Category Archives: Democracy

Rich Gibson: The Empire is Teetering! Why is There No General Strike?

The Empire is Teetering! Why is There No General Strike?

By Rich Gibson

January 4, 2025

Going downhill, like a Slinky on a staircase, the empire rolls down almost imperceptibly, until it reaches the floor and collapses in on itself.

But the empire isn’t a Slinky. It is busy with class and imperial warfare, the few attacking the many in ways more numerous than a short essay can outline.

Where is the resistance? Where are the unions?

Even conservative Catholic, David Brooks, has called for a general strike and mass civil disobedience. It only makes sense.

Let us consider our context:

Combine the vast transfer of wealth to the pecunious in the “Big Beautiful Bill,” the loss of Medicaid benefits for fourteen million people, the vast homeless crisis, climate and vaccine denial, a veritable war of the rich on the poor.

Now the hubris of a socio-pathic narcissist decapitates the head of Venezuela, kidnaps him and his wife using typically amphetamine addled Delta force based on Fort Bragg (see The Fort Bragg Cartel), flies them to New York in preparation for a trial about drugs (?).

Approximately forty people were killed in the operation: collateral damage.

Add this body count to the fast boat murders, about 100 dead, where the evidence was destroyed by guaranteeing the ship were sunk, along with two survivors who were blown up while they waved at the sky.

These were, most certainly boats full of drugs, even the one with eleven people on it—where was the room for the drugs?

Drugs– after pardoning the Honduran convicted of bringing metric tons of drugs into the US?

Consider this contradiction: Maduro is charged with enriching himself from the drug trade. Whether that is true or not, or if it is another Gulf of Tonkin tale, may take years to determine.

For his year in office, Trump and his family have enriched themselves from the ponzi scheme that is crypto (even Melania has a crypto), real estate deals, pay for play dinners with billionaires, ignoring the emoluments class.

It grew so egregious that the New York times is publishing pages of charts about the deals Trump and his allies have made, using his public office as cover for what amounts to electoral extortion.

Prattling about bringing democracy: the Constitution does not follow the flag.

Democracy talk ended on day two of the kidnapping. became, rule by proxy—likely Delcy Rodriguez, who should take a lesson from other allies and puppets, like Vietnam’s Diem (Johnson: “we killed the son of a bitch”), or Libya’s Gadaffi.

Rodriguez has been warned by the administration that if she doesn’t cooperate, “She will get something worse than Maduro.”

For her part, Rodriguez has demanded Maduro’s return.

Daughter of a guerrilla terrorist, Rodriguez, the Vice President, is also the oil minister and has been meeting with Americans for months. She is a prime candidate as the insider who made the abduction possible. And, she may well be able to cooperate. Under Maduro’s fake socialism, she was pursuing open market strategies.

Even so, democracy hasn’t ever ruled in the US.

What has ruled, and still rules, are capitalism and imperialism.

Whether we call the US a democracy (rule of the people) or a republic (somewhat distant rule of the people), they’re matched and overwhelmed by capital (rule of the few). It’s a two-sided contradiction and one side must and did win—capital.

There are answers in history, which ties the past, with the present, and organizes the future.

Founding Father, James Madison, wrote, “what if the poor vote not to pay their debts?” that would be too much democracy for any rich man.

Or, when the 1791 Whiskey Rebellion broke out after a revolution that promised equality and happiness, George Washington raised a militia of around fifteen thousand men, to attack tax protesters in Western Pennsylvania.

President Washington, who to his credit, was with the troops on battlefields during the revolution (unlike the five star hotel generals of today, parodied in the film “War Machine”) left the militia early to lower ranking officers.

They had problems: desertion, drunks, theft, but many of the ranks had no shoes and short rations.

So, how did the officers, including the gentleman Merriweather Lewis, live? The lived very well with plenty of whiskey, beef, sweets, and more.

Discipline, to enforce these inequities, was harsh—typically one hundred lashes laid on hard.

Inequality, ah, trumped, equality, fast—despite the real radicalism of the American Revolution embodied in the Declaration of Independence.

That summons to action for equality and revolution inspired radicals in France, Haiti, and Ho Chi Minh of Vietnam who wrote his declaration almost word for word from Jefferson’s.

Jefferson, per historian Stephen Ambrose, “wanted empire.” He was a slaveholder and land speculator, like Washington, two of the richest men in the country.

