Volume 18 Number 1 – April 2020

Francisco Miguel Martínez-Rodríguez
‘Working in the Vegetable Garden’ with Hortigas. A Critical Socio-Educational Experience Challenging Neoliberal Precarisation

Robert FitzSimmons
Juha Suoranta
Lenin on Learning and the Development of Revolutionary Consciousness

Patricia Vilanova Becker
Jorge Jimena Alcaide
Popular education as an antiracist approach: pedagogical experiences for a decolonial learning

Heather Jane Smith
Leena Helavaara Robertson
Nathalie Auger
Lydia Wysocki
Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation

Ivonaldo Leite
Society, Public Policies and Education: Alternative Approaches in Uruguay

Eric Ferris
Fortifying the Boundaries: Digital Surveillance and Policing Versus the Lives and Agency of People Living in Poverty

Maria Chalari
Students’ views on happiness in the era of multiple crises in Greece

Jennifer Y. Chung
Tom Buckmiller
Kevin D. Lam
Toward a Humanizing Framework for Student Success

Albert Torrent Font
Jordi Feu Gelis
Educational change in Spain: between committed renewal and innocuous innovation

Maria Nikolakaki
The Hope of Critical Pedagogy in the New Dark Ages of Neoliberal Globalization and Imperialism

Michael Brandmayr
Self-regulated Learning, Equality of Opportunities and the Mediation of Ideologies: A Discourse Study of the Austrian School System

Fatma Kesik
İdris Şahin
The reproduction of social inequality through education: The case of vocational high schools in Turkey

Ndindi Kitonga
Sheila L. Macrine
Kevin Russel Magill
Arturo Rodriguez
Book Review Symposium: Lilia D. Monzó (2019). A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity. New York: Peter Lang Publishing. ISBN: 978-1-4331-5919-0