Category Archives: Democracy

Towards an Ideal Model of Education for Critical Citizenship (now open access)

The article “Towards an Ideal Model of Education for Critical Citizenship. An Analysis of the Spanish Curricular Change in Social Sciences” published in January 2025 in the European Journal of Education is now available under Open Access license.

The article examines the integration of citizenship education in Spain’s new social sciences curriculum, focusing on primary and secondary education. ​ It highlights the importance of fostering critical citizenship, which involves questioning societal norms, challenging injustices, and engaging in transformative social action. ​ The study uses the International Civic and Citizenship Education Study (ICCS) framework to analyze the curriculum, revealing a stronger emphasis on cognitive skills and content knowledge compared to attitudes and engagement. ​

Key findings include:

  1. Cognitive and Content Focus: The curriculum prioritizes cognitive domains (e.g., reasoning and application) and content domains (e.g., civic principles and roles) over attitudes and engagement. ​
  2. Inconsistencies in Curriculum Elements: While competencies emphasize citizenship commitment, evaluation criteria and basic knowledge lack coherence, limiting practical classroom implementation. ​
  3. Limited Focus on Engagement: Engagement-related dimensions, such as activism and social participation, are minimally addressed, distancing the curriculum from fostering active democratic citizenship. ​
  4. Imbalance in Basic Knowledge: Basic knowledge focuses solely on content, neglecting cognitive, attitudinal, and engagement aspects. ​

The study concludes that while the curriculum incorporates cognitive and content domains effectively, it falls short in promoting critical social action and engagement. ​ Future efforts should focus on aligning curriculum elements and fostering interdisciplinary approaches to empower students as active participants in democracy. ​ Researchers are encouraged to examine the practical implementation of these curricular changes to advance education for social justice. ​

Navarro Medina, E , Ross, E. W., Pérez-Rodríguez, N., & De Alba Fernandez, N. (2025). Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in social sciences. European Journal of Education, 60(1), e70010. https://doi.org/10.1111/ejed.70010

Interview with Brazilian history education researchers

It has been a great honor and a learning experience for me to have connected with history education researchers in Brazil in recent years.

Prof. Dr. Luis F. Cerri (State University of Ponta Grossa, Brazil) contributed a chapter for the book Social Studies Education in Latin America: Critical Perspectives from the Global South , which I edited with Sebastián Plá .

Cerri’s chapter presents outcomes of an international project researching young peoples’ view of teaching and learning history, historical awareness and culture, political position and culture. The chapter presents comparative data on political position and views regarding history from young people across Latin America, including Brazil, Argentina, Chile, Mexico, Peru and Colombia.

Subsequent to the book project, I had the opportunity to speak at the National Meeting of Researchers on the Teaching of History in Brazil and then last summer participated in a video interview with Dr. Cerri as well as Prof. Dr. Maria Lima (Federal University of Mato Grosso do Sul) and Prof. Dr. Juliana Andrade (Federal Rural University of Pernambuco).

The interview has just been published in Revista Docentes:

Ross, E. W., Cerri, L. F., Lima, M. A., & Andrade, J. (2025). Entrevista com o professor E. Wayne Ross. Revista Docentes10(35), 99-111. https://periodicos.seduc.ce.gov.br/revistadocentes/article/view/1474

Summary

E. Wayne Ross, together with Sebastián Plá, organized a collection on the teaching of Social Studies in Latin America, resulting from the understanding that the Global South is rapidly changing its role in the various spheres of contemporary life, and among them, the debate on the teaching and learning of subjects such as History. In 2022, he opened the proceedings of the National Meeting of Researchers on the Teaching of History held at UFRPE, reflecting on the impacts of neoliberal policies on the teaching of History and other human and social sciences. In this interview, conducted by videoconference on July 14, 2024, three leaders of the ABEH Associação Brasileira de Ensino de História spoke with the professor about their experiences of civic and professional resistance to the advances of militarism, the business perspective and reactionism in education, themes that are older there than here, which resulted in a fruitful debate.

Download PDF of article (in Portuguese).

