The outbreak of the Coronavirus in early 2020 resulted in unprecedented changes to health professions education. The pervasive stay-at-home orders resulted in faculty, who were trained for preparing the next generation of health professionals in a traditional learning environment, throwing out their lesson plans and starting anew. New approaches to teaching and learning were created quickly, and without the typical extensive planning, which introduced several challenges. However, lessons learned from these approaches have also resulted in increased technology adoption, innovative assessment strategies, and increased creativity in the learning environment. The Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives explores the various teaching and learning strategies utilized during the pandemic and the innovative approaches implemented to evaluate student learning outcomes and best practices in non-traditional academic situations and environments. The chapters focus specifically on lessons learned and best practices in health professions education and the innovative and exciting changes that occurred particularly with the adoption and implementation of technology. It provides resources and strategies that can be implemented into the current educational environments and into the future. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, medical trainers, medical professionals, researchers, academicians, and students interested in curriculum, course design, development of policies and procedures within academic programs, and the identification of best practices in health professions education.

From an unmissable voice in epic fantasy comes a sweeping tale of clashing guilds, magic-fueled machines, and revolution. The nation of Torwyn is run on the power of industry, and industry is run by the Guilds. Chief among them are the Hawkspurs, whose responsibility it is to keep the gears of the empire turning. That's exactly why matriarch Rosomon Hawkspur sends each of her heirs to the far reaches of the nation. Conall, the eldest son, is sent to the distant frontier to earn his stripes in the military. It is here that he faces a threat he could have never seen coming: the first rumblings of revolution. Tyreta is a sorceress with the ability to channel the power of pyrestone, the magical resource that fuels the empire's machines. She is sent to the mines to learn more about how pyrsetone is harvested - but instead, she finds the dark horrors of industry that the empire would prefer to keep hidden. The youngest, Fulren, is a talented artificer and finds himself acting as a guide to a mysterious foreign emissary. Soon after, he is framed for a crime he never committed. A crime that could start a war. As the Hawkspurs grapple with the many threats that face the nation within and without, they must finally prove themselves worthy-or their empire will fall apart. "A heady blend of action, arcana, and intrigue." -Gareth Hanrahan, author of The Gutter Prayer

This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left's embrace of knowledge productivity keeps it trapped within capital's circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices that permeate our world. Building on yet critiquing the Marxist notion of the general intellect, Derek R. Ford theorizes stupidity as a necessary alternative pedagogical logic, an anti-value that is infinitely mute and unproductive.

In this volume, critical scholars and educational activists explore the intricate dynamics between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies in education. In its institutional and informal configurations alike, education has been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons.

Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces. This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be? This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy? Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.

The word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase "free market" gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future. The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between institutions of higher education and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery. The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on education and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside universities and colleges. Teaching faculty, research faculty, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic higher education and a more democratic society would consider this volume essential reading.

The word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase "free market" gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery. The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools. Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.

Learning with Lenin brings together, for the first time, Lenin's classic texts and his speeches and writings on education. To facilitate educators and activists' engagement with these works, a study and discussion guide accompanies each text. Learning with Lenin contributes to the rematerialization of a revolutionary movement in the U.S. by focusing on the pedagogy of Lenin. After a series of setbacks and attacks that seriously degraded its status in both working-class struggles and educational theory, socialism is once again on the rise. Like the generations before them, organizers, activists, and educators are once again turning to classic works of socialism to understand and respond to the systematic depravities of imperialism, white supremacy, and settler-colonialism. Learning with Lenin will assist anyone interested in reading and applying Lenin's theories to our current era, with all of its complexities and contradictions.

This book conceptualizes ecopedagogies as forms of educational innovation and critique that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems of humans, machines, nonhuman animals, objects, stuff, and other forms of matter. Contemporary postdigital ecosystems are determined by a range of new bioinformational reconfigurations in areas including capitalism, imperialism, settler-colonialism, and ontological hierarchies more generally. Postdigital ecopedagogies name a condition, a question, and a call for experimentation to link pedagogical research and practice to challenges of our moment. They pose living, breathing, expanding, contracting, fluid, and spatial conditions and questions of our non-chronological present. This book presents analyses of that present from a wide spectrum of disciplines, including but not limited to education studies, philosophy, politics, sociology, arts, and architecture.

In the second edition of this groundbreaking work, Derek R. Ford contends that radical politics needs educational theory, posing a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and contingency? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, Ford develops a dyanmic pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. In charting this constellation, Ford takes the reader on a journey that traverses disciplinary boundaries, innovatively reading theorists as diverse as Lenin, Agamben, Marx, Lyotard, Althusser, and Butler. Demonstrating how learning underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic that, perhaps paradoxically, demands the revolutionary reclamation of testing. Poetic, performative, and provocative, communist study is oriented toward what Ford calls "the sublime feeling of being-in-common," which, as he insists, is always a commonness against.