He and other landowner/speculators, needed more and more land to serve the soil destroyer, tobacco. It was, as always with empire, expand or die. In this case, internally, but in most cases, expand or die because another empire; now soft-economic power China, is coming.

(The US has at least 750 bases around the world. China has one. The soft power is money and people).

The US government, before and with Trump, is nothing but an executive committee and armed weapon of the ruling class, the exploiters. It is inequality, within the US and the world, not “affordability,” the Democrats mantra.

Now, back to the kidnapping.

Sun Tzu, the Chinese philosopher of war, wrote, about two thousand years ago, “know yourself, know your enemy, know the terrain, and you will win one thousand battles.”

Socio-pathic narcissists can’t know themselves, and their sycophants who trail along, all blinded by “we leader,” only know he’s a genius, that is, for public consumption, otherwise they know they are kidnapped by him.

Venezuela is a huge country, thirty million people, twice the size of Iraq. There a competing militias all over Venezuela, and two Colombian guerrilla forces. The people are armed, and were in training before the abductions. Fifteen thousand troops on ships west of Venezuela won’t be nearly enough to quell a rebellion.

Congressman Gil Cisneros says Trump wants the oil so he can process it and bring it to the US to drive down gas prices. If he is right, it’s a classic example of the US leaders not knowing the terrain, as in Vietnam, Afghanistan, and Iraq.

Venezuela’s oil processing plants are dilapidated. Over twenty years of decay means only oil rigs owned by Chevron are anywhere near full capacity. According to oil industry insiders, it will take years to bring the rigs up to capacity. Others within Trump’s orbit, promise the oil companies will be reimbursed for their efforts.

And who will reimburse them? Taxpayers from an unjust tax system where billionaires like Trump, pay little or no taxes.

Is this a diversion as a former Democratic Party presidential candidate suggests?

Yes, Trump’s popularity ratings have plummeted, and the Democrats did do will in recent elections. In New York, the voters chose a socialist, who probably won’t be able to keep his promises, like Obama’s “hope and change” demagoguery, but billionaires spent millions for Cuomo, and they lost. All true.

Then there are the Epstein files (demand the videos!) which cling to Trump like his orange makeup and wig. They were forgotten for a day.

But this military attack is part and parcel of US imperialism. It is what empire’s MUST do: join in the relentless struggle for cheap labor, raw materials (oil), regional control and markets. Empire sent the US into Vietnam (rice, tin, rubber, strategic location), Afghanistan (strategic location going back to the Great Game) and Iraq (oil again).

Rosa Luxemberg outlined empire long ago.

“In detail, capital in its struggle against societies with a natural economy pursues the following ends:

  1. To gain immediate possession of important sources of productive forces such as land, game in primeval forests, minerals, precious stones and ores, products of exotic flora such as rubber, etc.

  2. To ‘liberate’ labour power and to coerce it into service. 

  3. To introduce a commodity economy.

  4. To separate trade and agriculture.”

The 2025 National Security Strategy, straight from Project 2025, expands on the 1823 Monroe Doctrine, now dubbed the Don-doctrine, declaring all of the Americas the property of the US. Trump, before the kidnapping, declared Venezuelas’ oil, “ours.”

The many-titled Marco Rubio threatened Cuba, Columbia, and Mexico, with the Venezuela treatment. Clearly, Greenland and Canada have reason to worry about the once-peacenik candidate Trump.

My “No Blood for Oil,” buttons and stickers, created in 2001, will be good for the rest of our lives.

Moments after the kidnappings were announced, lawyers leaped forward to declare the actions illegal, under so many laws that I lost count: the UN Charter, no involvement of congress, the War Powers Act, and more. But the law is merely a reflection of political and economic reality. US law is PROPERTY law. There is no right to have a job, home, health care—it’s not about human rights, it is about power, and usually money.

And so, it’s only illegal if you get caught, and sure they are caught, after all they caught themselves by announcing the kidnapping.

No law is going to stop them. Trump has immunity. He can pardon the other co-conspirators in murder and kidnapping, and that will be that.

And, immediately after I heard the big news, I got an email from the Democratic Party Front, Move-on, urging donations and plans to petition congress, and let’s vote in the mid-terms.

