Call for Submissions: Teaching for EcoJustice in an Era of Polycrisis

Teaching for EcoJustice in an Era of Polycrisis

A Special Issue for Critical Education

Co-Editors:
Brandon Edwards-Schuth, Augusta University
Maria Helena Saari, University of Oulu

We invite submissions for a special issue devoted to the theme of “Teaching for Multispecies Justice in an Era of Polycrisis.” This special issue seeks scholarship that critically examines the role of education in addressing the interrelated systemic injustices and logics of harm directed toward both human and more-than-human lives. As we face an intensifying polycrisis—characterized by the entanglement of climate catastrophe, capitalism, mass extinction, social inequities, and ongoing legacies of colonialism (Homer-Dixon, & Rockström, 2022; Homer-Dixon et al., 2022)—questions of justice, pedagogy, and educational transformation become urgent imperatives. We welcome contributions that explore how educators, teacher-educators, and scholars are reimagining educational practice to resist dominant cultural assumptions undergirding the polycrisis and to center multispecies flourishing.

Drawing from the fields of EcoJustice Education (Lupinacci et al., 2018; Martusewicz et al., 2021), Multispecies Justice-oriented education (Rautio et al., 2021; Tammi et al., 2023; Saari, 2025), critical ecopedagogies (Edwards-Schuth & Lupinacci, 2021; Lupinacci et al., 2023), Indigenous land based decolonizing pedagogies (Basso, 1996; Tuck et al., 2014), Critical Animal Studies (Corman & Vandrovcová, 2014; Nocella II et al., 2014; Pedersen, 2025), Earth Democracy (Shiva, 2015) and prefigurative politics (Raekstad & Gradin, 2020), and related frameworks, this special issue asks:

  • How has education become a transformative practice that challenges anthropocentrism, human supremacy, and hierarchical ways of being?
  • What pedagogical approaches enable learners to recognize, resist, and reconstitute relationships with the more-than-human world in ways that support social and environmental justice?
  • What can we learn with/from the more-than-human and land to (re)imagine ways of being in the here and now, and who/what counts as teachers/educators?
  • What kinds of learning and praxis occurs beyond formal classrooms that are essential to doing

Social and Environmental Justice?

We are particularly interested in work emerging from educational contexts—including but not limited to teacher education, K-12 classrooms, higher education, and community-based learning—that demonstrates how critical, creative, and arts-based pedagogies can foster multispecies consciousness and scholar-activist engagement with the polycrisis. We seek interdisciplinary contributions from environmental education, educational philosophy, curriculum studies, cultural studies of education, geography, anthropology, Indigenous studies, science and technology studies, and related fields. We especially welcome submissions from diverse contexts and bioregions, activists, and LGBTQIA+ and BIPOC perspectives.

Topics could include:

  • Ecocritical projects in teacher education
  • Teacher learning and professional development around EcoJustice, Ecopedagogy, humane education, and Critical Animal Studies
  • Multispecies Justice-oriented education in formal/non-traditional educational settings
  • Arts-based research around more-than-human relations
  • Indigenous and Decolonizing perspectives in education
  • Community Activism, Prefigurative Politics, and Earth Democracy in practice
  • Short Film and/or book reviews of 800-1200 words (please contact the editors with your ideas and/or for a list of suggested texts)

Abstract Requirements

  • Include author information, title and an abstract of 250 words max
  • Include 3-5 keywords
  • Email ABSTRACT SUBMISSIONS to: bedwardsschuth@augusta.edu by August 15th, 2026

Manuscript Submission Requirements (after abstract acceptance)

  • Manuscripts should be between 3,000 and 6,000 words (including references), APA 7th
  • Include an abstract of 250 words max
  • Include 3-5 keywords
  • All submissions will undergo blind peer-review
  • Submissions due November 15, 2026 (via Critical Education submission portal)

Timeline

  • August 15, 2026 – Abstract proposals due (250 words maximum)
  • September 15, 2026 – Authors will be notified of abstract acceptance by
  • November 15, 2026 – Full manuscript submissions due
  • December 15, 2026 – First round of peer review feedback to authors
  • January 31, 2026 – Revised manuscripts due
  • 2027 – Publication of special issue

Special Issue Editors

Dr. Brandon Edwards-Schuth
Assistant Professor of Educational Research
Augusta University
Email: bedwardsschuth@augusta.edu

Dr. Maria Helena Saari
Postdoctoral Research Fellow
University of Oulu
Finland
Email: maria.saari@oulu.fi

For inquiries about the special issue, please contact: bedwardsschuth@augusta.edu

 

References

Basso, K. H. (1996). Wisdom sits in places: Landscape and language among the Western Apache. University of New Mexico Press.

