John Schostak is Emeritus Professor at the Education and Social Research Institute, Manchester Metrolpolitan University, UK.Ivor Goodson is a Professor of Learning Theory in the Education Research Centre, Brighton University, UK, an International Research Professor at the University of Tallinn, Estonia and a Senior Fellow at the Guerrand Hermes Foundation.

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• Introduction; Chapter One: What’s wrong with democracy at the moment and why it matters for research and education; Part One: What Went Wrong?; Chapter Two: The Challenge for Researchers and Educators; Chapter Three: What is wrong with contemporary practices of social/collective learning?; Chapter Four: The Organisation and Dis-organisation of Power; Chapter Five: Engaging with power through radical research methodologies; Chapter Six: Radical Educational Strategies; End of Part One: Reflections on the Research and Educational Implications of Chapters 1-6; Reflections: Realising the Challenges to Become a Public; Chapter Seven: What might turn social learning into social movements?; Chapter Eight: What is happening today in terms of social learning becoming social movements?; Chapter Nine: How do you get from social movements to public space?; Chapter Ten: Towards the creation of public spaces (All); Chapter Eleven: New Rules for Research, Social Learning and Creating a Socially Just World; End of Part Two: Discussion on the implications for research education; Discussion: The Critical role of publics in realising futures for a better present; Chapter Twelve: Making it Happen; Conclusion: No End; References; Index

John Schostak is Emeritus Professor at the Education and Social Research Institute, Manchester Metrolpolitan University, UK.Ivor Goodson is a Professor of Learning Theory in the Education Research Centre, Brighton University, UK, an International Research Professor at the University of Tallinn, Estonia and a Senior Fellow at the Guerrand Hermes Foundation.

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• Introduction; Chapter One: What’s wrong with democracy at the moment and why it matters for research and education; Part One: What Went Wrong?; Chapter Two: The Challenge for Researchers and Educators; Chapter Three: What is wrong with contemporary practices of social/collective learning?; Chapter Four: The Organisation and Dis-organisation of Power; Chapter Five: Engaging with power through radical research methodologies; Chapter Six: Radical Educational Strategies; End of Part One: Reflections on the Research and Educational Implications of Chapters 1-6; Reflections: Realising the Challenges to Become a Public; Chapter Seven: What might turn social learning into social movements?; Chapter Eight: What is happening today in terms of social learning becoming social movements?; Chapter Nine: How do you get from social movements to public space?; Chapter Ten: Towards the creation of public spaces (All); Chapter Eleven: New Rules for Research, Social Learning and Creating a Socially Just World; End of Part Two: Discussion on the implications for research education; Discussion: The Critical role of publics in realising futures for a better present; Chapter Twelve: Making it Happen; Conclusion: No End; References; Index

John Schostak is Emeritus Professor at the Education and Social Research Institute, Manchester Metrolpolitan University, UK.Ivor Goodson is a Professor of Learning Theory in the Education Research Centre, Brighton University, UK, an International Research Professor at the University of Tallinn, Estonia and a Senior Fellow at the Guerrand Hermes Foundation.

Select Guide Rating

• Introduction; Chapter One: What’s wrong with democracy at the moment and why it matters for research and education; Part One: What Went Wrong?; Chapter Two: The Challenge for Researchers and Educators; Chapter Three: What is wrong with contemporary practices of social/collective learning?; Chapter Four: The Organisation and Dis-organisation of Power; Chapter Five: Engaging with power through radical research methodologies; Chapter Six: Radical Educational Strategies; End of Part One: Reflections on the Research and Educational Implications of Chapters 1-6; Reflections: Realising the Challenges to Become a Public; Chapter Seven: What might turn social learning into social movements?; Chapter Eight: What is happening today in terms of social learning becoming social movements?; Chapter Nine: How do you get from social movements to public space?; Chapter Ten: Towards the creation of public spaces (All); Chapter Eleven: New Rules for Research, Social Learning and Creating a Socially Just World; End of Part Two: Discussion on the implications for research education; Discussion: The Critical role of publics in realising futures for a better present; Chapter Twelve: Making it Happen; Conclusion: No End; References; Index