Teaching as Radical Logic

Noah De Lissovoy is professor of cultural studies in education in the Department of Curriculum and Instruction at the University of Texas at Austin.Raul Olmo Fregoso Bailo´n is assistant professor of equity and diversity in education in the Department of Educational Studies at the University of Nevada, Reno.Alex J. Armonda is assistant professor of curriculum theory in the School of Education at Southern Illinois University.

• Introduction: Openings Toward Teaching as Radical Logic by Noah De Lissovoy, Raúl Olmo Fregoso Bailón, and Alex J. ArmondaPart I: FoundationsChapter 1: In The End We Negate Ourselves: The Radical Process of Teaching and the Dialectics of Consciousness, Curriculum, & Pedagogy by Wayne AuChapter 2: Challenging Prosperous Curriculum Reason: Towards an Anapluralectic Itinerant Curriculum Theory by João M. ParaskevaPart II: Analectics and Combative DecolonialityChapter 3: Fanonian Pedagogy as Combative Decoloniality by Nelson Maldonado-TorresChapter 4: Analectic Method: Step by Step by Raúl Olmo Fregoso BailónPart III: Extending DialecticsChapter 5: Extending Dialectics: Revolutionary Subjectivity, Education, and Liberation by Gregory BourassaChapter 6: Surprise! It’s Dialectical! Fredric Jameson and the Marxian Pedagogy of the Greimas Square by Tyson E. LewisPart IV: The Question of MethodChapter 7: Decolonizing Praxis: Thinking with Pedagogical Place Encounters by Fikile Nxumalo and Jennifer BrantChapter 8: In Defense of Method: Pedagogical Praxis in a Lacanian and Dusselian Key by Alex J. Armonda and Adam MartinezPart V: Critical and Decolonial Teaching in the PresentChapter 9: Radical Pedagogies in the Age of Authoritarian Neoliberalism: History as Liberatory Praxis by Panayota Gounari

Teaching as Radical Logic: Dialectic, Analectic, and Education offers a collection of bold and powerful educational perspectives that brilliantly counter the dispersive idealism and disjointed arguments used to undermine and destabilize the epistemic and ontological differences essential to decolonial thought. With careful intellectual discernment, the book interweaves pedagogical visions that rightly refuse to forsake the dignity and multidimensionality of our humanity.