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  • Author or Editor: Ricardo D. Rosa x
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Capitalism’s Educational Catastrophe

And the Advancing Endgame Revolt!

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Ricardo D. Rosa and Joao J. Rosa

Neoliberal capitalism has paved the way to educational catastrophe. It has also opened paths for politically productive and transformative forms of localized resistance(s). This book examines the perilous catastrophe before us, and the possibility that we can reclaim our rights as citizens and redefine democracy as a process for global good rather than a euphemism for our collective enslavement to global markets, which annihilate our souls. The authors analyze the «crisis» in U.S. urban education through visceral narratives of social control while resisting the tendency to make the United States the epicenter of educational «reform» analysis. They explore neoliberal capitalism and processes of racialization as interdependent. The neoliberalization of education is having disproportionate negative implications for communities of color. More profoundly, neoliberal ideology is reworking processes of racialization and the way race is inscribed in discourse and bodies. The book is optimistic in sharing what might be done to inspire the mass withdrawal of consent not only to regressive regimes of high-stakes standardized testing, but to the entire edifice of neoliberal imperialism.
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Pedagogy in the Age of Media Control

Language Deception and Digital Democracy

Joao J. Rosa and Ricardo D. Rosa

Supported by critical theoretical frameworks, this book is a purposeful engagement with bodies of knowledge rooted in popular culture, yet routinely excluded from «common sense» visions of curriculum. Aimed at teachers as well as teacher-educators, the book examines areas such as Disney, African American stand-up comedy, intersections of film/disability and race, as well as video games. Going beyond an engagement with theory, through the use of these alternative curricular epistemologies the authors provide sample lesson plans that clearly illustrate the possibilities of a more critical yet permeable outlook on curriculum, with the ultimate aim of fragmenting the mythical dichotomy between the world of academics and the lived reality of youth.