This book explores the neglected tradition of anarchist education, showing how the ideas associated with this tradition can lend a valuable depth to philosophical debates on education, and a motivating vision for teachers and educational policy makers.

While there have been historical accounts of the anarchist school movement, there has been no systematic work on the philosophical underpinnings of anarchist educational ideas—until now. Anarchism and Education offers a philosophical account of the neglected tradition of anarchist thought on education. Although few anarchist thinkers wrote systematically on education, this analysis is based largely on a reconstruction of the educational thought of anarchist thinkers gleaned from their various ethical, philosophical and popular writings. Primarily drawing on the work of the nineteenth century anarchist theorists such as Bakunin, Kropotkin, and Proudhon, the book also covers twentieth century anarchist thinkers such as Noam Chomsky, Paul Goodman, Daniel Guerin, and Colin Ward. This original work will interest philosophers of education and educationalist thinkers as well as those with a general interest in anarchism.

In Ecocritical Perspectives in Teacher Education, Lupinacci, Happel-Parkins, and Turner share diverse approaches, ideas, and strategies from teacher educators who address the need for teachers to recognize and understand the deeply rooted connections between unjust human suffering and environmental degradation.

The Bloomsbury Companion to Anarchism is a comprehensive reference work to support research in anarchism. The book considers the different approaches to anarchism as an ideology and explains the development of anarchist studies from the early twentieth century to the present day. It is unique in that it highlights the relationship between theory and practice, pays special attention to methodology, presents non-English works, key terms and concepts, and discusses new directions for the field. Focusing on the contemporary movement, the work outlines significant shifts in the study of anarchist ideas and explores recent debates. The Companion will appeal to scholars in this growing field, whether they are interested in the general study of anarchism or in more specific areas. Featuring the work of key scholars, The Bloomsbury Companion to Anarchism will be an essential tool for both the scholar and the activist.

As one of Britain's most original thinkers and writers Colin Ward wrote extensively about positive and practical examples from the past and present of the anarchist spirit or the 'social principle' in everyday life. This volume is the first scholarly work dedicated to examining the significance of his distinctive and highly relevant contributions to the areas of education, children and the environment. In each chapter, international contributors from academic and activist backgrounds offer cross-disciplinary and critical perspectives on Ward's work and its relevance to contemporary debates. The book is divided into four key areas: The Sand Box of the City Adventures in Education Reflections on Practice Mobilisations. This book will appeal to academics and professionals interested in the condition of childhood and youth today. It will prove useful for postgraduates and professionals undertaking further professional development, and is relevant to anyone studying, researching or working in fields relating to children, education and the environment not just in the UK but beyond.

This is a broad ranging introduction to twenty-first-century anarchism which includes a wide array of theoretical approaches as well as a variety of empirical and geographical perspectives. The book demonstrates how the anarchist imagination has influenced the humanities and social sciences including anthropology, art, feminism, geography, international relations, political science, postcolonialism, and sociology. Drawing on a long historical narrative that encompasses the 'waves' of anarchist movements from the classical anarchists (1840s to 1940s), post-war wave of student, counter-cultural and workers' control anarchism of the 1960s and 1970s to the DIY politics and Temporary Autonomous Zones of the 1990s right up to the Occupy! Movement and beyond, the aim of this volume is to cover the humanities and the social sciences in an era of anarchist revival in academia. Anarchist philosophy and anarchistic methodologies have re-emerged in a range of disciplines from Organization Studies, to Law, to Political Economy to Political Theory and International Relations, and Anthropology to Cultural Studies. Anarchist approaches to freedom, democracy, ethics, violence, authority, punishment, homelessness, and the arbitration of justice have spawned a broad array of academic publications and research projects. But this volume remembers an older story, in other words, the continuous role of the anarchist imagination as muse, provocateur, goading adversary, and catalyst in the stimulation of research and creative activity in the humanities and social sciences from the middle of the nineteenth century to today. This work will be essential reading for scholars and students of anarchism, the humanities, and the social sciences.

This volume traces the history of Western philosophy of education in the contemporary landscape (1914-2020). The volume covers the Cuban Revolution in 1959, the events of May 1968 in Paris, the Zapatista Revolution in 1994, and the Arab Spring revolutions from 2010 to 2012. It also covers the two World Wars, the Cold War, the fall of the Berlin Wall, and the triumph of science and technology until the hegemony of post-liberal societies. The philosophical problems covered include justice, freedom, critical thought, equity, philosophy for children, decolonialism, liberal education, feminism, and plurality. These problems are discussed in relation to the key philosophers and pedagogues of the period including Jacques Derrida, Paulo Freire, Simone De Beauvoir, Judith Butler, R.S. Peters, bell hooks, Martha Nussbaum, Matthew Lipman, Giorgio Agamben, Maxine Greene, and Simone Weil, among others. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

"This book is being written during a historical moment. I had found myself planning to write about this topic, of anarchism and its application to social work based in part on my own misgivings about what I believed to be the root of the problem of the social work paradox"--

New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume brings together established authorities and a new generation of scholars to ask whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. The philosophy of education stands in danger of becoming a neglected field at precisely the moment we need to be able to reflect upon the increasingly apparent costs of the technocratic attitude to education. While many of the educational policy discussions of recent years seem far-reaching and radical, critical debate surrounding these initiatives remain largely at a populist level. New Perspectives in Philosophy of Education provides contemporary responses to philosophical issues that bear upon educational studies, policies and practices, contributing to the debate on the role of philosophy of education in an increasingly fractured intellectual milieu.

This Handbook offers an authoritative, up-to-date introduction to the rich scholarly conversation about anarchy—about the possibility, dynamics, and appeal of social order without the state. Drawing on resources from philosophy, economics, law, history, politics, and religious studies, it is designed to deepen understanding of anarchy and the development of anarchist ideas at a time when those ideas have attracted increasing attention. The popular identification of anarchy with chaos makes sophisticated interpretations—which recognize anarchy as a kind of social order rather than an alternative to it—especially interesting. Strong, centralized governments have struggled to quell popular frustration even as doubts have continued to percolate about their legitimacy and long-term financial stability. Since the emergence of the modern state, concerns like these have driven scholars to wonder whether societies could flourish while abandoning monopolistic governance entirely. Standard treatments of political philosophy frequently assume the justifiability and desirability of states, focusing on such questions as, What is the best kind of state? and What laws and policies should states adopt?, without considering whether it is just or prudent for states to do anything at all. This Handbook encourages engagement with a provocative alternative that casts more conventional views in stark relief. Its 30 chapters, written specifically for this volume by an international team of leading scholars, are organized into four main parts: I. Concept and Significance II. Figures and Traditions III. Legitimacy and Order IV. Critique and Alternatives In addition, a comprehensive index makes the volume easy to navigate and an annotated bibliography points readers to the most promising avenues of future research.