Society, Public Policies and Education: Alternative Approaches in Uruguay

Posted on April 5, 2020April 5, 2020 by Naomi Hill

Ivonaldo Leite
Federal University of Paraíba, Joao Pessoa, Paraiba, Brazil

Citation information
URL: http://www.jceps.com/archives/8227
Authors: Ivonaldo Leite
Journal for Critical Education Policy Studies
Volume 18, Number 1
ISSN 1740-2743

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Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation

Posted on April 5, 2020 by Naomi Hill

Heather Jane Smith
Newcastle University, Newcastle, UK
Leena Helavaara Robertson
Middlesex University, London, UK
Nathalie Auger
Université Paul-Valéry Montpellier III. Montpelier, France
Lydia Wysocki
Newcastle University, Newcastle, UK

URL: http://www.jceps.com/archives/8217
Authors: Heather Jane Smith, Leena Helavaara Robertson, Nathalie Auger and Lydia Wysocki
Journal for Critical Education Policy Studies
Volume 18, Number 1
ISSN 1740-2743

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Popular education as an antiracist approach: pedagogical experiences for a decolonial learning

Posted on April 5, 2020April 5, 2020 by Naomi Hill

Patricia Vilanova Becker
University of Oviedo, Oviedo, Asturias, Spain
Jorge Jimena Alcaide
University of Oviedo, Oviedo, Asturias, Spain

Citation information
URL: http://www.jceps.com/archives/8212
Authors: Patricia Vilanova Becker & Jorge Jimena Alcaide
Journal for Critical Education Policy Studies
Volume 18, Number 1
ISSN 1740-2743

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Lenin on Learning and the Development of Revolutionary Consciousness

Posted on April 5, 2020April 8, 2020 by Naomi Hill

Robert FitzSimmons
University of Lapland, Finland
Juha Suoranta
Tampere University, Finland

Citation information
URL: http://www.jceps.com/archives/8208
Author: Robert FitzSimmons and Juha Suoranta
Journal for Critical Education Policy Studies
Volume 18, Number 1
ISSN 1740-2743

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

Posted on April 5, 2020 by Naomi Hill

Francisco Miguel Martínez-Rodríguez
University of Granada, Granada, Spain

Citation information
URL: http://www.jceps.com/archives/8187
Author: Francisco Miguel Martínez-Rodríguez
Journal for Critical Education Policy Studies
Volume 18, Number 1
ISSN 1740-2743

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Volume 17 Number 3 – December 2019

Posted on December 31, 2019December 31, 2019 by Naomi Hill

Katherine Simpson
Robin Simmons
Social Haunting or Reclaiming the Past? Education and the Working Class in a Former Mining Community

Tim Rudd
Stephen O’Brien
The System Crisis 2020: The End of Neoliberal Higher Education in the UK?

K.V Syamprasad
Merit and caste as cultural capital: Justifying affirmative action for the underprivileged in Kerala, India

Evelyn Wandia Corrado
Using ethnocentric dialogic education to develop the autonomy of children in Africa: A Kenyan study

Mark Preston S. Lopez
Maria R. Coady
Annie Grail F. Ekid
Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance

Stephen Black
Languages study and class privilege: The neoliberal effect in Australian schools

The System Crisis 2020: The End of Neoliberal Higher Education in the UK?

Posted on December 31, 2019December 31, 2019 by Naomi Hill

Tim Rudd
University of Brighton, Brighton, UK
Stephen O’Brien
University College Cork, Cork, Ireland

Citation information
URL: http://www.jceps.com/archives/7039
Authors: Tim Rudd & Stephen O’Brien
Journal for Critical Education Policy Studies
Volume 17, Number 3
ISSN 1740-2743

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Merit and caste as cultural capital: Justifying affirmative action for the underprivileged in Kerala, India

Posted on December 31, 2019December 31, 2019 by Naomi Hill

K.V Syamprasad
University of Winchester, Winchester, UK

Citation information
URL: http://www.jceps.com/archives/7043
Author: K.V Syamprasad
Journal for Critical Education Policy Studies
Volume 17, Number 3
ISSN 1740-2743

