Plantation Pedagogy originates from an Afro-Caribbean primary school teacher's experience. It provides a discourse which extends and illuminates the limitations of current neo-liberal and global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is distinguished from critical pedagogy by its historical presence and its double-faced manifestations as simultaneously oppressive and subversive. Plantation pedagogy privileges and relocates educational transformation within the cultural arena, so that culture and history become the vehicles for teaching, educational research, and social transformation. It returns the work of education to the community; promotes an interconnection among the personal stories of the teacher, the historical narratives and memories of the community of teaching, and the professional advocacy of the teaching community; and advances an incomplete decolonization project of public political education.

Throughout the nineteenth and twentieth centuries, teachers, administrators, and policymakers fashioned a system of industrial education that attempted to transform Black and Indigenous peoples and land. This form of teaching—what Bayley J. Marquez names plantation pedagogy—was built on the claim that slavery and land dispossession are fundamentally educational. Plantation pedagogy and the formal institutions that encompassed it were thus integrally tied to enslavement, settlement, and their inherent violence toward land and people. Marquez investigates how proponents developed industrial education domestically and then spread the model abroad as part of US imperialism. A deeply thoughtful and arresting work, Plantation Pedagogy sits where Black and Native studies meet in order to understand our interconnected histories and theorize our collective futures.

"Plantation pedagogy is a form of teaching that draws on human-space relations in an attempt to transform Black and Indigenous peoples as well as land. This mode of education and the formal institutions that encompassed it were integrally tied to enslavement, settlement, and their inherent violence toward land and people. Positioned at a meeting point where Black and Native studies engage each other, this work analyzes the teaching of slavery and settlement in order to understand our interconnected histories and theorize our political struggles and our futures"--

Plantation Politics and Campus Rebellions provides a multidisciplinary exploration of the contemporary university's entanglement with the history of slavery and settler colonialism in the United States. Inspired by more than a hundred student-led protests during the Movement for Black Lives, contributors examine how campus rebellions—and university responses to them—expose the racialized inequities at the core of higher education. Plantation politics are embedded in the everyday workings of universities—in not only the physical structures and spaces of academic institutions, but in its recruitment and attainment strategies, hiring practices, curriculum, and notions of sociality, safety, and community. The book is comprised of three sections that highlight how white supremacy shapes campus communities and classrooms; how current diversity and inclusion initiatives perpetuate inequality; and how students, staff, and faculty practice resistance in the face of institutional and legislative repression. Each chapter interrogates a connection between the academy and the plantation, exploring how Black people and their labor are viewed as simultaneously essential and disruptive to university cultures and economies. The volume is an indispensable read for students, faculty, student affairs professionals, and administrators invested in learning more about how power operates within education and imagining emancipatory futures.

This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.

This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.

This book brings together leading scholars of Caribbean education from around the world. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of Caribbean nations. In this book, the Caribbean includes the Greater and Lesser Antilles. The Greater Antilles is made up of the five larger islands (and six countries) of the northern Caribbean, including the Cayman Islands, Cuba, Hispaniola (Haiti and the Dominican Republic), Puerto Rico, and Jamaica. The Lesser Antilles includes the Windward and Leeward Islands which are inclusive of Barbados, St. Vincent, Trinidad and Tobago along with several other islands. Each chapter provides a unique perspective on the various social and cultural issues that define Caribbean education and schooling. The Handbook on Caribbean Education fills a void in the literature and documents the important research being done throughout the Caribbean. Creating a space where Caribbean voices are a part of “international” discussions about 21st century global matters and concerns is an important contribution of this work.