Antonia Darder holds the Leavey Presidential Endowed Chair of Ethics and Moral Leadership at Loyola Marymount University, USA, and is Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, USA. Her publications include Reinventing Paulo Freire (2017) and The Student Guide to Freire's 'Pedagogy of the Oppressed', 2nd Edition (Bloomsbury, 2022).
Cleveland Hayes II is Associate Dean of Academic Affairs and Professor of Urban Teacher Education at Indiana University, USA. He is Vice President of the Critical Race Studies in Education Association and co-editor of Unhooking from Whiteness (2016).
Howard Ryan is a doctoral student in Sociology at West Virginia University, USA. He has a background in teaching and labor organizing and is the author of Educational Justice: Teaching and Organizing against the Corporate Juggernaut.

Editors' Preface, Antonia Darder (Loyola Marymount University, USA), Cleveland Hayes II (Indiana University, USA) and Howard Ryan (West Virginia University, USA)
Foreword, Stephen Brookfield (University of St Thomas, USA)
Part I: The Race-Class Debate in Education
1. Race, Class, and the Hidden Aims of School Reform, Howard Ryan (West Virginia University, USA)
2. Doing Class in Critical Race Analysis of Education, Michael J. Dumas (University of California, Berkeley, USA)
Part II: Responses from Marxist Perspectives
3. Centering the Oppressed: Marxism and the Question of Race and Class, Pranav Jani (The Ohio State University, USA)
4. "Race," Class and Education in South Africa, Salim Vally (University of Johannesburg, South Africa)
5. A Marxist Challenge to the Concept of "Race", Antonia Darder (Loyola Marymount Unviersity, USA) & Rodolfo D. Torres (University of California, Irvine, USA)
6. Race, Class and Accumulation in Education: A Decolonizing Marxist Perspective, Noah De Lissovoy (University of Texas at Austin, USA) and Adam Martinez (University of Texas at Austin, USA)
7. A Marxist Critical Realist Perspective on Social Class and "Race", Alpesh Maisuria (University of the West of England, UK)
8. The Exigency of Radical Class Politics: A Personal Journey, Kevin D. Lam (Drake University, USA)
Part III: Responses from Critical Race Theory and Allied Perspectives
9. Significance of a Race-Based Approach to Teacher Mobilization, Margarita Berta-Ávila (California State University, Sacramento, USA)
10. Empire, Class and the Struggle for Value in English Educational Reform, Christy Kulz (Technical University, Berlin, Germany)
11. The Wall of Whiteness and White Supremacy Persists: A Critical Race Response, Cleveland Hayes II (Indiana University, USA)
12. Academic Laboring with Critical Social Theories in a Torus of Education Reform, Vonzell Agosto (University of South Florida, USA) & Erika Roland (The University of Texas at Arlington, USA)
13. Capitalism and Caste, Christine Sleeter (California State University Monterey Bay, USA)
14. Critical Race Theory, Materialism and Class, Ali Meghji (University of Cambridge, UK) & Tiger Chan (University of Cambridge, UK)
15. Engaging Islamophobic Racism in the Classroom, Shirin Housee (University of Wolverhampton, UK)
16. Intersectional Reflection on Race, Class and Education Reform, Nicholas Hartlep (Berea College, USA) & Nicholas Ozment (Independent Scholar)
Afterword, Cheryl Matias (University of Kentucky, USA)
List of Contributors
Bibliography
Index

On Class, Race, and Educational Reform provokes new dialogue between Marxists, critical race theory scholars, and other race-inspired educational theorists with the aim of countering racism and class inequalities. The book opens with a lead chapter by Howard Ryan, a doctoral student with a background in teaching and labor organizing, that substantively engages questions of class, race, and educational reform. In response to the opening chapter, educational theorists from Germany, South Africa, the UK, and the USA, provide insightful and penetrating responses highlighting the differences and similarities in perspectives. The responses show how educators can overcome theoretical differences to create international collaborations and educational campaigns of solidarity that counter the treacherous impact of racism and class inequalities in the classroom and beyond.
The book includes a Foreword by Stephen Brookfield (University of St Thomas, USA) and an Afterword by Cheryl Matias (University of Kentucky, USA).