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  3. Vol. 13 No. 1 (2022)

Vol. 13 No. 1 (2022)

Critical Education Volume 13 Number 1 2022
DOI: https://doi.org/10.14288/ce.v13i1
Published: 2022-01-10

Articles

  • Terms of Endurance Resilience, Grit, and the Cultural Politics of Neoliberal Education

    Graham B. Slater
    1-16
    • PDF
  • ‘Left Adrift and Wondering What the Future Holds’ The Need for Agency and Critical Hope

    Lucy Wenham, Claire Lee
    17-35
    • PDF
  • Praxis of Critical Literacy Pragmatic Utilization of Theoretical Tensions

    Yuya Takeda
    36-50
    • PDF
  • ESC in the Anthropocene Education for Sustainability and Communism

    Simon Boxley
    51-69
    • PDF
  • Classical Marxism, Ideology and Education Policy

    Dave Hill
    70-82
    • PDF

(Re)Considering STEM Education

  • (Re)Considering STEM Education Sustaining critiques and new directions

    Mark Wolfmeyer, John Lupinacci
    83-85
    • PDF
  • Politics, Imagination, and the Problem of Antiquation Embracing Old and New Materialisms

    Jesse Bazzul
    86-97
    • PDF
  • Where am I in STEM? Critiquing STEM Through Lived Experience as a Science Education Researcher

    Sarah Riggs Stapleton
    98-107
    • PDF
  • “Don’t Vax Up” The Real-Time Failure of Public STEM Education in the COVID-19 Era

    Mark Wolfmeyer, John Lupinacci
    108-121
    • PDF

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Keywords

ISSN 1920-4175 Critical Education

Critical Education is a peer-reviewed, open-access, international and multidisciplinary journal published by the Institute for Critical Education Studies (ICES). Contributions critically examine contemporary education contexts, practices, and theories. Critical Education publishes theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, higher education, and informal education. ICES, Critical Education, and its companion publication Workplace: A Journal for Academic Labor, defend the freedom, without restriction or censorship, to disseminate and publish reports of research, teaching, and service, and to express critical opinions about institutions or systems and their management. Co-Directors of ICES, co-Hosts of ICES and Workplace blogs, and co-Editors of these journals resist all efforts to limit the exercise of academic freedom and intellectual freedom, recognizing the right of criticism by authors or contributors.

This work is licensed under a Creative Commons Attribution 4.0 International License.

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