Books in the Counterpoints series

Critical storytelling, a rich form of culturally relevant, critical pedagogy, has gained great urgency in a world of standardization. This book asks how social justice scholars and educators narrate, craft, and explore critical stories as a tool for culturally relevant, critical pedagogy.

This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading.

Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power.

Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power.

This unprecedented volume includes 30 essays by teachers and students about the teacher characters who have inspired them. Drawing on film and television texts, the authors explore screen lessons from a variety of perspectives.

In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued.

Those Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator's personal history, and examines the implications of critical pedagogy from this educator's perspective.

Dialectics of 9/11 and the War on Terror: Educational Responses examines how global financial and socio-political systems propagate a lopsided dialectic of current events that influences teachers' pedagogies of 9/11 and the War on Terror.

Since the emergence of postmodern social theory, history has been haunted by predictions of its imminent end. This book re-examines the nature of the alleged threat to history posed by postmodernism, and explores the implications of postmodern social theory for history as curriculum.

Come Closer

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". The authors bring decades of classroom and supervisory experience in grades K-12.

The Gay Agenda: Claiming Space, Identity, and Justice claims and reclaims the language of "agenda" and turns the rhetoric of the religious right on its ear. The contributors provide insightful and sharp commentary on gay agendas for human rights, marriage and family, cultural influences, schooling and education, and politics and law.

Unmasks the neoliberal ideology that led modern civilization to withdraw from its previous accomplishments into what may be called the new Dark Ages. In this book, the international group of contributors aggressively rejects the siege of society by capitalism and the resulting deterioration.

An Ecological and Cultural Critique of the Common Core Curriculum suggests a number of concepts teachers can introduce that will enable students to examine cultural assumptions that originated in the abstract thinking of philosophers and that continue to underlie current ecologically unsustainable patterns of thinking.