Author Archives: E Wayne Ross

Faculty for Palestine Canada Condemns Israeli Military Attacks on the Islamic University of Gaza and the Continuing Scholasticide Across Palestine

The Islamic University of Gaza was bombed again on Oct 25, and several staff members were killed, and several students were injured. Israeli bombardment had already destroyed much of IUG’s campus, but teaching had continued amid the ruins.

Faculty for Palestine Canada Condemns Israeli Military Attacks on the Islamic University of Gaza and the Continuing Scholasticide Across Palestine

28 October 2026

Faculty for Palestine Canada condemns in the strongest terms the Israeli military strikes on the Islamic University of Gaza (IUG) on Sunday, October 25, 2026. The university reported that its campus and the surrounding area were struck twice that day, while students were attending classes. Three members of the university’s administrative staff were killed, and seven students were injured, some critically.

We mourn our colleagues. We extend our deepest condolences to their families and to the entire IUG community, wish the injured students a full recovery, and extend our solidarity to the academic community across Palestine.

In a recent statement on the IUG assault, the Emergency Committee of Universities in Gaza, representing Gaza’s non-profit higher education sector, declared that “an attack on one of our universities is an attack on all of us.” The committee calls on universities and scholarly associations worldwide to condemn these attacks, demand their immediate end, pursue accountability under international law, support the ISNAD scholarship program, and build sustained collaborations with Gaza’s universities. 

We therefore urge faculty associations, senates and unions, scholarly associations, academic institutions and student unions across Canada to condemn scholasticide in Palestine, mobilize material and institutional solidarity, including support for the ISNAD program, the scholarship initiative established by Gaza’s universities to sustain students, faculty, and the operation of their institutions.

We call on Canadian universities and colleges to publicly condemn scholasticide in Palestine, and commit financial support and engage in collaborations with Gaza’s existing universities.

We call on the Government of Canada to condemn these Israeli ongoing attacks in Palestine and take concrete measures to end Canadian complicity in violations of international law in occupied Palestine, and support accountability for the destruction of the Palestinian education sector.

Faculty for Palestine Canada expresses its unequivocal solidarity with universities in Palestine, and fully supports the Emergency Committee of Universities in Gaza’s urgent call for international academic solidarity and accountability.These air strikes did not happen in isolation. Israeli bombardment destroyed much of IUG’s campus, along with every other university in Gaza, in the earliest months of the genocide that began in October 2023. Since then, Gaza’s faculty, staff, and students have rebuilt teaching and learning amid the ruins, in damaged buildings and online, refusing to let Palestinian higher education be erased. That a university was once again bombed with classes in session demonstrates that the assault on education in Gaza continues.

This is part of a much longer history of scholasticide: the systematic destruction of Palestinian education, knowledge production, intellectual and cultural life, a key feature of the ongoing Gaza Genocide. Since October 2023, this longstanding assault intensified catastrophically, destroying universities, libraries, archives, bookshops, cultural heritage, and the educational infrastructure essential to Palestinian collective life. The scholasticide in Gaza has already killed over 242 academics and more than 1,300 university students since October 2023, and has injured and forcibly displaced thousands of faculty, staff, and students.

This renewed assault comes alongside Israel’s ongoing military siege of Hebron in the illegally occupied West Bank, where sweeping closures and severe restrictions on movement are further disrupting higher education, preventing students and faculty from accessing their universities, which have now suspended in-person classes. Increased Israeli military raids have also taken place at Birzeit University in the past several years. These attacks across occupied Palestine form part of a broader assault on Palestinian knowledge production, cultural continuity, and the right to education.

As faculty and academic workers across Canada, we firmly reject scholasticide across Palestine; the normalization of these Israeli military attacks; and the silence of Canadian academic institutions, associations, and unions that profess commitments to academic freedom and human rights. We insist that defending Palestinian higher education is a collective academic responsibility.

Faculty for Palestine Canada stands with our Palestinian colleagues and their students in their struggle to defend their universities, their right to education, and their right to determine their future on their occupied lands. 

 

 

 

 

 

Alternate Routes: CFP CONFERENCE/SPECIAL ISSUE: Cost-of-Living Crisis (Barcelona, June 2027)

Via Carlo Fanelli:

Dear colleagues,
On behalf of Alternate Routes: A Journal of Critical Social Research, I am delighted to invite submissions for our upcoming conference and special issue examining the contemporary cost-of-living crisis and its broader social, economic and political dimensions.
The conference will be held June 8-10, 2027, at Pompeu Fabra University in Barcelona, Spain, and selected contributions will be considered for publication in a special issue of Alternate Routes.
This event is especially significant as it coincides with the 50th anniversary of Alternate Routes. Since its founding in 1977, the journal has provided a critical forum for scholarship examining inequality, power, social justice, labour, political economy and social change. As we mark five decades of publishing critical social research, we look forward to bringing together scholars, students, activists and community researchers to reflect on contemporary challenges and possibilities for transformation.
We welcome contributions from a wide range of disciplines and perspectives. We are particularly interested in work that explores how the cost-of-living crisis intersects with housing, labour markets, social reproduction, welfare states, financialization, migration, inequality, climate change and political mobilization. We also encourage submissions that examine collective responses, alternatives and struggles for social and economic justice.
The full Call for Papers, including submission guidelines and key dates, is available here:
We would greatly appreciate it if you could circulate this call through your departments, research networks, graduate student lists and professional associations.
We look forward to receiving your submissions and to celebrating 50 years of Alternate Routes with colleagues from around the world.
Sincerely,
Carlo
Associate Professor & Chair, Department of Social Science
Editor, Alternate Routes: A Journal of Critical Social Research
York University

Critical Education v17 n3 (August 2026)

Critical Education
Volume 17, Number 3
2026

This issue of Critical Education includes the second instalment of our Special Section on Palestinian Liberation in Education, which focuses on solidarities and activism for a free Palestine.

