Description

---

Contemporary educational practices and policies across the world are heeding the calls of Wall Street for more corporate control, privatization, and standardized accountability. There are definite shifts and movements towards more capitalist interventions of efficiency and an adherence to market fundamentalist values within the sphere of public education. The important news is that emancipatory educational practices are emerging. In many cases, these alternatives have been undervalued or even excluded within the educational research. Out of the Ruins sets out to explore and discuss the emergence of alternative learning spaces that directly challenge the pairing of public education with particular dominant capitalist and statist structures.

About the Author

---

Robert Haworth is an assistant professor in the Department of Professional and Secondary Education at West Chester University, Pennsylvania. He edited the book Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education. John M. Elmore is professor and chairperson in the Department of Professional and Secondary Education at West Chester University, Pennsylvania. His research and publications have focused on education for social justice, democracy, atheism, and antiauthoritarianism.

Praise For…

---

"How do we create spaces of learning that will help us to avoid the pitfalls of routine, hierarchy, and passivity? In other words, how do we learn to change the world, together? Those trying to figure this out will enjoy reading about the experiments, strategies, and logics of anarchist education in this rich collection.” —Lesley Wood, professor, Sociology, York University

"Out of the Ruins provides a powerful critique of the current state of education—and teaching—by exploring a diverse range of radical pedagogical practices and liberatory educational theories, coupled with on-the-ground case studies of informal alternative learning spaces. Moving beyond simplistic calls for 'educational reform' each contributor challenges us in some way to rethink the entire social system as it relates to education, including the ways that inequality and capitalist values shape the prevailing hierarchical, market-driven approaches to learning, teaching, and students." —Jake Alimahomed-Wilson, associate professor, sociology, California State University, Long Beach

"Out of the Ruins is a timely book that counters current narrow conceptions about the limits of education and challenges neoliberal hegemony within the way we conceive of educational possibilities and building new forms of educational communities that can think outside these parameters. The editors have called forth an international array of cutting-edge scholars that lay bare a powerful critique of narrow conceptions of teaching, learning and education. A must read!” —Abraham P. DeLeon, PhD, associate professor, University of Texas at San Antonio 

"Haworth and Elmore tell us that we have a right to a new utopia, a transformative vision of society and interconnectedness where learning supports justice, redefined relations with the rest of nature and the creation of healthy communities. They call this radical informal learning. We might call it the true purpose of learning. The passion, anger and commitment of the contributors can be found on every page." —Budd L. Hall, co-chair, UNESCO Chair in Community Based Research and Social Responsibility in Higher Education; Professor, community development, University of Victoria

"Out of the Ruins sharply criticizes the entire social structure of the current educational system, especially its capitalistic, market-driven approach, and offers viable alternatives in its assembly of essays by public education experts." —Mary Cowper, Midwest Book Review

"Through different approaches, reflections and emergences this book extends many important considerations. Whether we are starting on our thinking of radical informal learning spaces, looking for examples from other’s experiences, or how we might bring in more criticality, radical intentions and informal pedagogies to our own practices and experiences, Out of the Ruins is intended to be that place." —Michael James Miller, Pedagogy, Culture & Society

"Out of the Ruins is a welcome addition. It contributes both in terms of scholarly work as well as helping share practical and theoretical pieces for those interested in challenging extremist authoritarianism." —Gregory Zobe, Journal for the Society of Technical Communication