Presents contributions from renowned teachers, educators, and activists. Each provides a personal tribute to Nel Noddings, highlighting stories of her lived experience and drawing on her writing and teaching. This unique volume includes an interview with Noddings by Lynda Stone that provides historical context for Noddings' work and that imagines possible future spaces for her legacy.

As standardization and "accountability" have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our students, children and grandchildren the message that the past was better and they "should have been there." Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision that has freely been given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to...

As standardization and "accountability" have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our students, children and grandchildren the message that the past was better and they "should have been there." Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision that has freely been given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to...

In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop...

In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop...

Erich Fromm's body of work, written more than 50 years ago, was prophetic of the contemporary moment: Increasingly, global society is threatened by the many-headed monster of corporate greed, neo-liberalism, nihilism, extreme fundamentalist beliefs, and their resulting effects on the natural world and the lived lives of people. Fromm clearly warned us of the peril of the misuse of technology and the destructive nature of man's perverse desire to possess, control and/or destroy. Through his theories of having vs. being, the importance of hope as active resistance, and his notion of freedom as...

Erich Fromm's body of work, written more than 50 years ago, was prophetic of the contemporary moment: Increasingly, global society is threatened by the many-headed monster of corporate greed, neo-liberalism, nihilism, extreme fundamentalist beliefs, and their resulting effects on the natural world and the lived lives of people. Fromm clearly warned us of the peril of the misuse of technology and the destructive nature of man's perverse desire to possess, control and/or destroy. Through his theories of having vs. being, the importance of hope as active resistance, and his notion of freedom as...

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other...

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other...