This work exposes the practices that are controlling education and reducing it to little more than skills development in preparation for work. It questions the strategy of mentoring to show how its dynamic requires docility from the learner and thus perpetuates inequality.

Drawing on rich cross-cultural perspectives from Pakistan, Israel, Canada, the US and the UK, the authors challenge readers to envision new ways of thinking for education: ways which draw on imagination, the arts and the collective ...

This book is a call to educators everywhere to recognize and resist the global forces which are driving educational policy deeper and deeper into narrow discourses of performance, accountability and e~certaintiese(tm) about what works.