Sarah Amsler

TL;DR: In this article, the authors explore the dual role of global university rankings in the creation of a new, knowledge-identified, transnational capitalist class and in facilitating new forms of social exclusion, and examine how and why the practice of ranking universities has become widely defined by national and international organisations as an important instrument of political and economic policy.

TL;DR: In this paper, critical theories of subject transformation together with new work on pedagogies of discomfort are brought together to create new ways of opening up possibilities for critical education that respond to neoliberal subjectivities without corresponding to or affirming them.

TL;DR: The Education of Radical Democracy as mentioned in this paper explores why radical democracy is so necessary, difficult, and possible and why it is important to understand it as an educative activity, drawing on critical social theory and critical pedagogy to explain what enables and sustains work for radical democratization, and considers how we can begin such work in neoliberal societies.

TL;DR: The authors argue that pedagogies which embrace critical modes of anticipation offer alternatives to contemporary regimes of anticipation in education in Britain today, arguing that these regimes influence the construction of hopelessness and hope by shaping what is learned about the nature of political possibility and the relationship between learning and the future.

TL;DR: In this paper, the authors present four social cartographies with the intention to contribute to different conversations about global justice and education, aiming to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change.