Corman, L., & Vandrovcová, T. (2014). Radical humility: Toward a more holistic critical animal studies pedagogy. Counterpoints, 448, 135–157.

Edwards-Schuth, B. & Lupinacci, J. (2021) Pedagogies of Diverse Bioregions: An Ecotistical Move from Ego to Eco. Europe Now, 45. https://www.europenowjournal.org/issue-45-november-2021/

Homer-Dixon, T., Renn, O., Rockström, J., Donges, J., & Janzwood, S. (2022). A call for an international research program on the risk of a global polycrisis (Version 2.0). Cascade Institute. https://cascadeinstitute.org/technical-paper/a-call-for-an-international-research-program-on-the-risk-of-a-global-polycrisi

Homer-Dixon, T., & Rockström, J. (2022, November 13). What happens when a cascade of crises occur? The New York Times. https://www.nytimes.com/2022/11/13/opinion/coronavirus-ukraine-climate-inflation.html

Lupinacci, J., Edwards-Schuth, B., Happel-Parkins, A., & Turner, R. (2023) Ecocritical pedagogies and curriculum. In P. Davies, E. Clinton, and G. Carolyn (Eds.) International encyclopedia of education, 4th edition, Volume 2 (pp. 202-209). Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630- 5.08045-3. ISBN: 9780128186305

Lupinacci, J., Happel-Parkins, A., & Turner, R. (2018). Ecocritical scholarship toward social justice and sustainability in teacher education. Issues in Teacher Education, 27(2), 3-16.

Martusewicz, R. A., Edmundson, J., & Lupinacci, J. (2021). EcoJustice education: Toward diverse, democratic, and sustainable communities (3rd ed.). Routledge.

Nocella II, A. J., Sorenson, J., Socha, K., & Matsuoka, A. (2014). Defining critical animal studies: An intersectional social justice approach for liberation. Peter Lang Verlag. https://doi.org/10.3726/978-1-4539-1230-0

Pedersen, H. (2025). Post-anthropocentric pedagogies: purposes, practices, and insights for higher education. Teaching in Higher Education, 30(2), 344–358. https://doi.org/10.1080/13562517.2023.2222087

Raekstad, P., & Gradin, S. (2020). Prefigurative politics: Building tomorrow today. Polity Press.

Rautio, P., Tammi, T., & Hohti, R. (2021). Children after the animal turn. In N. J. Yelland, L. Peters, & N. Fairchild (Eds.), The SAGE handbook of global childhoods (pp. 341–352). SAGE Publications Ltd. https://doi.org/10.4135/9781529757194

Saari, M.H. (2025) A Multispecies Justice Approach to Climate Change Education. in L. Griffin, L. Ropartz, S. Bannister & A. Merrick (Eds.) Climate Change Education Research Collection. International Baccalaureate Organization. Commissioned Report.

Shiva, Vandana. (2015). Earth democracy: Justice, sustainability, and peace. North Atlantic Books.

Tammi, T., Hohti, R., Rautio, P. (2023). From child–animal relations to multispecies assemblages and other-than-human childhoods. Barn, 41(2–3), 140–156. https://doi.org/10.23865/barn.v41.5475

Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708

webinar series on the privatization of public education in Canada

From The Public Education Exchange:

As part of the Public Education Exchange’s ongoing webinar series on the privatization of public education, we invite you to attend two webinars featuring papers from the special issue of Our Schools/Our Selves, Wrong, Again? The Political Evolution of “Parental Rights”, The webinars spotlight research examining how the language of “parental rights” is increasingly mobilized to challenge public education, democratic governance, and inclusive curricula. Each session will feature a short presentation by authors from the special issue followed by facilitated discussion.
Join one or both! And please share this invitation (posters below) with your networks!
Registration link:
Please register by April 5, 2026.

