Volume 17, Number 3, 2026

EN:

This paper undertakes a sustained engagement with Marxism, Pedagogy, and the General Intellect by Derek R. Ford (2021). The pedagogical form of stupidity, as developed by Ford, is given particular attention as one that is actually not pedagogical, but should rather be understood as a tactical force utilized by capital and the state in making subjects legible to it. I propose that stupidity is a potentially violent and dangerous suspension of thought that leaves a subject bare to the forces of capital self-valorization and state power. My analysis braves stupidity in order to bear the pedagogical form of intuition as one that can sustain life, that can provide relief, and alternate tactics for confronting both capital and state power. Stupidity is a fundamental technique used in the making of corpses. Intuition cultivates life in our children and does so with the aid of Karl Marx’s articulation of a ‘social brain’. My hope is that my engagement be a call to begin a consensual contract with the general social forces that produce and sustain all of our lives in common.

EN:

Smartphones are deeply embedded in young people's daily lives, but their use in the classroom raises concerns about their potential negative effects, such as distraction, decreased concentration and procrastination (Lin et al., 2021; Mahsud et al., 2021). Public discourse tends to present this phenomenon in terms of addiction, fuelling moralistic narratives (Lachance, 2016). The current debate, driven by UNESCO's 2023 report on technology in education, calls into question the place of smartphones in schools. This article aims to deconstruct these discourses by putting forward two central arguments. Firstly, it analyzes the social structures that promote hyperconnection in the context of contemporary capitalism. Secondly, it criticizes the excessive focus on young people's use of smartphones, which distracts attention from deeper social problems. We argue for a sociological perspective, rooted in political and historical contexts, to better understand the societal challenges associated with smartphone use among young people.

EN:

This study investigates how doctoral students experience and navigate power within supervisory relationships, drawing on a Freirean–feminist lens emphasizing voice, agency, and relational ethics. Situated within Ethiopian higher education, the research explores the emotional, intellectual, and institutional dimensions of power as lived by students. Using a phenomenographic design, nineteen doctoral students from Social Sciences, Humanities and Education participated in in-depth interviews. Findings reveal students encounter power as a pervasive force. While some internalize authority and conform to academic norms, others resist or negotiate supervisory expectations, exercising constrained agency. Participants also envisioned supervision ensuring emotional safety, intellectual autonomy, and democratic engagement. These insights underscore the need to reimagine supervision as a dialogical and empowering practice. Institutional reforms that promote transparency, student voice, and shared authority are essential for fostering transformative doctoral education.

EN:

Education privatization has increased globally in the past two decades, and Türkiye is no exception. After the implementation of neoliberal policies in education following the 1980s, particularly in class-based societies, children from families with low socioeconomic status are faced with issues such as exclusion from education, barriers to accessing quality education, and violations of their educational rights. This research aims to analyze the process and effects of the privatization of education in Türkiye based on the views of students and parents regarding privatization policies in education. A mixed-methods approach has been adopted in the study. Findings reveal that parents generally oppose direct privatization policies but are more accepting of indirect ones. Most parents believe education should be provided by the state, while some support a dual system involving both public and private schools. This perspective is supported by concerns about the inadequacy of public education, the perception that private schools better address family needs, and the diversity they offer. However, participants do not endorse the exclusive provision of education by private institutions. Additionally, the research highlights a negative sentiment towards policies requiring parents to finance education directly, with concerns that privatization exacerbates social inequalities.

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This article explores the lived experiences of racialized educators within Canadian independent schools through a narrative inquiry framework. Drawing on interviews with three racialized faculty members, the study illuminates the often-silenced realities of assimilation, internalized colonization, and the absence of culturally sustaining pedagogies in independent educational spaces. Positioned within a three-dimensional narrative space, each participant’s story is examined through a decolonial lens informed by Culturally Sustaining Pedagogy (Paris & Alim, 2017). The findings reveal a troubling pattern of institutional omission, where racialized identities are rendered invisible in both curriculum and school culture. The study also offers reflexive insights from the researcher’s own position as a racialized educator working within the same system. This work aims to disrupt dominant discourses of meritocracy and multiculturalism in independent schools, while calling for relational ethics and decolonial practices that can more authentically center equity in these privileged educational contexts.

