Educating for Critical Consciousness

George Yancy is Professor of Philosophy at Emory University and a Montgomery Fellow at Dartmouth College. He is the author, editor, and co-editor of over 20 books and is known for his influential essays and interviews in the New York Times philosophy column "The Stone."

• Introduction: The Urgency of Refusing Adjustment, George Yancy; 1. Uncovering and Challenging White Supremacy, Stephen Brookfield; 2. White Ignorance, Epistemic Injustice and the Challenges of Teaching for Critical Social Consciousness, Barbara Applebaum; 3. Higher Education and Pedagogy in the Age of Trump, Henry A. Giroux; 4. The Worry Well: Teaching in these Ignominious Times, Becky Thompson; 5. Teaching Students Systemic Racism Theory and Autopathy: The Age of White Nationalism, Kimberley Ducey and Joe R. Feagan; 6. Education and the International Division of Labor, Power, and Prestige, William David Hart; 7. A Season of Light and Darkness: On Education and President Donald J. Trump, Josiah Ulysses Young III; 8. Complicating Resistance: Intersectionality, Liberation, and Democracy, Jennifer Gale de Saxe; 9. Educating for Democracy: Lessons from the Life of Myles Horton, Stephen Preskill; 10. The Beast Behind the Wall: Critical Teaching in Terrible Times, Ira Shor; 11. "Do Something Ethical": Critical Thinking, Theorizing, and Political Will, Joy James; 12. Education for Democracy: The Daunting Task Before Us, Bill Bywater; 13. Truth and (Trump's) Method: The Instability of Critical Thinking in Education, Kal Alston; 14. Teaching in Times of Anti-Academic Provocation, Cris Mayo

"Yancy provides a passionate introduction describing the origins of this project, which includes 14 chapters written by scholars from the US, Canada, England, and New Zealand. The primary themes covered include racism and white supremacy, education for democracy, critical thinking, and the challenges of teaching for critical consciousness in an era of ascending right populism. The chapters, which are written with clarity and extensively sourced, range in outlook, approaching their subjects from historical, philosophical, political, sociological, and pedagogical perspectives. This book's primary audiences include advanced students, teacher educators, educational theorists, and philosophers of education."--E. W. Ross, University of British Columbia, Choice