Giroux probes the depth and range of forces pushing the United States into a new form of authoritarianism, one that connects the Orwellian surveillance state with the forms of ideological control made famous by Aldous Huxley. Addressing how neoliberalism, or the new market fundamentalism, is shaping a range of registers from language and memory to youth and higher education, Giroux explores how education in a variety of spheres is transformed into a type of miseducation perpetuated through what he calls a "disimagination machine"-one that reproduces the present by either distorting or erasing the past. But Giroux is not content to focus on how matters of politics, subjectivity, power, and desire are colonized through forms of miseducation; he is also concerned with the educative nature of politics as the practice of freedom and how the emphasis on critique must be matched by a politics and discourse of resistance, hope, and possibility. This becomes particularly evident in his chapters on Noam Chomsky and Howard Zinn. Thinking Dangerously makes clear that at the heart of the struggle for a radical democracy is the reviving of the radical imagination as the basis for new forms of political and collective struggle. Probing these issues through a series of interrelated essays and important interviews, Giroux provides an accessible, layered, and sustained example of how thinking dangerously is central to and connected with the struggle over the radical imagination and the fight to fulfill the promise of a radical democracy.

This is one of the first books to thoroughly critique the rise of Trumpism and its potential impact, nationally and globally. One of the world’s leading social critics, Giroux offers new critiques of Trump and his early Cabinet choices in the context of longer term trends, including the rise of right-wing populism, the threat of planetary peril, anti-intellectual fervor, the war on youth, a narrowing political discourse, deepening inequality and disposability, authoritarianism, the crisis of civic culture, the rise of the mass incarceration state, and more. Giroux dissects the diverse forces that led to Trump’s rise and points to pathways for resisting his authoritarian instincts. Offering a new language of hope and possibility, Giroux’s optimism is rooted especially in the resurgence of progressive politics among youth. Giroux reclaims the centrality of education to politics and boldly articulates a vision in which the radical imagination merges with civic courage as part of a broad-based struggle for a radical democracy. Deep inquiries into fast-changing and pressing issues of our time makes this book 'the essential Giroux' that citizens and students must read, debate, and act upon.

Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women's rights and teachers' isolation during the pandemic. In part I, the authors address these issues through the lenses of neoliberalism, neo-conservatism, rightist ideology and capitalism. Parts II and III of the volume offer inclusive perspectives, personal accounts and regional outlooks on these issues, and assess their influence on society and education during the Covid-19 pandemic.

In the United States today, the term "terrorism" conjures up images of dangerous, outside threats: religious extremists and suicide bombers in particular. Harder to see but all the more pervasive is the terrorism perpetuated by the United States itself, whether through military force overseas or woven into the very fabric of society at home. Henry Giroux, in this passionate and incisive book, turns the conventional wisdom on terrorism upside down, demonstrating how fear and lawlessness have become organizing principles of life in the United States, and violence an acceptable form of social mediation. He addresses the most pressing issues of the moment, from officially sanctioned torture to militarized police forces to austerity politics. Giroux also examines the ongoing degradation of the education system and how young people in particular suffer its more nefarious outcomes. Against this grim picture, Giroux posits a politics of hope and a commitment to accurate-and radical-historical memory. He draws on a long, distinguished career developing the tenets of critical pedagogy to propose a cure for our addiction to terrorism: a kind of "public pedagogy" that challenges the poisoned narratives of "America's dis-imagination machine."

The 2016 US presidential election exposed rising xenophobic and nationalist sentiment within the United States and other democratic countries. As populist movements grow, democratic freedoms erode. We Resist demonstrates that the things we often take for granted - safety, family, employment, health, a promising future - are under attack, and we must fight to preserve these resources before it's too late. We are currently witnessing the dismantlement of social programs, growing disinterest in international cooperation, and the devaluation of evidence-based knowledge. This disturbing shift in politics is leading to increased national security measures, violations to basic human rights, and widening social and economic inequalities. The rise of far-right populism brings with it intolerance of ethnic, sexual, and all other minority groups, and a rejection of democratic society. We Resist gathers the compelling perspectives of scholars and activists who are deeply embedded within political and community struggles, who participate in policy decisions, and who are engaged in research that advances those struggles. An essential and timely book, We Resist confronts the problems we face as a human community and impels a cross-sectoral movement to defend our rights and revitalize the common good.

This book presents a critical analysis of the anti-democratic and pro-authoritarian ideologies that exist in rural communities in the United States. The author book also explores and recontextualizes existing research in rural education within this anti-democratic framework, as well as theorizing the consequences of this ideology as it takes place in the rural United States, specifically in regards to the physical and ideological shaping of rural communities to meet the needs of capitalist accumulation. Finally, it discusses the ways rural youth can reclaim the public sphere within their communities through critical education.

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.