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This study critically examines how accreditation in Turkish higher education system functions as a tool of marketization and commodification within the framework of academic capitalism. Under the influence of neoliberal policies, accreditation carried out within the discourse of "quality assurance" restructure universities as entrepreneurial institutions open to global competition, leading to the commercialization of knowledge and the commodification of academic labor. Findings specific to Türkiye reveal concrete manifestations of these processes: (1) The accreditation process creates a competitive arena among universities where financial capital becomes the determining factor. (2) The standards imposed by national and international accreditation bodies subject universities to a continuous regime of surveillance and performance. (3) The overwhelming majority of accredited programs being in engineering fields reflects a "market-oriented higher education" model tied to industrial needs while simultaneously reinforcing interdisciplinary hierarchies. In conclusion, this study argues that accreditation processes, serve to deepen the marketization of higher education and reproduce social inequalities. As an alternative, it proposes the urgent development of an evaluation model centered on the principle of public responsibility, one that preserves academic autonomy and does not produce inequalities.

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This auto-ethnographic paper explores the author’s process building anti-colonial anti-oppressive remote teaching practices in a social service worker diploma program at a downtown Toronto college. Differentiating between the crisis education implemented at the start of the COVID-19 pandemic and intentional pedagogy designed for online spaces, the author demonstrates that remote teaching can inspire rebellious relationality and argues that the virtual classroom is not so much placeless as “multiply emplaced.” The paper provides practical suggestions for building an online learning community and calls for an expansion of remote options guided by the principles of accessibility, relationality and trauma-informed practice.

EN:

This introduction to Part 2 of the special issue on Palestinian Liberation in Education situates contemporary struggles for Palestine within broader histories of occupation, displacement, censorship, and resistance. Framed by the poetry of Mahmoud Darwish, the issue highlights the ongoing efforts of educators, students, and scholars to challenge silencing and advance liberatory pedagogies in support of Palestinian self-determination. Part 2 of this issue is organized around three themes—solidarity, student perspectives, and engagement—and features contributions that examine anti-Zionist and decolonial pedagogies, Black–Palestinian solidarities, student activism and institutional repression, critical consciousness, human rights education, and Palestinian counterstorytelling. Together, these articles demonstrate how educational spaces serve as important sites of resistance, historical understanding, and collective action. Despite increasing attempts to restrict the teaching of Palestine, educators and students continue to develop scholarship and pedagogical practices that center Palestinian experiences, foster solidarity, and contribute to ongoing struggles for justice and liberation.

EN:

In this article we—three Black justice-centered educators fighting for Black and Palestinian freedom and liberation—share our collective experiences: unveiling solidarity between our two communities. Methodologically, we draw from critical race counterstorytelling as a "political strategy in ongoing struggles over the relations of power, knowledge, and difference in the United States and beyond.” While most use critical counterstorytelling to cast light on the unique experiences of People of Color and the ways that they navigate the endemic nature of racism in the U.S., we use the methodology to highlight—and make sense of—our interconnectedness as dispossessed people’s fighting for freedom and liberation. The counterstories we share reveal our experiences in developing a consciousness of our interconnectedness, while also pointing to the work that we are actively doing in and out of classrooms to work towards the freedom and liberation of all oppressed people. In sharing our counterstories, we hope that educators will be moved to both (re)member and build new movements for Black and Palestinian freedom and liberation. We share our stories not to be replicated, but rather, to be wrestled with, contextualized, and reimagined given the movements that will continue to shape our worlds.