Public Talk: An Empire of Unnatural Extinction – Prof. Sadiah Qureshi, Visiting Scholar, UBC

We’re so used to thinking of extinction as a biological process, that we can easily forget to think about it an idea with a far more complex history and politics. This seminar will explore the origins of the modern notion of extinction as species loss and consider how this is relevant for conservation in the present. In particular, we will explore what it means to discuss extinction as a political choice with significance for all life on earth.

Biography:

Prof. Sadiah Qureshi holds a Chair in Modern British History at the University of Manchester. Her latest book Vanished: An Unnatural History of Extinction (Allen Lane, 2025) explores the entangled histories of extinction, empire, and genocide in the making of the modern world. She cannot bear the thought of living in a world without birdsong, trees, or tigers.

RSVP: https://ubc.ca1.qualtrics.com/jfe/form/SV_6nSdNIjp2wnfJsy

 

Another “Peace Candidate” just started another war (By: Rich Gibson)

Another “Peace Candidate” just started another war.

By Rich Gibson

Wilson, Kennedy, Johnson, Nixon, Bush One and Two, and now Trump.

William Blum, my friend, now deceased and lifetime radical made a list of the countries the US has bombed and/or invaded. Here it is https://williamblum.org/chapters/rogue-state/united-states-bombings-of-other-countries

This is what empires MUST do, relentlessly seek cheap labor, raw materials, markets and regional control. The US, an empire in rapid decline, is thrashing about internally and externally as China, with a vast military and new weapons, uses soft power to blithely invade all continents, including the Americas.

The socio-pathic narcissist Donald Trump, mushroom deep in the Epstein files, says “we will bring freedom to the Iranian people.” When did that ever happen in the past?

The Democrats, save a few, wring their hands and say, “Why didn’t you give us a chance to say, ‘hooray for another war.? It ain’t fair! We want to vote!” The two parties of the empire, trapped within the exploitative confines of Capital, are two heads on the same snake.

Imagine a billiards table the size of a football field. Then plunk thousands of round balls on that table. Now, take a giant cue ball and slam it into those other balls. They’ll all be slamming and crashing for weeks, months, even, perhaps, years.

Those balls are countries and people, each staged at unfair odds with one another.

That’s what just happened. It’s not all that unusual. It happened after the 2001 attacks, with the invasions of Afghanistan and Iraq.

It happened in 2009/09 with the bailout of the banks to the tune of 12.9 Trillion dollars (Bloomberg). A trillion is a lot of socialized losses. Twelve Trillion is free health care for everyone, and free college or university or training school.

The working class, in this great financial collapse, took it in the heart. The United Auto Workers Union, a counterfeit union that sells the pacified labor of the members to the Big Bosses in exchange for dues income—off which the Labor Bosses live very well—except in some instances where their corruption becomes too glaring—a dozen UAW bosses were jailed in the last decade.

But, the rank and file was forced to accept wage cuts, multi-tier pay levels, and a no strike agreement for five years.

It happened with the Arab (farcically tragic) Spring. A fruit vendor in Tunisia, denied the right to sell his fruit, immolated himself. He was, well, an accelerator, a good way to show how things change. Grievances had piled up, and up, like land mines, one on top of the other. Quantity became quality. There was a leap.. Tunisians rebelled. The dictator fled.

Then the Obama administration, with Hillary Clinton, Samantha Power, and Susan Rice, looked on approvingly.

They decided to overthrow, with France, the man who had been torturing renditioned prisoners on behalf of the US—Ghaddafi of Libya—who had said, “I am the cork on top of Africa. Overthrow me and hundreds of thousands of Africans will be wandering in Europe. Mostly Muslims, they won’t be liked. Rightists will be elected on the grounds of mass, illegal immigration.”

He was murdered, sodomized with sticks, then shot.

Libya collapsed. It’s huge arms caches were looted. The subsequent civil war is still going on, after a decade, and the arms are being used in civil wars and hy jihadists south of Libya as countries like Mali suffer.

Libya went so well for the Obama gang that they decided to do Egypt, another torture ally and the recipient of billions in US military aid.

The torturer/dictator was overthrown.

Jimmy Carter approved of the subsequent election.

Then, shocker!

The Muslim Brotherhood, operating illegally, mostly underground, for years, won.

Oh No! That won’t do. The Muslim Brother new dictator, Morsi, was overthrown, put in jail under brutal conditions for six years where he died awaiting a kangaroo court.

Muslim Brotherhood out.

