Tom G. Griffiths

The United Nations Sustainable Development Goals (SDGs) are a significant marker in global efforts to universalise a conception of ecologically sustainable human development. SDG 4’s expanded vision of quality education for all extends to the Education for Sustainable Development (ESD) Agenda’s call for education that contributes to all of SDGs, and prepares students to ‘transform our world’. From a critical perspective, this paper considers the incompatibility of endless (compound) economic growth and capital accumulation, under capitalism, with the required CO₂ reductions that the climate emergency demands. The paper shows how the ESD proposals reflect the orthodoxy of education as human capital formation for economic development, albeit within a reformed ‘green growth’ model. At the same time, it argues that their distinctive ambitions and transformational language provide space for critical educators to simultaneously work with and against their contradictions and limitations, and to advance non-capitalist and degrowth alternatives.

Following the popular triumph of the Cuban Revolution in 1959, and declaration of its socialist character in 1961, a form of Cuban socialism has been in power. The historical trajectory of Cuban socialism in power has moved through periods of fierce independence and debate about a particular Cuban model of socialism, close and disciplined political and economic alignment with the former Soviet Union, and renewed periods of critical debate following its collapse. A constitutional commitment to building Cuban socialism was ratified in 1976, and continues in 2018, with no so-called “transition” to capitalism following the collapse of “historical socialism.” This article focuses on approaches of the Cuban state toward popular discussion and debate, and the potential for popular debate to support Cuban socialism and its legitimacy in power. Following an overview of some key historical events and cycles related to popular debate about Cuban socialism, the paper returns to contemporary events, including the 2018 presidential and National Assembly elections. The paper concludes by arguing that there are indications of expanded debate within Cuba, and a reconsideration of the role of official media in this debate, with the potential to contribute both to the ongoing development of Cuban socialism, and more broadly to debate about socialism in the twenty-first century.

(2018). History and education: engaging the global class war, by Curry Stephenson Malott. History of Education. Ahead of Print.

Purpose: The purpose of this paper is to provide a sense of the perspectives that guide the collection of articles. Design/methodology/approach: This paper provides an introductory essay regarding the contributions and critics associated with Spivak’s work. Findings: In addition, the contents lay out brief descriptions of the articles included in the collection. Originality/value: The notion of revisiting “Can the subaltern speak?” provides authors with innovative and provocative ideas to guide their submissions.

Purpose: – The Australian Radical Education Group (RED G) was created in June 1976, which in turn launched a magazine for radical(ising) teachers, the Radical Education Dossier (RED), that would be published for the next 30 years. The purpose of this paper is to characterise the emergence and first phase of RED’s publication up to its name change in 1984. Design/methodology/approach: – The authors draw on interviews with key members of the magazine’s editorial collective, and a review of RED’s contents, to identify the major political ambitions as manifest in RED in historical context. The authors contextualise this radical education project in the post-1968 world context of social and political upheaval, rejecting the Cold War options of either Soviet style Communist or US-based capitalist pathways. Findings: – In this context RED generated powerful critiques of dominant educational policy in multiple areas. The critique was part of a project to promote a socialist understanding of mass education, and to promote the transformation of Australian society towards socialism. The authors argue that the debates and struggles within RED in this period, seeking to define and advance a socialist educational project, reflected a broad and consistent critique of progressive educational reforms, rooted in its radical political foundations. Originality/value: – This paper provides an historical review of a 30-year radical education publishing initiative in Australia, about which no accounts have been published. It connects directly with contemporary educational issues, and offers insights for interviews with those directly involved in the historical project.

International education is seen as an effective form of soft power. This article reviews one of history's largest and most ambitious attempts to achieve global influence through university education, and to reshape the world-the Soviet university aid program, 1956-91. Drawing on existing research and Soviet archival materials, we lay out and contextualize characteristic features of the Soviet education aid program. Specifically, we identify its focus on students from "developing" and newly independent countries, and its ambition to form graduates who would return home to become national leaders sympathetic to Soviet socialism. We conclude by approaching the program from a world-systems perspective. Here, we highlight the intended catch-up style modernization and national economic development for countries through their participation in the Soviet university aid program as well as the intended development of the human capital of participant countries. The complex impacts on participants throughout the world and their subsequent worldview are the subject of ongoing research by the authors