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I have had a close and long-standing relationship with the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). In order to understand why and how for many years the IOE became my 'second home', I infuse this article with a combination of critical academic and political points and a detailed sense of personal history. In the process, I trace out the development of a number of my arguments about the relationship between knowledge, power and education. I connect this to the role of the IOE in this development, both as an institution and with regard to people with whom I had close contacts over the years. Among the people I particularly focus on is Geoff Whitty, who was a key figure in all of this.

In an earlier essay in the Reviewing Policy section of this journal, I examined many of the major arguments for social justice teacher unionism. This combines both more traditional union concerns over wages, working conditions, professional autonomy, and respect with a much more concerted focus by unions on social justice issues in schools, communities, and the larger society. The importance of such a commitment and what it actually looks like is evident in the book under discussion here. "Teacher Unions and Social Justice" is one of a deservedly well-respected and growing series of volumes published by Rethinking Schools. The entire series constitutes substantive contributions to some of the most significant and contentious issues facing deeply committed educators. Through books such as "Teacher Unions and Social Justice" and other important publications, Rethinking Schools provides us with ways of combining the professional, political, and personal aspects of our lives and of coming together to build thicker forms of critically democratic education to defend a more robust vision of the common good.

Almost all of the discussions surrounding educational policy focus their attention on particular places, especially various kinds of formal schooling. While this focus is of course crucial, it tends to ignore other educational sites where acts of teaching go on and where challenges to accepted understandings are waged. These include libraries and the topic of this essay, museums. "Creating the Creation Museum" clearly documents why such sites are worthy of our most serious attention. The book is a substantive contribution in a number of ways. It offers important critical insights about the Museum and its overt role in "advancing a long standing movement goal: advancing the cultural authority of creation science." It also provides us with an expanded set of methodological tools for engaging in such work.

This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar-activists respond to the challenges and possibilities for democracy and education, with consideration of the importance of reimagining education as being for democracy. The questions asked in this paper have particular salience for educational leaders, who must be at the centre of any commitment to democratic education.

This article examines a new trend of high school choice in China – parental choice of emerging international high-school curriculum programs (IHSCPs) recently established by Chinese elite public high schools. We add to the existing critical literature on school choice by providing a detailed empirical analysis of why, how, and under what conditions Chinese parents with high socio-economic status choose a particular IHSCP. Drawing on Pierre Bourdieu's conceptual triad of practice – capital, habitus, and field, the article points out that Chinese upper-middle- and upper-class parents engage in complicated conversion strategies surrounding their individual and collective struggles for elite education in both national and international fields of power. The study foregrounds the role of neoliberalism in articulating local and global education markets that allows privileged Chinese to transcend structural constraints in China and seek out opportunities in the international education field for their children. [ABSTRACT FROM AUTHOR]

In education, the areas of critical policy studies, critical cultural studies, and critical curriculum studies all owe a good deal to a number of people. Among them are Paulo Freire, Raymond Williams, Pierre Bourdieu, Basil Bernstein, and Antonio Gramsci. Yet no such listing would be complete without the inclusion of Stuart Hall. The two books I discuss in this essay provide us with important parts of the reasons many people continue to find in his work--and his life--the kinds of analyses and commitments that point their own work in more substantive, nuanced, and satisfying directions. In many ways, his writings and his life provide a model for what I have called the critical scholar/activist in education. [An Essay Review of Stuart Hall, "Cultural Studies 1983: A Theoretical History." Durham, NC: Duke University Press, 2016. pp. 218. Paper. ISBN 9780822362630 and Stuart Hall, with Bill Schwarz, "Familiar Stranger: A Life Between Two Islands." Durham, NC: Duke University Press, 2017. pp. 302. Hardcover. ISBN 9780822363873.]