The general Articles section includes studies of stupidity as a pedagogical commitment; how the debate on smartphones in schools hides deeper social issues; the ways in which doctoral students experience and navigate power within supervisory relationships; the effects of and resistance to policies promoting privatization of education; academic capitalism and accreditation in higher education; the lived experiences of racialized educators; and trauma-informed relational pedagogy.

The Book and Media Reviews section examines two books published earlier this year: Beyond Bad Apples: Teacher Education for Police-Free Schools and AI Schools and the New Child Labor.

Solidarity Call from the Private Sector Teachers’ Union (Türkiye)

Support Resisting Teacher in Tükiye!

“Under the leadership of the Private Sector Teachers’ Union, teachers working in private educational institutions and our teachers who have been victims of the interview system have been resisting in Ankara since June 14 to secure the restoration of their revoked rights, to defend their professional dignity, and to attain a humane life.

Our teachers, whose appointment rights—hard-won through great effort—have been usurped by the interview system, preventing them from practicing their profession; who have been condemned to work for minimum wage in private educational institutions; whose labor has been devalued; and who have been pushed into precarity through fixed-term contracts—are now being subjected to assault, dragged on the ground, and taken into custody with reverse handcuffs when they try to voice their demands in front of the Ministry of National Education and the Grand National Assembly of Turkey in order to break free from this spiral of exploitation.

We reject the violence and oppression inflicted upon education workers who seek to raise their voices by exercising their democratic rights in the face of the deep precarity and rights violations they are subjected to!

The working conditions imposed on teachers are a direct consequence of the rapid marketization of all levels of education—including universities—in Türkiye, whereby education has been stripped of its status as a public right and transformed into a commodity to be bought and sold on the market. In 2002, there were 1,887 private schools across Türkiye; by 2026, this number has reached 14,700, while the share of private schools within the total number of schools has risen from 4% to 20%. While the owners of private educational institutions have grown wealthy through VAT exemptions, customs duty exemptions, land allocation, tax reductions, employer insurance premium supports, and interest or profit-share subsidies, education workers have been condemned to unemployment, precarity, poverty, and a futureless existence.

The problems faced by teachers in private educational institutions are not limited to wages alone. Education workers are employed for ten months of the year through fixed-term contracts, spending the remaining two months without pay or insurance, while being deprived of severance pay rights and living under the constant threat of dismissal year after year. Their trade union rights are effectively obstructed by the ‘umbrella’ structure of Collective Agreement Branch No. 10, which encompasses disparate and unrelated fields of work under ‘Trade, Office, Education and Fine Arts.’

Today, the teachers in Ankara—who have resorted to hunger strike as a last resort to make their voices heard—are striving to keep the teaching profession alive, to remind society of what belongs to the public, and to make possible an equal and free education and science. For this reason, this resistance must be not only the resistance of interview-victim teachers and private-sector teachers, but of all of us. As the academics and researchers whose signatures appear below, we adopt our teachers’ demands as our own and address the government:

  • The ‘Base Salary’ law, repealed in 2014, must be re-enacted!
  • The interview system in appointments must be abolished, and the 1,611 teachers who have been victims of the interview system must be appointed!
  • The employment of teachers in private educational institutions on fixed-term contracts must be ended!
  • Collective Agreement Branch No. 10 must be reorganized according to professions, and the structural barriers to trade union rights must be removed!

We salute our comrades in struggle who are now on the seventh day of their hunger strike in Ankara, and we call upon all academics and independent researchers to expand solidarity.

 

Long live the united struggle of education and science workers!

New issue of Critical Education includes translation of Paulo Freire lecture from 1967


This new issue of Critical Education (Vol. 17 No. 2) includes translation of a lecture given by Paulo Freire at a 1967 conference held in Santiago under the sponsorship of the Organization of American States, the government of Chile, and the University of Chile. Scholars from Australia, Austria, Brazil, Canada, and The Netherlands contribute articles on education of justice-involved youth; pedagogies of resistance; Gen-AI solutionism; white privilege in teacher hiring policies; how the rise of anti-wokeness upholds and nourishes systemic oppression; and former students’ experiences in Sudbury model schools, which emphasize student autonomy, egalitarian relationships, and minimal hierarchy. In addition, there are reviews of books by Henry A. Giroux (Revised edition of Teachers as Intellectuals) and Marc Spooner and James McNinch (Knowledge Under Siege: Charting a Future for Universities).

DOI: https://doi.org/10.14288/ce.v17i2 
Published: 2026-05-17

Workplace 37 (2026) – Teachers’ Work in Contentious Political Times (Part 2)

 

 

Workplace #37 includes the second installment of a series on Teachers’ Work in Contentious Political Times edited by Dana Morrison (West Chester University), Brianne Kramer (Southern Utah University), Lauren Ware Stark (Université de Sherbrooke), Erin Dyke (Oklahoma State University), and Denisha Jones (Defending the Early Years).

 

Published: 2026-04-13

 

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).