Teaching as Radical Logic: Dialectic, Analectic, and Education brings together groundbreaking work from leading voices in decolonial theory, Marxist thought, and critical education.
This volume revitalizes the cross-fertilizing dialogue between traditions that historically propelled global anti-capitalist and anti-imperialist political movements, while restoring to pedagogy its central role as an organizing principle for liberation. At the same time, this volume explores the necessary ground of teaching in fundamental logics of radical thought and action. Starting from an engagement with the philosophical traditions of dialectics and analectics, and challenging familiar partitions between academic orientations and disciplines, the chapters in this volume extend currents in critical theory to offer original analyses of the fundamental organization of capitalism and coloniality in schooling and beyond. Contributors propose new approaches to radical and decolonizing praxis which take teaching seriously as a site for theoretical commitment and creativity. Refusing the notion of method as procedure, these interventions propose modes of critical pedagogical engagement that are at once rigorous and imaginative, and that operate across the diverse contexts and registers of contemporary classrooms, community spaces, and political life.

Noah De Lissovoy is professor of cultural studies in education in the Department of Curriculum and Instruction at the University of Texas at Austin.
Raul Olmo Fregoso Bailo´n is assistant professor of equity and diversity in education in the Department of Educational Studies at the University of Nevada, Reno.
Alex J. Armonda is assistant professor of curriculum theory in the School of Education at Southern Illinois University.