Thoughts to contemplate on May Day

Consider the thoughts below as part of your May Day activities:

Proletarier aller Länder, vereinigt Euch! – Marx & Engels

“Think! It ain’t illegal yet!”
—George Clinton [“Lunchmeatophobia”]

“There was a movement at one time, not so many years ago either, which was international in its scope, which had for its object the setting aside the first of May for a general, international holiday, looking ultimately to the inauguration of a short-hour workday, but this grand idea has been side-tracked in later years by a lot of political buncombe and claptrap, thus persuading the working classes into the notion that they can gain their freedom by electing a lot of fellows to office.”
― Lucy Parsons (1906)
“I want to die a slave to principles. Not to men.”
— Emiliano Zapata

“… the most urgent expression of freedom is the destruction of idols, especially when they claim to represent freedom.”
— Guy Debord et al [“Position of the Lettrist International,” 1952]

“Only in community with others has each individual the means of cultivating his gifts in all directions; only in the community, therefore, is personal freedom possible.”
—Karl Marx

“We live in capitalism. Its power seems inescapable. So did the divine right of kings. Any human power can be resisted and changed by human beings. Resistance and change often begin in art, and very often in our art—the art of words.”
— Ursula K. Le Guin

“The state is nothing but an instrument of oppression of one class by another—no less so in a democratic republic than in a monarchy.”
—Marx & Engels

“When it can be said by any country in the world, my poor are happy, neither ignorance nor distress is to be found among them, my jails are empty of prisoners, my streets of beggars, the aged are not in want, the taxes are not oppressive, the rational world is my friend because I am the friend of happiness. When these things can be said, then may that country boast its constitution and government. Independence is my happiness, the world is my country and my religion is to do good.”
– Thomas Paine, The Rights of Man

“There are a thousand hacking at the branches of evil to one who is striking at the root.”
—Henry David Thoreau

“People who talk about revolution and class struggle without referring explicitly to everyday life, without understanding what is subversive about love and what is positive in the refusal of constraints, such people have a corpse in their mouth.”
—Raoul Vaneigem

“One form of wage labor may correct the abuses of another, but no form of wage labor can correct the abuse of wage labor itself.”
—Karl Marx

“In societies dominated by modern conditions of production, life is presented as an immense accumulation of spectacles. Everything that was directly lived has receded into a representation.
— Guy Debord [Society of the Spectacle, Thesis 1, 1967]

“[In The Power Elite (1956) C. Wright Mills quoted] Sophie Tucker (without either approval or disapproval in the context) ‘I’ve been rich and I’ve been poor, and believe me, rich is best.’ For a radical, the corollary of the this attitude is that it is not wealth that is wrong with America but poverty, and that what is reprehensible about the rich is not that they enjoy the good things of life but that they use their power to maintain a system which needlessly denies the same advantages to others.
—Paul M. Sweezy, “Power Elite and the Ruling Class,” Monthly Review, September, 1956

“Let every dirty, lousy tramp arm himself with a revolver or a knife, and lay in wait on the steps of the palaces of the rich and stab or shoot the owners as they come out. Let us kill them without mercy and let it be a war of extermination without pity.”
—Lucy Parsons quoted in Women Building Chicago, 2001, p. 671

“… and there will be rivers of blood!”
– Anonymous Rouge Forum Member

Demand the Immediate Release of Palestinian Student Activist Mahmoud Khalil from DHS detention

On March 8, Department of Homeland Security (DHS) agents arrested Mahmoud Khalil, a Palestinian activist and recent graduate student at Columbia University, at his place of residence, an apartment building owned by the university.

The DHS agents said that the U.S. Department of State had revoked Khalil’s green card.

At approximately 8:30 p.m. ET, Khalil and his wife, a U.S. citizen who is eight months pregnant, had just unlocked the door to their building when two plainclothes DHS agents forced their way in behind them. The agents initially refused to identify themselves, instead asking Khalil to confirm his identity before detaining him without explanation. The agents proceeded to threaten his wife, telling her that if she remained by his side, they would arrest her too.

Later, the DHS agents stated that the U.S. Department of State had revoked Khalil’s student visa, despite the fact that he has no student visa and is a lawful permanent resident. An agent showed Khalil what he claimed was a warrant on his phone. Khalil’s wife went into their apartment to retrieve his green card while the agents remained with Khalil downstairs. When she returned, advising them of Khalil’s legal status and presenting them with Khalil’s green card, one agent was visibly confused and said on the phone, “He has a green card.” However, after a moment, the DHS agents stated that the State Department had “revoked that too.” When Khalil’s attorney attempted to intervene over the phone, the DHS agent hung up the phone.

Khalil is currently being detained in U.S. Immigration and Customs Enforcement (ICE) custody at 26 Federal Plaza pending an appearance before an immigration judge.

This significant deviation from normal immigration proceedings comes in the wake of increased and abnormal scrutiny concerning the actions of students alleged to hold pro-Palestine views. Axios recently reported that the State Department, Department of Justice, and DHS were launching a “Catch and Revoke” effort to identify alleged pro-Palestinian activists based on artificial intelligence screening of social media.

