Ideal for scholars and students of critical pedagogy, philosophy of education, and political theory, this collection delineate the necessity of critical consciousness through education, and provides ways of speaking back against authoritarian control of imaginative and critical capacities.

In this politically and democratically urgent collection, George Yancy and contributors argue that more than ever, we are in need of classrooms that function "dangerously"-that is, classrooms where people are not afraid to engage in critical discussions that call into question difficult political times. Collectively they demonstrate the ways activist authors and scholars must be prepared to engage in risk and vulnerability as a defense of our democratic right to practice forms of pedagogical transgression. Ideal for scholars and students of critical pedagogy, philosophy of education, and political theory, this collection delineates the necessity of critical consciousness through education, and provides ways of speaking back against authoritarian control of imaginative and critical capacities.

"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