That want so well, the Obama gang went to work on Russian AND US torturer ally, Assad. The evidence is clear. The Assad regime was torturing renditioned prisoners on behalf of the CIA.

But Assad had to go, and with him the Russian base on the Mediterranean. It took a decade, with Assad fighting with Russian backing and the US using the Kurds (so often betrayed) and jihadists to battle his regime. But Assad went and now a “former” jihadist rules Syria. Trump likes him a lot.

The there is the Zionist genocide in Gaza (“communism begins with atheism “Marx—and why is the left so unwilling to attack superstition?) which left the headlines but the maiming, killing, disease and misery continue while the Trump fascists plan resorts and US bases, replacing the Palestinians who seem to vanish from any current planning.

Putin’s Russia invaded the Ukraine (and tried to take Key-ev, not Keev) four years ago. Why do that? Well, NATO and the US had crow-hopped toward Russia for years. You can listen to the US’s Victoria Nuland planning the overthrow of the Ukrainian government here: https://www.youtube.com/watch?v=LUCCR4jAS3Y

The Ukrainians had given up their nukes years ago, on the promise they would not be invaded. That promise seems to be a lesson, not only to North Korea, but to Iran today.

Bogged down, and faced with a brief Wagner Group mutiny, Russia has taken, reportedly, more than a million killed and wounded. How much longer can these human billiard balls, crashing into each other, keep it up? The same movement, described below, is needed in the former Soviet Union.

Then there is Epstein, the degenerate millionaire, exposed by the crusading Julie K. Brown. There are more than one thousand victim/survivors, which must mean at least one hundred debased rich men and women.

Brown insists, and most agree, that Epstein did not commit suicide, but was murdered. Makes sense.

As a likely asset to many intelligence services, like Mossad, his videos and memories would be markedly dangerous. Ms. Maxwell is interred in a fairly comfy prison with her mouth shut: lesson learned.

Now, really, would the recently deposed Clintons lie? Remember, the lesson Monica taught every young woman involved with an exploitative older man—save the dress and don’t swallow. The Clintons are habitual liars.

Brown insists the Epstein issues involve more than the corruption of sexuality, but also power, and in the main, money. Epstein was floating millions all over the world, including into Russia, frequently through Trumps, favorite bank, Deutsche.

Now, the cover story for the billiards-crashing war on Iran, is the proliferation of nukes. Who is the greatest proliferator? Who bailed from the non-proliferation deals. None but the US.

Remember, always, China is coming. An empire, it must come to surpass the US as the world hegemon. The tyrant, Xi, said he would take Taiwan by 2027, and when China does that, the US billiard will lose its round bottom.

Trump, the greedy socio-pathic narcissist, ordered the attack on Iran with blessing of his Department of War drunk, Pete Hegspeth.

They took out the Supreme Leader and about half of his cabinet (no crazier than Trump’s cabinet which includes the delusional RFK Jr and the Epstein buddy, Howard Lutnik).

The Zionist/US bombing campaign, so reminiscent of Vietnam, quickly exploded a girls’ school, killing around one hundred and seventy kids, the body bags lined up in front of the school. As the billiards continued to crash, Iran attacked Qatar, Kuwait, the UAE, Bahrain, Israel, mediator nation Oman, and Saudi Arabia, with some hits on civilians, others on bases.

Trump’s declared “regime change,” may be more than difficult.

The son of the King of Kings (installed by the CIA’s Kermit Roosevelt in 1953), the Shah’s kid, hasn’t been in the country since 1979.

Does he still speak the language? Is he akin to the hacks the US installed initially in Iraq, who failed, and today the big winner in Iraq is Iran (the US is filled with nearly-ruined vets from the two wars of choice—Afghanistan and Iraq—while the US flight from Afghanistan mirrors the run-away from Vietnam).

France, Germany, and the UK have all threatened to intervene in the war on Iran, to “protect our interests,” which probably means protecting the movement of oil in the region. Oil tankers are already stalled, anchors down. The price of oil could easily hit $100 a barrel.

What stops this?

Well, a class conscious, anti-racist, international movement for reason (opposition to superstition) and equality (see the Declaration of Independence—created equal, economically?)

What steps can produce that, the ideas that can defeat men with guns?