Khalil has been specifically and discriminatorily targeted by Columbia University for his Palestinian identity and outspoken activism on multiple occasions over the last 17 months. He served as a lead negotiator during the Gaza Solidarity Encampment last spring. He has frequently appeared in media interviews and press conferences. The university suspended him while he was on a student visa and reversed it within the same day.

Columbia University has published guidance on how best to collaborate with federal enforcement, including advising faculty and staff “not to interfere” with ICE agents even if those agents are unable to present a warrant. Over the last few days, there have been several reports of ICE agents approaching pedestrians and students in the neighborhood surrounding Columbia University’s Morningside campus, creating unsafe environments for students (particularly students of color), regardless of their immigration status.

Columbia’s continued acquiescence to federal agencies and outside partisan institutions has made this situation possible. A Palestinian student and member of the community has been abducted and detained without the physical demonstration of a warrant or officially filed charges. Like many other Arab and Muslim students, Khalil has been the target of various zionist harassment campaigns, fueled by doxxing websites like Canary Mission. This racist targeting serves to instill fear in pro-Palestine activists as well as a warning to others.

An activist familiar with Khalil’s solidarity work said, “Mahmoud is foundational to our community. The state has escalated its repression of students for opposing the U.S.-backed genocide in Palestine, in which all American universities are complicit. However, the students will continue to rally for Palestine and against state violence.”

Detaining students for their activism violates the first amendment and is a threat to all people of conscience. ICE must immediately release Mahmoud Khalil from detention.

Sign the petition below to demand the immediate release of Palestinian activist Mahmoud Khalil from DHS detention.

Critical Education 16(1), Feb 2025: With special section on Neoliberal Capitalism and Public Education

New issue of Critical Education published today. Critical Education, 16(1), includes a special section on “Neoliberal Capitalism and Public Education” edited by Lana Parker (U of WIndsor).
 

Contesting Concepts, Imagining New Possibilities: David Graeber, Democracy, and Social Studies Curriculum
Peter M Nelson

 

Applying Critical Race Theory to Enhance the Racial Inclusivity of Teachers in Canada: A Review of the Literature and Facilitative Programming
Lucas Skelton

 

Critical Making Workshops: Sparking Meta-Discussions for Critical Thinking in Vocational Education
Regina Sipos, Alexander Kutschera, Janina Klose

 

Neoliberal Capitalism and Public Education (Lana Parker, Section Editor)

 

A Window into Public Education: Documenting Neoliberal Capitalism’s Harms, Advocating for Alternatives
Lana Parker

 

Critical Geography and Teaching Against Neoliberal Racial Capitalism in New York City Elementary Schools
Debbie Sonu, Karen Zaino, Robert J. Helfenbein

 

The Allure of Professionalism: Teacher Candidate Subjectivity and Resistance in Neoliberal Times
Adam Kaszuba

 

University Bureaucracies as the Death of Play: The 1968 Strax Affair and the Arts of Discombobulation
Harrison Dressler, Noah Pleshet; Daniel Tubb

 

“I Need This Person’s Support to Have a Career”: The Material and Emotional Impacts of Neoliberalism on Trans Collegians’ Classroom Experiences at a Public University
Justin Gutzwa, Robert Marx

Towards an Ideal Model of Education for Critical Citizenship

Thanks to Noelia Pérez‐Rodríguez for the opportunity to work with her and colleagues Elisa Navarro‐Medina and Nicolás De‐Alba‐Fernández – all in the Department of Didactics of Experimental and Social Sciences at University of Seville – on an article analyzing social science curriculum in Spain and working towards an ideal model of critical citizenship.

Abstract:

In this study, we analysed the presence of citizenship education in the new Spanish social sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret and make critical decisions. Considering the model outlined as ideal, and being aware of the difficulty involved in achieving it, we took as a reference a possible model to analyse the Spanish curriculum, the ICCS study framework. The research presented is based on a review of policy documents and analyses the curricula of compulsory education stages through a content analysis technique. The results show that in the Spanish curriculum, under the logic of the ICCS framework, cognitive skills and citizen content are more prevalent than those based on attitudes and engagement. This issue prompts us to reflect on the future changes that should be made to approach the model we consider relevant.

Citation:

Navarro Medina, E , Ross, E. W., Pérez-Rodríguez, N., & De Alba Fernandez, N. (2025). Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in social sciences. European Journal of Education, 60(1), e70010. https://doi.org/10.1111/ejed.70010

 

In conversation: Professor E Wayne Ross and Professor Alpesh Maisuria

I was delighted to conduct a seminar and reading group exploring critical social education in September 2024 at with the Education and and Childhood Research Group at University of the West of England. ECRG is lead by Professor Alpesh Maisuria and here is a short “in conversation” between Professor Maisuria and me.