Nobody ever voted their way out of fascism, and that is what this modern tyranny is. It will take a mass, activist, anti-racist, class conscious movement with experience in direct action, on the job and off.

General Strike?

Let us wrap up with why there will be no general strike.

I have never been able to get off the merry-go-round of the bogus US unions. I have been writing about them for nearly 20 years, often on Counterpunch.

A sidelight of imperialism is that the core empire loots enough goods and money to bribe certain sections of the working class. Lenin demonstrated this more than 100 years ago. It’s still true.

The upshot of this is that the union bosses who, as above, believe and benefit from, Partners in Production, sell the pacified labor of the union members to the Big Bosses, in exchange for dues income, off of which the labors bosses live very well.

Foe example, a past president of the National Education Union, where I once worked as an organizer, when NEA was actually a union on the early ’80s, made $686, 949 in his last year in office—this in a union where many school workers live in trailers.

It follows that a general strike led by rank and file activists, would upend that sweet deal. They’d realize the union bosses would become worse than irrelevant—enemies. The union bosses know they are corrupt, and they are going to protect their corruption at all costs.

A United Auto Workers president threatened to kill a dissenter in his inner circle.

In the unlikely event that some accelerator, like the Tunisian fruit vendor who self-immolated to set off the disastrous “Arab Spring,” should create a series of rolling strike that coalesce as a General Strike, expect a violent response.

ICE, Border Patrol, and Trump’s own SS, the Proud Boys, the Oath Keepers, unmarked masked men, and others will certainly mobilize and, as in past strikes, like the railroad strike of 1877, people will begin to be “shot back to work.”

Simply withdrawing labor may not be enough.

All the forces of the state, the police, the courts, almost all of congress, the mainstream media, and most cultural institutions would be arrayed against strikers and their allies.

And, then, in the even unlikelier event that class consciousness sees the state itself as a target, the planning gets beyond my pay grade, and my crystal ball becomes opaque. While I like the Declaration’s call for the necessity of revolution, and I have already laid out plenty of similar grievances, a 21st century revolution is difficult for me to imagine.

This is the best I can do. I’ve been thinking and acting like this for more than six decades. The youngers will have to pick up where parts of my generation left off (so many mistakes, sad to say) and carry on the fight for equality and justice.

One last thing.

Justice demands organization. A critical examination of past parties, and the contradictions of democratic centralism, must push forward our battle,

Rich Gibson is professor emeritus of history from San Diego State University. He, with Wayne Ross, is the founder of the Rouge Forum. He can be contacted at: RG@Richgibson.com

New article in Critical Education: Global Pedagogy and the Question of Palestine: A Dialogue

Global Pedagogy and the Question of Palestine: A Dialogue

Linda Herrera
University of Illinois at Urbana Champaign

Michael A. Peters
Beijing Normal University / University of Illinois Urbana Champaign

DOI: https://doi.org/10.14288/ce.v16i4.187433 

Keywords: Palestine in Critical Pedagogy, Paulo Freire, critical pedagogy, popular education, empowerment, grassroots, global citizenship, genocide, Anti-colonial pedagogy

Abstract

Global pedagogy refers to a broad, ethically grounded approach to education that extends beyond national boundaries and emphasizes the collective responsibility to teach and learn about interconnected global crises and historical injustices. The question of Palestine and the ongoing genocide in Gaza serve as the “canary in the coalmine”. Its suppression is not an isolated phenomenon but a diagnostic for a wider authoritarian turn that seeks to foreclose the very possibility of critical, transnational solidarity. In this dialogue, Michel Peters, a philosopher of education, and Linda Herrera, a critical anthropologist of education in the Middle East, engage in a dialogue about how educators can keep critical thought and solidarity alive by partaking in practices that are resilient, resourceful, and relentlessly focused on building counter-publics. These requires embracing a “fugitive” pedagogy, curating and archiving counter-memories, and building transnational literacies of solidarity.

