Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards. Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as crises as accidental events or as the result of system-generated processes. Second, it distinguishes crises that can be managed through established crisis-management routines from crises of crisis management. Third, it focuses on the symptomatology of crisis, i.e., the challenge of moving crisis symptoms to understanding underlying causes as a basis for decisive action. Fourth, it goes beyond the cliché that crises are both threat and opportunity by distinguishing valid accounts of the origins and present nature of a crisis, from more speculative accounts of what potentially exists. Fifth, it explores how crises can disorient conventional wisdom, thus provoking efforts to interpret and learn about crises and draw lessons after a crisis has ended. Finally, the sixth element is the move away from the conventional focus on executive authorities and disaster management agencies, instead turning attention towards how other social forces construe crises and attempt to learn from them. Offering important insights into the pedagogy of crisis throughout, this collection will offer excellent reading to both researchers and postgraduate students.

The radical right is having a moment. A wave of right-wing populist movements predicated on nationalism, xenophobia, racism, and the delegitimization of leftist politics are making political gains across the globe. Education, Crisis, and the Discipline of the Conjuncture employs conjunctural analysis to explore the rise of a radical right politics in the United States as a social phenomenon bound up with a series of crises at work in the contemporary social formation and to think through the implications of this analysis for educational scholars, activists, and practitioners committed to the realization of a more democratic and justice world. Education, Crisis, and the Discipline of the Conjuncture constructs a history of the present through conjunctural analysis and builds on this inquiry to construct a model for critical educational scholarship and pedagogical practice that can contribute to the urgent political demands of this historical moment.

This book attempts to examine the educational consequences of the recent social and economic situation in Greece, and it explores—on a general level—new possibilities for teaching and learning at times of national crisis. Using Greece as an exemplary case, Maria Chalari demonstrates how the relationship between neo-liberalism and education is especially salient during difficult times; it also demonstrates the effect of this relationship on teachers’ day-to-day experiences. By attending to, yet moving beyond, the negative implications of socio-economic crisis, this volume aims to present core educational values of the current era, as well as the crucial issues that may become opportunities for reflection and change.

The book develops a novel framework for the analysis of global crises. It differentiates crises on three dimensions: permanent, recurring and ephemeral crises. This conceptualization allows us to analyze global crises not only in their immediate environment, but makes it possible to understand them in the broader context of social instability. The approach revolves around the terminology of discursive dislocation which provides fundamental insights into diverse forms of social instability. A multidimensional conceptualization of dislocation is advanced which informs the differentiation of global crises. Furthermore, a methodological toolkit is developed and tailored to the theoretical framework, which makes it possible to utilize the book both theoretically and methodologically for the analysis of manifold forms of global crises. The book also provides a comprehensive analysis of the Covid-19 pandemic in the United States under Donald Trump. Making use of the aforementioned methodology, it presents a hands-on illustration of how the multidimensional framework can be utilized for practical analyses. The analysis reveals how the construction of the Covid-19 pandemic is embedded in the historically ingrained self-portrayal of the United States, and how crisis responses are invoked to serve particular socio-political purposes in retaining an established vision of the United States.

In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.

This open access handbook, Ten Crises systematically traces the economic history of China from 1949 to 2020, unravelling the complex domestic and global factors leading to the cyclical crises identified by WEN and his research team, and examining the corresponding counteracting policies and measures by the government to resolve or defer the crises. The book offers profound insights into China's endeavours and predicaments on the path of modernization, and contemplates opportunities and lessons for the forging of alternative trajectories not only for China but also for the global south: to reconstruct rural communities for integrated cooperation and governance, and to revitalize ecological civilization.

The crises of the European Union extend beyond the challenges of Covid-19, Brexit, the Eurozone, and mass migration, cutting to the core of the EU itself. Taking a structural rather than event-based approach, this text unpacks all aspects of the EU in crisis and analyses the implications of these crises for the EU and its member states. This edition argues that crises and challenges are no longer unique and discreet events facing the EU, but rather, they are better understood as sustained conditions that have changed the relationships between member states, the functioning of institutions, the nature of public engagement and the prospects for integration. Chapters broach institutional issues as well as specific policy challenges, covering questions of legitimacy and leadership and offering a full chapter on democracy and Euroscepticism. Working within both historical and theoretical frameworks, this is the perfect companion for those studying and researching contemporary challenges facing the EU, European integration, political crisis management and transboundary crises more broadly.