This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democraticapproaches to teaching and makes a spirited case for teaching as a critical and revolutionary act.

This book brings together a group of top international scholars who consider Pedagogy of Critique, Revolutionary Pedagogy and Radical Critical Pedagogy as forms of praxis to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities.

Despotic Dominion brings together the work of scholars whose study of the evolution of property law in the colonies recognizes the value in locating property law and rights within the broader political, economic, and intellectual contexts of those societies. The stimulus for this new interdisciplinary scholarship has emerged from litigation and political action for the resolution of questions of Aboriginal title and other disputes over property rights in several former settler colonies, most notably Australia, Canada, and New Zealand. As the essays in this book demonstrate, a significant part of the recent explosion in interest and speculation about property rights relates historically to the securing of a more reliable cultural context for assessing these claims. For this reason, Despotic Dominion will be of interest not only to students and researchers of colonial history, but also to scholars of native studies and law, as well as those interested in the contested terrain of property rights.