Little steps at first, a la Minnesota, peaceful mass nonviolent protest, or the good humor of Portland Froggies, plus whistles and phones and cameras. Of course the Freikorps Ice might kill you, but there is risk in social change.

Then a general strike, not a one day action every six weeks monitored by that cork over a class conscious movement, Move-On, the Dem’s front, but a mass movement withdrawing labor with no date certain at the end.

I wrote earlier in Counterpunch about why that hasn’t happened. https://www.counterpunch.org/2026/01/07/the-empire-is-teetering-why-is-there-no-general-strike/

To shorten the story, the unions’ leaders will oppose a general strike with the same determination their allies, the Big Bosses will. But Minnesota, to a surprising degree, shows that the labor bosses can be swept aside by a persevering, determined, movement of direct action.

Even as the US empire teeters and decays, devolves into more profound forms of fascism, as the ICE/Freikorps becomes the US’ SS, within a general strike, an organization most grow, deepening class consciousness and the willingness to sacrifice.

Now we oversee a billiards table that is beyond my pay grade.

Most Counterpunch readers are familiar with democratic centralism, and the latter half of that contradiction defeating the former.

I won’t call for violence. Indeed I abhor it. But I remind you of the Declaration of Independence (happy 250th) and the duty to make a revolution.

The core issue of our time is the reality of perpetual imperialist war and color coded inequality met by the potential of a mass, activist, class conscious movement for justice, equality, and democracy.

Rich Gibson (rg@richgibson..com) is emeritus professor of history from San Diego State University. With Wayne Ross, he is a co-founder of the Rouge From (online).

SFU Educational Justice lecture – Dr. Sadiah Qureshi

You are warmly invited to attend the 2025-26 academic year’s Educational Justice lecture (formerly the Equity Studies in Education lecture).

This year we are delighted to welcome Dr. Sadiah Qureshi. Dr. Qureshi hold the Chair in Modern British History at the University of Manchester. Her research interests intersect on race, science, and empire-building in the modern world. Her first book, called Peoples on Parade: Empire and Anthropology in Nineteenth Century Britain (University of Chicago Press, 2011), examined human exhibitions in 19th c Britain, and the wider contributions of these exhibitions to public attitudes about race and racialized differences.

Her most recent book, Vanished: An Unnatural History of Extinction was published by Allen Lane/Penguin in 2025. In this work, Dr. Qureshi examines how histories of extinction are bound up in histories of empire and genocide. Winner of the 2025 Wilkins-Bernal-Medawar Medal by The Royal Society for excellence relating to the history of science, philosophy of science, or social function of science, we are thrilled that she will be Visiting Scholar at the Cassidy Centre for Educational Justice between March 23-31, 2026. Feel free to email the Centre (ccej@sfu.ca) if you have questions about her visit.

Dr. Qureshi’s scholarship has great relevance for scholars and students of the social sciences, environment, and the sociocultural foundations of education. In particular, institutionalized discourses about racialized others in relation to empire-building is of central concern in educational studies of public pedagogy. And more so, the importance of understanding the role such discourses play in shaping how we (educators, students) learn about racialized others in contexts of empire and colonization.

Her visit and public talk were made possible with support from many academic units and we are delighted to invite colleagues, students, staff, and interested others to this public event at SFU Burnaby campus (details below and attached). Please RSVP to hold your seat (note: Instructors who wish to bring a class/students to the talk, please email the Centre to RSVP for a larger group).

To RSVP: https://www.eventbrite.ca/e/writing-histories-of-extinction-for-just-futures-sadiah-qureshi-phd-tickets-1976370421132

Or to RSVP a larger/class group, email: ccej@sfu.ca

New issue of Critical Education: Palestinian Liberation in Education: Solidarities and Activism for a Free Palestine + more

This issue of Critical Education includes the first of a two-part special section on Palestinian Liberation in Education: Solidarities and Activism for a Free Palestine, edited by H. Shatara.

