Radical Education

2019 ◽  
pp. 391-404
Author(s):  
Emily Charkin ◽  
Judith Suissa
Keyword(s):  
Radical Education

The Radical Education of Evenings at Home

2006 ◽  
Vol 19 (1) ◽  
pp. 123-150 ◽  
Author(s):  
Michelle Levy
Keyword(s):  
Radical Education ◽  
At Home

scholarly journals Occupying the Red Line--Radical Education, One Subway Car at a Time

2013 ◽  
pp. 16-20
Author(s):  
Joe Ramsey
Keyword(s):  
Radical Education ◽  
Red Line ◽  
The Revolution

We work in teams of three or four, starting at the back of the train (in Davis Square, Somerville), and working our way forward, car by car, as the Red Line heads South (towards Ashmont, Dorchester).  We carry stacks of leaflets, stickers, bundles of Boston Occupier newspapers, clipboards tucked under our arms—a band of guerilla radical educator-agitators, the revolution underground, riding the rails.

Radical Education Reform

1994 ◽  
Vol 176 (2) ◽  
pp. 1-5
Author(s):  
Stuart Sexton
Keyword(s):  
Education Reform ◽  
Radical Education

Radical reform and reforming radicals in Australian schooling

2019 ◽  
Vol 48 (2) ◽  
pp. 156-170 ◽  
Author(s):  
Eve Mayes
Keyword(s):  
Young People ◽  
Design Methodology ◽  
Attorney General ◽  
Young Person ◽  
Social Implications ◽  
Content Type ◽  
Radical Reform ◽  
Violent Extremism ◽  
Radical Education

Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.

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