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Rouge Forum Archive

The Rouge Forum Archive is now available at RougeForum.com The RF Archive includes flyers, broadsides, conference programs, issues of our zine The Rouge Forum News, the Adam Renner Education for Social Justice Lectures, and more. And also check out RougeForum.org for additional information about RF activities.

The Rouge Forum is a group of educators, students, and parents seeking a democratic society.

We are concerned about questions like these:

  • How can we teach against racism, national chauvinism, and sexism in an increasingly authoritarian and undemocratic society?
  • How can we gain enough real power to keep our ideals and still teach—or learn?
  • Whose interests shall schools serve in a society that is ever more unequal?

We are both research and action oriented. We want to learn about equality, democracy, and social justice as we simultaneously struggle to bring into practice our present understanding of what these are.

We seek to build a caring inclusive community that understands an injury to one is an injury to all. At the same time, our caring community is going to need to deal decisively with an opposition that is sometimes ruthless.

Read about the origins and history of The Rouge Forum here.

Why do you call it The Rouge Forum?

The River Rouge runs throughout the Detroit area—where the Rouge Forum was founded in 1998. Once a beautiful river bounteous with fish and plant life, it supported wetlands throughout southeast Michigan. Before industrialization, it was one of three rivers running through what is now the metropolitan area. Today the Rouge meanders through some of the most industrially polluted areas in the United States, past some of the poorest and most segregated areas of North American, only to lead some tributaries to one of the richest cities in the U.S.: Birmingham. The Rouge cares nothing for boundaries. The other two Detroit rivers were paved, early in the life of the city, and now serve as enclosed running sewers. Of the three, the Rouge is the survivor.

The Ford Rouge Plant was built before and during World Way I. By 1920, it was the world’s largest industrial complex. Everything that went into a Ford car was manufactured at the Rouge. It was one of the work’s largest iron foundries and one of the top steel producers. Early on, Henry Ford sought to control every aspect of a worker’s life, mind and body, in the plant and out. Using a goon squad recruited from Michigan prisons led by the infamous Harry Bennet, Ford instituted a code of silence. He systematically divided workers along lines of national origin, sex, race, and language groupings–and set up segregated housing for the work force. Ford owned Dearborn and its politicians. He designed a sociology department, a group of social workers who demanded entry into workers’ homes to discover “appropriate” family relations and to ensure the people ate Ford-approved food, like soybeans, voted right, and went to church.

While Ford did introduce the “Five Dollar Day,” in fact only a small segment of the employees ever got it, and those who did saw their wages cut quickly when economic downturns, and the depression, eroded Ford profits.

The Rouge is the site that defined “Fordism.” Ford ran the line mercilessly. Fordism which centered on conveyor production, single- purpose machines, mass consumption, and mass marketing, seeks to heighten productivity via technique. The processes are designed to strip workers of potentially valuable faculties, like their expertise, to speed production, expand markets, and ultimately to drive down wages. These processes seek to make workers into replaceable machines themselves, but machines also capable of consumption. Contrary to trendy analysis focused on globalization and the technique of production, Ford was carrying on just-in-time practices at the Rouge in the early 1930’s. Ford was and is an international carmaker, in the mid 1970’s one of Europe’s largest sellers. In 1970, Ford recognized the need to shift to smaller cars, and built them, outside the U.S., importing the parts for assembly—early globalism.

Ford was a fascist. He contributed intellectually and materially to fascism. His anti-Semitic works inspired Hitler. Ford accepted the German equivalent of the Medal of Honor from Hitler, and his factories continued to operate in Germany, untouched by allied bombs, throughout WWII.

At its height, more than 100,000 workers held jobs at the Rouge. Nineteen trains ran on 85 miles of track, mostly in huge caverns under the plant. It was the nation’s largest computer center, the third largest producer of glass. It was also the worst polluter. The Environmental Protection agency, in 1970, charged the Rouge with nearly 150 violations.

Today there are 9,000 workers, most of them working in the now Japanese-owned iron foundry. Ford ruthlessly battled worker organizing at the Rouge. His Dearborn cops and goon squad killed hunger marchers during the depression, leading to massive street demonstrations. In the Battle of Overpass Ford unleashed his armed goons on UAW leaders, a maneuver which led to the battle for collective bargaining at Ford, and was the founding monument to what was once the largest UAW local in the world, Local 600, led by radical organizers for years.

On 1 February 1999, the boilers at the aging Rouge plant blew up, killing six workers. The plant, according to workers, had repeatedly failed safety inspections. UAW local president made a statement saying how sorry he was for the families of the deceased–and for William Clay Ford, “who is having one of the worst days of his life.” Papers and the electronic press presented the workers’ deaths as a tough day for the young Ford who inherited the presidency of the company after a stint as the top Ford manager in Europe. The steam went out of Local 600 long ago. The leaders now refer to themselves as “UAW-FORD,” proof that they have inherited the fascist views of the company founder.

When environmentalist volunteers tried to clean the rouge in June 1999, they were ordered out of the water. It was too polluted to clean. So, why the Rouge Forum? The Rouge is both nature and work. The Rouge has never quit; it moves with the resilience of the necessity for labor to rise out of nature itself. The river and the plant followed the path of industrial life throughout the world. The technological advances created at the Rouge, in some ways, led to better lives. In other ways, technology was used to forge the privilege of the few, at the expense of most–and the ecosystems, which brought it to life, The Rouge is a good place to consider a conversation, education, and social action. That is why.

Video Interview: “Desafios e possibilidades para a educação histórica em um mundo neoliberal” / “Challenges and possibilities for history education in a neoliberal world”

In November 2022, I had the honour giving the keynote address at the National Meeting of Researchers in History Teaching (XIII Encontro Nacional de Pesquisadores do Ensino de História – XIII-ENPEH) organized by the Brazilian Association of History Teaching (Associação de Ensino de História – ABEH).

Subsequently, the talk — “Desafios e possibilidades para a educação histórica em um mundo neoliberal” / “Challenges and possibilities for historical education in a neoliberal world” — was published as a chapter in the book Os presentes do Ensino de História: (re)construções em novas bases  / The gifts of History Teaching: (re)constructions on new bases,  edited by Luis Cerri (State University of Ponta Grossa) and Juliana Alves Andrade (Federal University of Pernambuco).

Below is a a link to a video interview that was conducted last month with my Brazilian colleagues including professors Cerri and Andrade and the president of ABEH, Prof. Maria Lima (Universidade Federal de Mato Grosso do Sul). The interview covers quite a bit of territory including the politics of  history and social studies education and their role in construction of a more democratic society, critical teaching and the dangers it entails, plus organizing and action for educational and social change.

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JFN-UBC Statement of Solidarity with the UBC Encampment for Gaza

JFN-UBC statement on UBC encampment for Gaza

 

JFN-UBC Statement of Solidarity with the UBC Encampment for Gaza

We write as the UBC chapter of the Jewish Faculty Network to strongly support the rights of the UBC students in the encampment to peacefully protest in solidarity with Palestine. As Jews, we are appalled by the death, destruction and displacement that Israel has brought upon the people of Gaza, including the killing of more than 30,000 people, nearly half of whom were children, and the destruction of the healthcare system. As academics, we are shocked by the obliteration of all universities in Gaza.

We reject the misleading notion that these protests, or other protests against Israel, are inherently antisemitic. Neither are displays of Palestinian cultural and political identity, including keffiyehs and Palestinian flags. The conflation of anti-Zionism with antisemitism is a dangerous and bad-faith tactic that has been used to repress critics of Israel, including many Jewish people like ourselves.

A number of Jewish faculty (including some wearing obvious symbols of Jewishness) visited the UBC encampment and found the mood welcoming and friendly. Many other Jewish students and community members are actively involved. The encampment has made it very clear in their community guidelines and external communications that antisemitism and all forms of discrimination are strictly prohibited.

Calls for police force to be used against students, in order to protect against an unsubstantiated threat to Jewish students should be treated with the very greatest skepticism and concern. Having seen the unnecessarily violent response to peaceful encampments across North America, we are extremely concerned for the safety of students at UBC.

We hope that those who feel uncomfortable about current protests will consider learning more about the conditions the students are protesting, and about the broader histories of non-violent protest, in Palestine and Israel, as well as within the Palestinian and Jewish diasporas. We especially encourage the reading and open discussion of literature and journalism by Palestinian writers.

As people who have dedicated our lives to supporting students in their pursuit of higher education and in their development as human beings, our students are constantly teaching and challenging us. We certainly do not have to agree with everything our students say or all of their demands. However, it is our responsibility as educators, and the responsibility of

universities like UBC, to ensure all learners can exercise their right to free expression, and make their own, difficult decisions about how to fulfill the responsibilities we all have to current and future generations, without the threat of violence, arrest, or suspension.

Our students are inheriting a world in crisis, but they remind us every day that another world is possible. We stand with the UBC students who are trying to bring that world into existence in many different ways, including through protest. We implore the university to rethink its approach to police presence on campus and commit to upholding students’ rights.