Author Biographies

Linda Herrera, University of Illinois at Urbana Champaign
Linda Herrera is Professor in the Department of Education Policy, Organization and Leadership at University of Illinois, Urbana-Champaign. She has researched, written about, and taught courses on education and power in the MENA region, qualitative research methods (with a focus on critical ethnography and oral history), international development policy, youth and generations, childhood in global context, the social effects of technological change, and critical democracy and citizenship education. Her books include, Education 2.0: Chronicles of Technological and Cultural Change in Egypt (OUP, 2025), Educating Egypt: Civic Values and Ideological Struggles (American University in Cairo Press, 2022), Global Middle East: Into the Twenty-first Century (University of California Press, 2021), Revolution in the Age of Social Media: The Egyptian Popular Insurrection and the Internet (Verso, 2014), Wired Citizenship: Youth Learning and Activism in the Middle East (Routledge, 2014), Being young and Muslim: New Cultural Politics in the Global South and North (Oxford University Press, 2010), and Cultures of Arab Schooling: Critical Ethnographies from Egypt (State University of New York Press, 2006).

Michael A. Peters, Beijing Normal University / University of Illinois Urbana Champaign
Michael A. Peters is Distinguished Professor of Education at Beijing Normal University Faculty of Education PRC, and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He is the executive editor of the journal, Educational Philosophy and Theory, and founding editor of five international journals, Policy Futures in Education, E-Learning and Digital Media (SAGE), and Knowledge Cultures (Addleton), The Video Journal of Education and Pedagogy (Springer), Open Review of Education Research (T&F). His interests are in philosophy, education and social policy and he has written over eighty books, including most recently: Wittgenstein and Education: Pedagogical Investigations, (2017) with Jeff Stickney, The Global Financial Crisis and the Restructuring of Education (2015), Paulo Freire: The Global Legacy (2015) both with Tina Besley, Education Philosophy and Politics: Selected Works (2011); Education, Cognitive Capitalism and Digital Labour (2011), with Ergin Bulut; and Neoliberalism and After? Education, Social Policy and the Crisis of Capitalism (2011). He has acted as an advisor to governments and UNESCO on these and related matters in the USA, Scotland, New Zealand, South Africa and the European Union. He was made an Honorary Fellow of the Royal Society of NZ in 2010, a Fellow in 2018, and awarded honorary doctorates by State University of New York (SUNY) in 2012 and University of Aalborg in 2015.

BCCLA: Reverse Kneecap Travel Ban

Posted on September 19, 2025
by BCCLA

BCCLA condemns the Liberal government’s unfounded, biased, and authoritarian decision to bar Irish-language rap group Kneecap from Canada, preventing them from performing their scheduled shows in October. In our view, this is another clear example of how Canadian governments are systematically targeting voices speaking out against genocide.

The Canadian government’s decision to smear Kneecap publicly as promoters of antisemitism, terrorism, and hate reflects not only the dangerous conflation of antisemitism with opposition to Israel’s actions, but also a tired, colonial form of anti-Irish bias that has no place in Canada.

Kneecap is a part of a resurgence of Indigenous Irish language and culture, and a powerful voice against colonial violence and for anti-sectarian connection through art.

Although there have been calls from a pro-Israel lobby for several months to ban Kneecap, the Canadian government has made this decision so close to their concert dates that it effectively ensures their artistic expression in Canada is silenced.

Something similar happened to BCCLA this year, when the BC Ministry of Education attempted to sabotage our 20th Youth Conference by spreading misinformation about BCCLA and one of our conference presenters, Teachers for Palestine, a few days before the event.

Without verification, the Ministry claimed that the Teachers for Palestine presenters were associated with Samidoun – an organization listed under Canada’s extremely flawed, opaque, and heavily-criticized terrorist listing apparatus. Canadian governments have used this listing to suppress free expression in support of Palestine by throwing out claims of association.

The Ministry wrote to all high school Superintendents in Vancouver and the Lower Mainland, who then wrote to Principals (who passed this message on to teachers and parents) instructing schools not to attend. Over a hundred students were pulled from the event.

Surrey’s Superintendent told BCCLA: “Students can access a variety of learning resources to enhance their learning in relation to civil rights which do not involve a risk of potential contact with members of a terrorist organization.”

Despite BCCLA giving the government a chance to correct their admitted mistake, no real action has been taken to undo the harm they caused. This was an abuse of power, aimed at undermining our efforts to educate youth about censorship, human rights, and community organizing in the face of authoritarianism and government repression.

We know that Kneecap and BCCLA are not the exception. Across Canada, no matter how big or small, acts of free expression in support of Palestine are being targeted and silenced.

Sign BCCLA petition to reverse Kneecap Travel Ban imposed by the Canadian government.

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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