Zsuzsa Millei – författare

early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice.

This book re-examines aspects of historical socialism, and includes case studies of education within twenty-first century socialist and post-socialist contexts shaped by the trajectories of historical socialism. Through these case studies, contributions offer insights into key questions: How are education systems and student subjectivities shaped by post-socialist trajectories and current regional politics, economics and resistance movements? How do sedimented socialist discourses and geographies alter and contest the ‘neoliberal child’ and ‘childhood’ in post-socialist education? How have disjunctures between the rhetoric of historical Marxism-Leninism and the practices of educators, students and student political organizations played out under socialism, and what could we learn from that for our present? How much emancipatory potential is there in the theories and practices of (popular) education for combatting injustice in the absence of mass, revolutionary political parties? Above all, this volume affirms the need to move beyond simplistic accounts of historical socialism and post-socialist transitions. By exploring how socialist trajectories remain influential and have potential in our current contexts, this book contributes to the work of politically engaged educators working to re-imagine and reconstruct education. This book was originally published as a special issue of Globalisation, Societies and Education.

This book re-examines aspects of historical socialism, and includes case studies of education within twenty-first century socialist and post-socialist contexts shaped by the trajectories of historical socialism. Through these case studies, contributions offer insights into key questions: How are education systems and student subjectivities shaped by post-socialist trajectories and current regional politics, economics and resistance movements? How do sedimented socialist discourses and geographies alter and contest the ‘neoliberal child’ and ‘childhood’ in post-socialist education? How have disjunctures between the rhetoric of historical Marxism-Leninism and the practices of educators, students and student political organizations played out under socialism, and what could we learn from that for our present? How much emancipatory potential is there in the theories and practices of (popular) education for combatting injustice in the absence of mass, revolutionary political parties? Above all, this volume affirms the need to move beyond simplistic accounts of historical socialism and post-socialist transitions. By exploring how socialist trajectories remain influential and have potential in our current contexts, this book contributes to the work of politically engaged educators working to re-imagine and reconstruct education. This book was originally published as a special issue of Globalisation, Societies and Education.

This book explores childhood and schooling in late socialist societies by bringing into dialogue public narratives and personal memories that move beyond imaginaries of Cold War divisions between the East and West.

This book explores childhood and schooling in late socialist societies by bringing into dialogue public narratives and personal memories that move beyond imaginaries of Cold War divisions between the East and West.

For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism.  The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism. A pioneering collection of essays which is central to understanding the historical and contemporary meanings of socialism in the context of neoliberal globalization. It is a most timely contribution to agrowing intellectual project that challenges the hegemony of capitalism, while re-thinking and theorizing alternatives. Iveta Silova, Associate Professor of Comparative Education, Lehigh University, Bethlehem, PA, USA In this significant contribution to recent scholarship the authors use the lens of socialist education to offer an original critique of hegemonic capitalism, and present an intellectually rigorous search for alternatives by reconsidering historical socialism and advancing promising educational experiments that challenge the 'global architecture of education'.Anders Breidlid, Professor of International Education and Development, Oslo University College, Norway