Click here for PDF article

Languages study and class privilege: The neoliberal effect in Australian schools

Posted on December 31, 2019December 31, 2019 by Naomi Hill

Stephen Black
University of Technology Sydney, New South Wales, Australia

Citation information
URL: http://www.jceps.com/archives/7053
Author: Stephen Black
Journal for Critical Education Policy Studies
Volume 17, Number 3
ISSN 1740-2743

Click here for PDF article

Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance

Posted on December 31, 2019December 31, 2019 by Naomi Hill

Mark Preston S. Lopez
Mountain Province State Polytechnic College, Philippines
Maria R. Coady
University of Florida, Gainesville, Florida, USA
Annie Grail F. Ekid
Mountain Province State Polytechnic College, Philippines

Citation information
URL: http://www.jceps.com/archives/7049
Authors: Mark Preston S. Lopez, Maria R. Coady & Annie Grail F. Ekid
Journal for Critical Education Policy Studies
Volume 17, Number 3
ISSN 1740-2743

click here for PDF article

Founding Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England; Visiting Professor of Education at the National and Kapodistrian University of Athens, Greece; Research Fellow of the Research Center of Contemporary China, Wuhan University, Hubei, China

Co-Editors
Dr Vinicius Neves de Cabral Universidade Estadual de Londrina (UEL), Paraná, Brazil
Dr Sara Carpenter University of Toronto, Canada
Dr Derek Ford DePauw University, Greencastle, Indiana, USA
Dr, Dave Hill Anglia Ruskin University, Chelmsford, England;
Dr Jesus Jaime-Diaz University of Arizona, Tucson, Arizona, USA
Dr. Nurcan Korkmaz University of Ankara, Ankara, Turkey
Dr Alpesh Maisuria University of the West of England, Bristol, UK
Prof Kostas Skordoulis National and Kapodistrian University of Athens, Greece
Dr Spyros Themelis University of East Anglia, Norwich, UK

Joint Deputy Editors
Prof Peter McLaren
Chapman University, Orange, California, USA

Dr Theopula (Polina) Chrysochou
National and Kapodistrian University of Athens, Greece

Editorial Board
The Nine Co-Editors, plus:
Prof Hasan Aksoy
Ankara University, Turkey
Prof Dennis Beach
University of Gothenburg, Sweden
Dr Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland
Dr Sandra Delgado
Universidad Nacional de Colombia, Bogota
Dr Gail Edwards
Newcastle University, Newcastle, England
Prof Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr Tom Griffiths
Oslo Metropolitan University, Oslo, Norway
Dr Kemal Inal
Helmut Schmidt University, Hamburg, Germany
Dr Sharon Jones
Independent Researcher, England, UK
Dr Ravi Kumar
South Asian University, New Delhi, India
Dr Curry Malott
West Chester University, West Chester, Pennsylvania, USA
Dr Gregory Martin
University of Technology, Sydney, NSW, Australia
Dr Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr Silvia Redon Pantoja
Pontifical Catholic University of Valparaíso, Valparaíso, Chile
Dr Jyoti Raina
University of Delhi, India
Dr Felix Angulo Rasco
Pontifical Catholic University of Valparaíso, Valparaiso, Chile
Dr Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland
Dr Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Dr Kat Simpson
University of Huddersfield, Huddersfield, England, UK
Dr Alisson Slider do Nascimento de Paula
Centro Universitário Inta – UNINTA, Sobral, Ceará, Brazil
Dr Bill Templer
independent researcher, Bulgaria
Dr Josefine Wagner
University of Innsbruck, Innsbruck, Austria
Dr Hannah Walters
University College London, London, England, UK
Dr Paolo Vittoria
University of Naples Federico II, Naples, Italy
Dr Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
Joshua Akehurst, MSc
Hannah Hunt, MSc

JCEPS

Author: Naomi Hill

Society, Public Policies and Education: Alternative Approaches in Uruguay

Translanguaging as a political act with Roma: carving a path between pluralism and collectivism for transformation

Popular education as an antiracist approach: pedagogical experiences for a decolonial learning

Lenin on Learning and the Development of Revolutionary Consciousness

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

Volume 17 Number 3 – December 2019

The System Crisis 2020: The End of Neoliberal Higher Education in the UK?

Merit and caste as cultural capital: Justifying affirmative action for the underprivileged in Kerala, India

Languages study and class privilege: The neoliberal effect in Australian schools

Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance