In this remarkable collection of educational journeys toward learning and liberation, students, scholars, and activists bring to life the ideas and histories of groups that have been silenced in mainstream educational arenas. The rich variety of learners in learning as a political act challenges our assumptions about learning.
"Learning as a Political Act is a powerful collection. The voices and people struggling for an education that is worthy of its name are present in ways that make it impossible for the reader to ignore the relations among power, education, and personal experience. This is a book to read and to be shared--and around which to mobilize." -- Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin-Madison
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Learning as a Political Act is one of the most important books I know for anyone interested in the struggle for a just world. The editors and authors not only look back at the shameful history of most educational systems, but, more importantly, they also look forward, giving us a vision for change--a vision that includes successful educational methods that liberate rather than oppress. The diversity of voices in this book is astonishing...it should be required reading in all schools of education." --
Lou Bernieri, Director of Andover Bread Loaf, Teacher at Phillips Andover Academy
"This compilation of articles is sure to become a classic in the field of education in general, and in the area of critical education in particular. Especially impressive is the editors' ability to juxtapose varied voices in one powerfully provocative volume. As a teacher educator dedicated to helping prospective teachers recognize the political and ideological dimensions of education, I believe that learning as a political act will help them develop a more profound understanding of this reality at both a theoretical and a practical level. This courageous and much needed text is guaranteed to make readers think critically." --
Lilia I. Bartolome, Author of
The Misteaching of Academic Discourses: The Politics of Language in the Classroom, Teacher Educator at the University of Massachusetts at Boston, Graduate College of Education
Edited by
José A. Segarra and
Ricardo Dobles
