This collection is the first book devoted to Paulo Freire¿s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire¿s work and the impact of his global legacy. The book contains essays by some of the world¿s foremost Freire scholars ¿ McLaren, Darder, Roberts, and others ¿ as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.

Michael A. Peters is Professor of Education at Waikato University, New Zealand and Emeritus Professor at the University of Illinois at Urbana-Champaign. He is Executive Editor of Educational Philosophy and Theory, Policy Futures in Education, E-Learning & Digital Media and Knowledge Cultures, and is an Honorary Fellow of the Royal Society of New Zealand. His most recent books include Obama and the End of the American Dream (2012) and Education, Philosophy and Politics: Selected Works (2012).
Tina Besley is Professor of Education at Waikato University, New Zealand and Adjunct Professor at the University of Illinois at Urbana-Champaign. Her four books on Michel Foucault have been critically acclaimed. In 2009, her book Subjectivity and Truth: Foucault, Education and the Culture of Self (Peter Lang, 2007), co-authored with Michael A. Peters, was awarded the American Educational Studies Association Critic¿s Choice Award.

Contents: Ana Maria (Nita) Araújo Freire: Foreword: The Understanding of Paulo Freire¿s Education: Ethics, Hope, and Human Rights ¿ Michael A. Peters/Tina Besley: Paulo Freire: The Global Legacy ¿ Peter McLaren: Reflections on Paulo Freire, Critical Pedagogy, and the Current Crisis of Capitalism ¿ Antonia Darder: Paulo Freire and the Continuing Struggle to Decolonize Education ¿ Graham Hingangaroa Smith: Equity as Critical Praxis: The Self-Development of Te Whare W¿nanga o Awanui¿rangi ¿ Peter Roberts: Paulo Freire and the Idea of Openness ¿ Russell Bishop: Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems ¿ Renee Baynes: Humanization in Decolonizing Educational Research: A Tree of Life Metaphor ¿ Eric D . Torres: Warfare as Pedagogy: Shaping Curriculum From the Margins; A Freirean Counter-Narrative of War ¿ Débora B . A. Junker: Paulo Freire¿s Prophetic Voice at the Intersection of Liberation Pedagogy and Liberation Theology ¿ Mauro Torres Siqueira: Social Emancipation and Human Rights ¿ Tracey Ollis/Jo Williams/Rob Townsend/Anne Harris/Jorge Jorquera/Lea Campbell: The Popular Education Network of Australia (PENA) and Twenty-First-Century Critical Education ¿ Tim Budge: Freire¿s Legacy for Communities Seeking Change in Sub-Saharan Africa ¿ Si Belkacem Taieb: Autoethnography in a Kabyle Landscape ¿ Alethea Melling/Yasmeen Ali: Travellers in Time: A Critical Dialogue With the Gypsy Travellers of Lancashire ¿ Júlio Emílio Diniz-Pereira: How the MST¿s Educational Principles in Brazil Respond to Global Capitalism, Neoliberalism, and «Reactionary Postmodernity» ¿ Glen Parkes: Enough Is Enough - (de) Constructing Measurement Through Exposing Aspects of the Australian Curriculum in Mathematics as a White-Centric Epistemic Location ¿ Holger Nord: Shattering Silence in Kinshasa - Reading the World With Freire Under the Mango Tree ¿ Lesley Rameka/Kura Paul-Burke: Re-claiming Traditional M¿ori Ways of Knowing, Being, and Doing, to Re-frame Our Realities and Transform Our Worlds ¿ Alethea Melling/Wajid Khan: Pakistan in Praxis: The Development of a Peer Education Programme as a Tool Kit in Developing Young People for Critical Consciousness ¿ Asoka Jayasena/Susila Kumari Embekke: The Changing Life Patterns of the Veddhas of Sri Lanka: Translocation from a Forest Environment to an Agricultural Settlement ¿ Charlotte Sexton: On the Streets With Paulo Freire and Simone Weil, Talking With Gamilaraay Students About Hèlio Oiticica ¿ Glenn Toh: Teaching English for Academic Purposes in a Japanese Setting: Problematizing and Dialogizing Essentialist Constructions of Language Pedagogy, Culture, and Identity ¿ Liz Jackson: The Customer Knows Best: The Opposite of the Banking Concept in the Case of the United Arab Emirates ¿ Bradley Hannigan: Freire, Sublative Hope, and Early Childhood Education in Aotearoa New Zealand ¿ Rosetta Khalideen: A Freirean Approach to Internationalization in Higher Education Within the Context of Globalization ¿ Leon Benade/E . Jayne White: A Dialogue About Dialogue: Freire and Bakhtin Talk Pedagogy in Response to Percy¿s «Problem» ¿ Althea Lambert: Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire¿s Pedagogy of Freedom ¿ Jacob W. Neumann: Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education ¿ Jo Williams: A Contribution to Perspectives on Educational Partnerships for Social Justice ¿ M. J. Stuart: Working for the World ¿ Muriel Yuen-Fun Law: Education as an Aesthetic Exercise in Everyday School Performances ¿ Jon