This edited volume contributes to a burgeoning field of critical scholarship on the news media and education. This scholarship is based on an understanding that the news media has increasingly applied a neoliberal template that mediates knowledge and action about education. This book calls into question what the public knows about education, how the public is informed, and whose interests are represented and ultimately served through the production and distribution of information by the news media about education. The chapters comprising this volume serve to enlighten and call to action parents, students, educators, academics and scholars, activists, and policymakers for social, political, and economic transformation. Moreover, as the neoliberal agenda in North America intensifies, the chapters in this book help to deepen our understanding of the logics and processes of the neoliberal privatization of education and the accompanying social discourses that facilitate the reduction of social relations to a transaction in the marketplace. The chapters examine the news media and the reproduction of neoliberal educational reforms (A Nation at Risk, Teach For America, charter schools, think tanks, and PISA) and resistance to neoliberal educational reforms (online activism and radical Black press) while also broadening our conceptual understanding of the marketization and mediatization of educational discourses. Overall, the book provides an in-depth understanding of the neoliberal privatization of education by extending critical examinations to this underrepresented field of cultural production: the news media coverage of education. The contribution of this edited volume, therefore, helps to build an understanding of the contemporary dynamics of capital accumulation to inform public resistance for social transformation.

This book is based on the World War II diaries of Royal Australian Air Force Flying Officer Reg Heffron. The reader follows Heffron through initial training, his wartime posting to No.622 Squadron, and the fear and trials of operational flying, off duty antics, training rookie crews, and finally, the joyous return home to his family in Australia.

In 1968, at the peak of the Vietnam War, centrist Congressman Melvin Laird (R-WI) agreed to serve as Richard Nixon's secretary of defense. It was not, Laird knew, a move likely to endear him to the American public - but as he later said, ""Nixon couldn't find anybody else who wanted the damn job."" For the next four years, Laird deftly navigated the morass of the war he had inherited. Lampooned as a ""missile head,"" but decisive in crafting an exit strategy, he doggedly pursued his program of Vietnamization, initiating the withdrawal of U.S. military personnel and gradually ceding combat responsibilities to South Vietnam. In fighting to bring the troops home faster, pressing for more humane treatment of POWs, and helping to end the draft, Laird employed a powerful blend of disarming midwestern candor and Washington savvy, as he sought a high moral road bent on Nixon's oft-stated (and politically instrumental) goal of peace with honor.The first book ever to focus on Laird's legacy, this authorized biography reveals his central and often unrecognized role in managing the crisis of national identity sparked by the Vietnam War - and the challenges, ethical and political, that confronted him along the way. Drawing on exclusive interviews with Laird, Henry Kissinger, Gerald Ford, and numerous others, author Dale Van Atta offers a sympathetic portrait of a man striving for open government in an atmosphere fraught with secrecy. Van Atta illuminates the inner workings of high politics: Laird's behind-the-scenes sparring with Kissinger over policy, his decisions to ignore Nixon's wilder directives, his formative impact on arms control and health care, his key role in the selection of Ford for vice president, his frustration with the country's abandonment of Vietnamization, and, in later years, his unheeded warning to Donald Rumsfeld that ""it's a helluva lot easier to get into a war than to get out of one.

The Consequences of Governance Fragmentation explains the ongoing legacy of Milwaukee's longstanding school voucher policy. The book details the evolution of school choice in Milwaukee, its impacts on student achievement, key externalities such as school closures and political conflict, and the ways in which the Milwaukee voucher program challenges traditional notions of accountability and democratic control. Michael R. Ford concludes that the voucher policy has fragmented public education to the point where true aggregate level progress of pupils is impossible and proposes an umbrella governance structure to bring funding and accountability equity to all publicly funded Milwaukee schools.

Contending that radical politics needs educational theory, Communist Study: Education for the Commons poses a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and figurality? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, educational theorist Derek R. Ford develops a pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. To chart this constellation, Ford takes the reader on a journey that traverses disciplinary and ideological boundaries, innovatively reading theorists as diverse as Agamben, Marx, Lyotard, Butler, and Lenin. Demonstrating that learning is the educational logic that underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic. Poetic, performative, and provocative, this theory of study is oriented toward what Ford calls "the sublime feeling of being-in-common," which, as he insists, is always a commonness against.

With the contradictions of capitalism heightening and intensifying, and with new social movements spreading across the globe, revolutionary transformation is once again on the agenda. For radicals, the most pressing question is: How can we transform ourselves and our world into something else, something just? In Marx, Capital, and Education, Curry Stephenson Malott and Derek R. Ford develop a "critical pedagogy of becoming" that is concerned with precisely this question. The authors boldly investigate the movement toward communism and the essential role that critical pedagogy can play in this transition. Performing a novel and educational reading of Karl Marx and radical theorists and activists, Malott and Ford present a critical understanding of the past and present, of the underlying logics and (often opaque) forces that determine the world-historical moment. Yet Malott and Ford are equally concerned with examining the specific ways in which we can teach, learn, study, and struggle ourselves beyond capitalism; how we can ultimately overthrow the existing order and institute a new mode of production and set of social relations. This incisive and timely book, penned by two militant teachers, organizers, and academics, reconfigures pedagogy and politics. Educators and organizers alike will find that it provides new ammunition in the struggle for the world that we deserve.