EN:

This conceptual paper thinks with dynamic critical pedagogies of Jewish anti-Zionists acting in solidarity with Palestinian liberation movements. From an anticolonial standpoint, the paper argues that other modes of education open radical possibilities for liberatory, collective work. Drawing on the author's memories and nonformal education experiences of a Zionist upbringing and current anti-Zionist activism, the paper traces curricular arrangements and explores implications of three types of educations. First, it analyzes the racist, settler colonial education of Zionism. Second, it thinks with the unlearning and radical study involved with becoming an anti-Zionist. Third, the paper explores the world-making pedagogies of solidarity that work toward a free Palestine.

EN:

The genocidal campaign in Gaza has been regarded as the worst in modern history. With 30,000 Palestinians murdered including over 10,000 children (a devastating 1% of the population), university political theater and hypocrisy have been abundantly clear. Academic mission statements that repeatedly contend the importance of diversity, equity, decolonization, and justice are being exposed for their hypocrisy and demanded to explain their positions in relation to Gaza. In this manuscript, the authors narrativize their experiences as students at a large public urban university who organized for decolonial educational interventions in a school of education. Students called out the silence of school leadership and the zionist impulses of university administration. We demanded that the school of education create curricular interventions that teaches future teachers, scholars, and researchers about the long struggle for Palestinian liberation, and how to be in solidarity as educational praxis. We envision methods for building radical study in alignment with principles of self-determination, courageous will-building, and anti-indoctrination pedagogy across K-20 educational settings.

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College students’ calls and demonstrations for Palestine Liberation in universities across the United States have increased exponentially after October 7, 2023. However, little is known about the dynamic relationship between historical knowledge and support for Palestine. We use critical consciousness theory to frame our study and hypothesize that students’ knowledge of the history of occupied Palestine will predict college students’ support for Palestine Liberation. In addition, this relationship between historical knowledge and support will be explained by college students’ experiences of empowered resistance against oppression. Mediation analyses suggest that college students’ (N = 250; Mage = 20.45, SD = 4.07) historical knowledge about the occupation and colonization of Palestine increased their empowerment and resistance, which increased their support for Palestine Liberation. We conclude with recommendations to support college students during times of crisis, fostering their education of Palestine, supporting other oppressed peoples, and resisting oppressive and racist systems.

EN:

This article uses Tribal Critical Race Theory (TribalCrit) and human rights education (HRE) to frame instruction and solidarity for Palestinian liberation. These critical lenses are offered as a means to illuminate humanitarian crises and genocide during the Israel-Hamas war, which began in October 2023. Human rights concepts can support a critical interrogation of colonialism and other conditions of injustice (Bajaj, 2011), while TribalCrit’s ability to describe White supremacy and genocide in the Native American experience (Brayboy, 2005) demonstrates transferable potential in teaching about atrocities inflicted upon Palestinian people in Gaza. The pedagogical approaches included in this article link human rights violations during this conflict to human rights concepts and tenets of TribalCrit. These strategies are explicitly connected to social studies and social justice standards to scaffold instruction that supports transformational citizenship. Additionally, the author discusses recent successful experiences teaching university students and supporting campus activism with these critical frameworks.

EN:

Centering the counterstories and memory-keeping practices of Palestinians in the diaspora and the homeland, this work operationalizes PalestinianCRT, a framework developed by Yunis and Tanksley (2023), calling for Palestinian al-hakawati in education as a critical praxis. Heeding Martinez’s call (2020), this article makes the case for counterstorytelling in academia as a pedagogical practice of the transformational survivance (Vizenor, 2008) of Palestinians in the face of colonial violence and epistemological erasure. Using counterstories pedagogically, PalestinianCRT challenges the colonial erasure, (re)centering Palestine through a critical, race-conscious, and justice-oriented feminist praxis that is life-affirming and engages anticolonial liberation of Palestinians with fervent hope (Ihmoud, 2022; Joudah, et al, 2021). By engaging counterstories, we historicize the violences we are witnessing in this moment in 2023-2026, naming a history that is actively erased by imperial forces worldwide and challenge the apartheid of knowledge in education that creates false and violent narratives about Palestinians.