education domestically within the U.S. Education at War attempts to make research relevant by bringing the tensions within young people’s lives to the fore. The heavy shadow cast by recent U.S. led wars re-organizes the sites of learning and teaching nationally, as well as differentially, within specific sites and upon particular communities. Nonetheless, the examination of this context is not enough. Rather, we consider how such a contemporary context can facilitate educational spaces for communities and youth to grow their vision for a different, and hopefully a more humanizing future. Thus, the book contributors will collectively explore how resistance can produce the opportunity for rich, diverse and transformative learning for marginalized students and communities. The lives of People of Color are the forefront of Education at War: The Fight for Students of Color in America's Public Schools. Whereas there are many attempts to theorize about the global implications of war, less attention is paid to the ways that war shapes young lives in the U.S., particularly in an educational context. The book addresses the absence of youth-centered discussions regarding education during a political context of neoliberalism and war, and provides important perspectives on which to ground critical discussions among students and families, education scholars and practitioners, and policymakers.