In addition, there are articles that analyze LGBTQIA+ censorship debates in a public library; imagine critical pedagogies and ecological humanities from Global South perspectives; examine critical pedagogy in Liberian higher education; explore transformations of beliefs and identities of undergraduate students; present an abolitionist framework for study of police in schools; and an investigation of U.S. public loan forgiveness program.
—————————–
Articles
  • Discursive Placemaking Practices and White Christian Nationalism: Analyzing LGBTQIA+ Censorship Debates in a Southern, Small Town Library — Ryan Schey, Rebekah J. Adams
  • Imagining Critical Pedagogies and Ecological Humanities in the Pluriverse: Nomadic, Decolonial and Life-centered Environmental Education as a South-complex Environmental-desiring Machine — Jorge Garcia-Arias, Helen Moura Pessoa Brandão, Natalia Sánchez Gómez
  • Envisioning Critical Pedagogy in Liberian Higher Education: A Conceptual Framework for Civic and Democratic Engagement — Gabriel M. Kennedy
  • “A Game We All Play”: Identity, Epistemology, and Transformation in Undergraduate Psychology Students — James Y. Yuan, Romin W. Tafarodi

 

  • Research as Copaganda?: An Abolitionist Framework for the Study of Police in Schools — Hannah Baggett, Carey Andrzejewski, LaKendrick Richardson, Brucie Porter
  • The Public Service Loan Forgiveness Program and the Purpose of Higher Education — Saralyn McKinnon-Crowley, Sarah Harris
———————-
Palestinian Liberation in Education: Solidarities and Activism for a Free Palestine
  • Palestinian Liberation in Education: Solidarities and Activism for a Free Palestine — H. Shatara
  • Flowers for Palestine: From Holy City to Holy City — Tiffany O. Harris
  • Do Palestinian Lives Matter in Teacher Education? Centering an Anti-Zionist Commitment in (Early Childhood) Teacher Education — Lilly Padía
  • Educating for Unknowable Futures: The United Nation Relief and Works Agency-led Education for Palestinian Refugees in Jordan — Julie Alstadnes Malme
  • Confronting my Palestinianess in Writing Pedagogies: A Critical View from Lebanon — Amany Al-Sayyed

If you’ve been curious about how to build real power in your workplace, this is your chance to learn, connect, and get inspired.

???? Wednesday, February 4, 2026
⏰ 2:00 – 4:00 PM
???? 280N York Lanes

We’re diving into the basics of organizing, strategy, and collective action—perfect for undergrads looking to make meaningful change in their current and future work environment.

Educator Workshop (PD): Palestine in the Classroom


Saturday, January 31, 10 a.m.-2 p.m. EST
Free with RSVP

Join the Arab American National Museum (AANM), for a half-day, hybrid professional development workshop. During this workshop, guests will network with fellow educators, tour AANM’s exhibits, enhance their knowledge about the Arab American community and gain access to newly created lesson plans centered around how to teach about Palestine. Traditional Arabic lunch will be provided. SCECH credits will be available for interested Michigan educators and a certificate of completion will be available to all interested educators

UBC F4P: Panel discussion “Anti-Palestinian Racism” Feb 5

UBC’s Faculty for Palestine (UBC F4P) invites everyone to an informative community-building event: Anti Palestinian Racism. Happening Thursday, February 5 from 5:30pm to 7:30pm, this online gathering will feature a Panel Discussion, as well as a Q&A session with four expert guests:

Azeezah Kanji: Legal academic, writer, and journalist

Sara Kishawi: President of the Students for Palestine Committee, VIU grad

Dania Majid: President of the Arab Canadian Lawyers Association

Jean Gelinas: Researcher with BC Physicians Against Genocide

All are welcome as we build solidarity at UBC to fight anti-Palestinian racism everywhere!

Register HERE to receive the Zoom link before the event (or scan the QR code on the poster).

Hope to see you there!

UBC F4P

“Fascism!” US Army Orientation Fact Sheet #64

While the current US administration is an example of fascism, in March 1945 the US Army was issuing a pamphlet (Orientation Fact Sheet 64) titled “Fascism” to educate soldiers on what it was they were fighting against.
The pamphlet Includes questions and notes for discussion as well as supplemental material and a lesson plan for officers on leading a discussion … How does it start? How does it work? Fascism = War? Can it happen here? How to spot it. How to stop it?
Points of discussion include “Race” and the role of “powerful financial interests” in fascist regimes. Given the bans on teaching about race in various Republican controlled states it would likely be “illegal” to teach this pamphlet in Texas or Florida social studies classrooms today, which tells you something about the current US regime.
This is an excellent resource for teaching about fascism in social studies classrooms. Pamphlet issued by the US Army in March 1945 for training soldiers in or headed to Europe.
Here’s a link to the PDF.