This significant new book highlights a little acknowledged but potentially catastrophic crisis of innovation in the global water sector, which institutions and industries are frighteningly ill-equipped to tackle or even accept. It suggests potential new technology and policy approaches to overcome both current and future problems. The book explores how technological innovation is vital to help provide sustainable water in both the UK and developing countries. However, innovation is being overlooked in the face of global trends to privatize and regulate water utilities. The authors highlight how the global water sector is failing to respond to increasingly complex world needs and continues to build largely unsustainable centralized infrastructures, opposing more appropriate, distributed and local modern technologies. The book also includes suggestions for potentially innovative technology and policy solutions to meet escalating global water and wastewater demands. Importantly, the authors adopt a long-term perspective that crosses both disciplinary and institutional boundaries, and include an international comparative perspective, covering a diverse range of examples and countries. This comprehensive book will have a broad appeal amongst researchers and academics with an interest in technology management, innovation studies, geography and development studies. It will also be a valuable asset for water regulators and governmental and non-governmental organisations working in this field.

Those who are in shock that truth doesn't seem to matter in politics miss the mark: politics has never corresponded with the truth. Rather, political struggle is about the formulation and materialization of new truths. The "post-truth" era thus offers an important opportunity to push forward into a different world. Embracing this opportunity, Derek R. Ford articulates a new educational philosophy and praxis that emerges from within the nexus of social theory and political struggle. Blocking together aesthetics, queer theory, urbanism, postmodern philosophy, and radical politics, Ford develops arguments and proposals on key topics ranging from debt and time, to the death drive and forms of political organization. Through forceful yet accessible prose, Ford offers contemporary left politics an imaginative and potent set of educational concepts and practices.

Drawing on macro-historical sociological theories, this book traces the development of intellectual property as a new type of legal property in the modern nation-state system. In its current form, intellectual property is considered part of an infrastructure of state power that incentivizes innovation, creativity, and scientific development, all engines of economic growth. To show how this infrastructure of power emerged, Laura Ford follows macro-historical social theorists, including Michael Mann and Max Weber, back to antiquity, revealing that legal instruments very similar to modern intellectual property have existed for a long time and have also been deployed for similar purposes. Using comparative and historical evidence, this groundbreaking work reflects on the role of intellectual property in our contemporary political communities and societies; on the close relationship between law and religion; and on the extent to which law's obliging force depends on ancient, written traditions.

In 2000 the American electoral system was tested by a political ordeal unlike any in living memory. Not since 1876-77 has the outcome of a national election remained so unsettled for so long. The past elections recount conundrum shook the nations faith in the mechanisms that support the democratic process. Led by former Presidents Ford and Carter, the National Commission on Federal Election Reform undertook a study of the American electoral system. The resulting report describes where and what went wrong during the 2000 election, and makes clear and specific recommendations for reform, directed at state government, Congress, news organizations, and others. This volume also includes the full text of the Task Force Reports from the Commission.

This book conceptualizes ecopedagogies as forms of educational innovation and critique that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems of humans, machines, nonhuman animals, objects, stuff, and other forms of matter. Contemporary postdigital ecosystems are determined by a range of new bioinformational reconfigurations in areas including capitalism, imperialism, settler-colonialism, and ontological hierarchies more generally. Postdigital ecopedagogies name a condition, a question, and a call for experimentation to link pedagogical research and practice to challenges of our moment. They pose living, breathing, expanding, contracting, fluid, and spatial conditions and questions of our non-chronological present. This book presents analyses of that present from a wide spectrum of disciplines, including but not limited to education studies, philosophy, politics, sociology, arts, and architecture.

Drawing on macro-historical sociological theories, this book traces the development of intellectual property as a new type of legal property in the modern nation-state system. In its current form, intellectual property is considered part of an infrastructure of state power that incentivizes innovation, creativity, and scientific development, all engines of economic growth. To show how this infrastructure of power emerged, Laura Ford follows macro-historical social theorists, including Michael Mann and Max Weber, back to antiquity, revealing that legal instruments very similar to modern intellectual property have existed for a long time and have also been deployed for similar purposes. Using comparative and historical evidence, this groundbreaking work reflects on the role of intellectual property in our contemporary political communities and societies; on the close relationship between law and religion; and on the extent to which law's obliging force depends on ancient, written traditions.

Twelfth Night is one of the most accessible and yet elusive of Shakespeare's plays. It has enjoyed enormous popularity in performance, but it continues to challenge students. This guide provides a thorough introduction to the play. Included are chapters on the play's background, contexts, themes, dramatic art, critical reception, and performance history. The volume cites current scholarship and closes with a bibliography. Twelfth Night is one of the most accessible yet elusive of Shakespeare's plays. It has enjoyed enormous popularity in performance, but it continues to challenge students. It has experienced numerous revivals and has provoked some of the most brilliant critical responses from Shakespeare's critics. Written for students and general readers, this guide is a comprehensive introduction to Shakespeare's play. The volume begins with a look at the play's textual history. This is followed by an exploration of its historical and cultural contexts and its sources and analogues. The book next turns to Shakespeare's dramatic art and then examines his themes of identity, sexuality, and madness. The final chapters look at the critical response to the play and give special attention to the play's performance history. The guide closes with a bibliography.