Critical Pedagogy, Ecoliteracy and Planetary Crisis: The Ecopedagogy Movement: A Book Review Symposium

Posted on August 6, 2014 by pthanop

Samuel Day Fassbinder, Greg William Misiaszek, Jorunn Thordarson
DeVry University, University of California, Los Angeles, University of North Dakota

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author:Samuel Day Fassbinder, Greg William Misiaszek, Jorunn Thordarson
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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American Education Discourse: Language, Values, and U.S. Federal Policy

Posted on August 6, 2014 by pthanop

Chad Becker
Indiana State University, Indiana, USA

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author:Chad Becker
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Critical Theory and the Human Condition: A Book Review Symposium

Posted on August 6, 2014 by pthanop

Gabriela Walker, Alexander Rakochy, Margaret Fitzpatrick
University of Illinois at Urbana-Champaign, Illinois, USA; Colegio Roosevelt – The American School of Lima, Peru

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author:Gabriela Walker, Alexander Rakochy, Margaret Fitzpatrick
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Re-thinking normative democracy and the political economy of education

Posted on August 6, 2014 by pthanop

Paul R. Carr
Lakehead University (Orillia), Ontario, Canada

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author:Paul R. Carr
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Neoliberal Ideology and Public Higher Education in the United States

Posted on August 6, 2014August 6, 2014 by pthanop

Daniel B. Saunders
University of Massachusetts, Amherst, Massachusetts, USA

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author:Daniel B. Saunders
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Full of sound and fury, signifying nothing? a reply to Dave Hills “Race and Class in Britain: a critique of the statistical basis for critical race theory in Britain”

Posted on August 6, 2014August 6, 2014 by pthanop

David Gillborn
Institute of Education, University of London, England

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author:David Gillborn
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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The New Assimilationism: The Push for Patriotic Education in the United States Since September 11

Posted on August 6, 2014August 6, 2014 by pthanop

Liz Jackson
Educational Policies Consultant, Republic of South Africa

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author:Liz Jackson
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Neo-Liberalism and the evolvement of China’s education policies on migrant children’s schooling

Posted on August 6, 2014August 6, 2014 by pthanop

Jie Dong
Tilburg University, the Netherlands

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author:Jie Dong
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Freire: Informal Education as Protest

Posted on August 6, 2014August 6, 2014 by pthanop

Susanne Butte
Walden University, Minneapolis, Minnesota, USA

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author:Susanne Butte
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Some Social Consequences of Faith-based Schooling: A Comparative Study of Denominational Secondary Education in Thanet and Lille

Posted on August 6, 2014August 6, 2014 by pthanop

Paul J. Welsh
Canterbury Christ Church University, UK

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author:Paul J. Welsh
Journal for Critical Education Policy Studies
Volume 8, Number 1
ISSN 1740-2743

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Chief and Founding/ Managing Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England;
Visiting Professor of Education at the National University of Athens, Greece; and at Middlesex University, London, England

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

Polina Chrysochou
National and Kapodistrian University of Athens, Greece, the Aristotle University of Thessaloniki, Greece and Anglia Ruskin University, Chelmsford, England

Assistant Editors
Alpesh Maisuria
University of East London, London, UK

Spyros Themelis
University of East Anglia, Norwich, UK

Derek Ford
DePauw University, Greencastle, Indiana, USA

Editorial Board
Prof. Hasan Aksoy
Ankara University, Turkey
Prof. Dennis Beach
University of Gothenburg, Sweden
Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland;
Dr. Gail Edwards
Newcastle University, Newcastle, England
Prof. Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr. Tom Griffiths
University of Newcastle, NSW, Australia
Dr. Kemal Inal
Gazi University, Ankara, Turkey
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
Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr. Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland;
Dr. Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Prof. Kostas Skordoulis
University of Athens, Greece
Bill Templer
independent researcher, Bulgaria
Dr Spyros Themelis
University of East Anglia, Norwich, England
Dr. Paolo Vittoria
Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr. Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
City Westminster College, London, England

Joshua Akehurst
University of Brighton, England

Hannah Hunt
University of Exeter, Exeter, England

JCEPS

volume 8 number 1

Critical Pedagogy, Ecoliteracy and Planetary Crisis: The Ecopedagogy Movement: A Book Review Symposium

American Education Discourse: Language, Values, and U.S. Federal Policy

Critical Theory and the Human Condition: A Book Review Symposium

Re-thinking normative democracy and the political economy of education

Neoliberal Ideology and Public Higher Education in the United States

Full of sound and fury, signifying nothing? a reply to Dave Hills “Race and Class in Britain: a critique of the statistical basis for critical race theory in Britain”

The New Assimilationism: The Push for Patriotic Education in the United States Since September 11

Neo-Liberalism and the evolvement of China’s education policies on migrant children’s schooling

Freire: Informal Education as Protest

Some Social Consequences of Faith-based Schooling: A Comparative Study of Denominational Secondary Education in Thanet and Lille