1st Edition
Imagining Anti-oppressive Education Futures Agitations for Justice
Chapter 1: Educational Agitations in Uncertain Times (Sophie Rudolph, Archie Thomas, Al Fricker, Elisa Di Gregorio, Stephen Chatelier & Bonita S. Cabiles)
Part I: Theorising
Chapter 2: Education for Uprising: The radical imagination and direct action as collective agitational principles and practices (Elke van Dermijnsbrugge)
Chapter 3: Moving Beyond Educational Genocide (Samara Hand)
Chapter 4: Whispers of dissent: Covert no-saying as a form of agitation in Hong Kong (Jason Cong Lin)
Part II: Experimenting
Chapter 5: Young people’s activism: informal planning pathways towards critical futures (Christopher Millora, Theresa Frey, Abigail Martinez-Renteria)
Chapter 6: Creating and nurturing counterspaces and critical solidarities: Refusing the corporate university (Education Justice Collective)
Chapter 7: Student encampments as educational agitation: the university reimagined (Nicholas Herriot & Katie Maher)
Chapter8: Resisting the Googlization of education: A research agenda for addressing inequities in education (Luci Pangrazio, Ivan Matovich & Julian Sefton-Green)
Part III: Speculating
Chapter 9: Not schooling, but education; transing education futures (j wallace skelton)
Chapter 10: Spectrumising intellectual worth: Eugenics and maths in New South Wales public schools (Chela Weitzel)
Chapter 11: Love in times of dissent: The case of Filipinx/o/a student activism (Bonita S. Cabiles & Camille Rose Carl R. Mendoza)
Chapter 12: Hope Ltd: A critical collaborative autoethnography (Fetaui Iosefa and Tessa Tupai)
Chapter 13: Horizons of Hope: An Afterword (Jane Kenway)
Biography
Sophie Rudolph is an Associate Professor in the Faculty of Education at the University of Melbourne, Australia. Her teaching and research is concerned with the impact of settler colonialism on education and is informed by historical and sociological perspectives and critical theories.
Bonita S. Cabiles is a Lecturer at RMIT University, Melbourne, Australia. Her current work examines schooling, as a social practice, in contexts of diversity and disadvantage to illuminate socially just possibilities through education.
Stephen Chatelier is Senior Lecturer in International Education in the Faculty of Education, University of Melbourne, Australia. His research draws on postcolonial, social and critical theory to examine educational theory, policy, and practice.
Elisa Di Gregorio is a Lecturer at Adelaide University, Australia. Elisa’s work critically examines schooling systems and the politics of educational inequality. She holds expertise in Australian school funding architectures and formulas, school choice, and equity funding for students with disabilities.
Aleryk Fricker is a proud Dja Dja Wurrung Early Career Researcher in the NIKERI Institute at Deakin University on unceded Wadawurrung Country, Australia. His research focuses on decolonising education and Indigenous education in Australia so all students can benefit from the oldest knowledges in the world.
Archie Thomas is a Chancellors’ Postdoctoral Research Fellow at the University of Technology Sydney, Australia. His research explores how pedagogical institutions, like schools and the media, can change to service the aspirations of historically marginalised groups.
“This collection brings together imaginative, impassioned, and unapologetically radical scholarship on a diverse set of educational sites and themes. Attuned to questions of both theory and practice, this liberatory and pluriversal volume decisively repudiates the grim visions of colonialism and neoliberalism. The enlivening and experimental ‘agitations’ that it offers are an essential resource for researchers and educators in these difficult times.”
– Professor Noah De Lissovoy, Cultural Studies in Education, University of Texas at Austin, USA
"The editors have curated an inspirational collection that reminds us of the need to maintain hope in the possibilities that abound for forging kaleidoscopic futures in and through education. Embracing a theoretical, experimental and speculative stance, it promises to engender reflective action and transformative change, achieved with vigour and stealth.”
– Dr Sharon Walker, Lecturer in Racial Justice and Education, University of Bristol and Lead Co-convenor of the Race, Empire and Education Collective, UK
“A powerful and timely collection that positions education as a site of struggle, imagination, and collective action. Urgent as oppression intensifies globally, the book mobilises radical imagination through theorising, experimenting, and speculating, with agitations grounded in diverse places and contexts. It reminds us that building solidarities across differences is central to a praxis of hope. Importantly, it foregrounds early career scholars and graduate researchers, whose voices invite us to think, act, and relate differently in and through education”
— Dr Carla Nascimento Luguetti, Senior Lecturer in Education, University of Melbourne, Australia
