Schools should be democratic public spheres. They should be places that educate people to be informed, to learn how to govern rather than be governed, to take justice seriously, to spur the radical imagination, to give them the tools that they need to be able to both relate to themselves and others in the wider world. I mean, at the heart of any education that matters, is a central question: How can you imagine a future much different than the present, and a future that basically grounds itself in questions of economic, political and social justice?

Whether we're talking about the New Deal or the Great Society: they didn't come about because they wanted to buy people off with "hush money." They were the outcomes of struggles. They were the outcomes, in the 1930s, of a viable socialist-communist movement. They were the outcomes of a viable workers' movement. FDR didn't give in because he wanted to shut people up, he gave in because he was under pressure. He had no choice.

Collective freedom is one devoid of material bondage and one that supports the institutions necessary for democracy.

I think that what people have failed to talk about is white supremacy.

It says anybody can make it, because we're all on a level playing field. But we're not on a level playing field. That 's precisely the point, and that's what the rich don't want to look at. They don't want to recognize that they're not producing wealth at all. They're hoarding wealth. That's different.

With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.

You have a situation in which the U.S. is fighting three unjust wars and wasting trillions of dollars in public funds, all the while draining money from important social services and public and higher education.