Lew Zipin and Jacques have a conversation about the variety of politcal and economic and personal 'troubles' we experience presently and how a different more active, reflective and engaged approach to schooling and education more generally would assist innot only dealing with them but better prepare 'us' for changing the conditions under which those troubles arise...

Below a full list of suggestions for further reading provided by Lew..

Berlant, L. (2011). Cruel optimism. Duke University Press.

Berlant, L. (2016). The commons: Infrastructures for troubling times. Environment and Planning D: Society and Space, 34(3), 393–419.

Boomer, G. (1999). Pragmatic radical teaching and the disadvantaged schools program. In B. Green (Ed.), Designs on learning: Essays on curriculum and teaching (pp. 49–58). Australian Curriculum Studies Association.

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.

Eckersley, R. (2024). The US political system and its capitalist, imperialist agenda has failed. Pearls and Irritations. https://johnmenadue.com/the-us-political-system-and-its-capitalist-imper....

Florida’s State Academic Standards – Social Studies, 2023 (2023). https://www.fldoe.org/core/fileparse.php/20653/urlt/6-4.pdf

Freire, P. (1993/1970). Pedagogy of the oppressed. Continuum.

Gramsci, A. (1948/1971). Selections from the prison notebooks (Q. Hoare & G. Nowell Smith, editors and translators). International Publishers.

Hall, S. (1988). Gramsci and us. In S. Hall (Ed.), Thatcherism and the crisis of the left: The hard road to renewal (pp. 161–173). Verso.

Lowe, K. & Galstaun, V. (2020). Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content? Curriculum Perspectives, 40, 93-98.

Marx, K. (1869/1991). The 18th Brumaire of Louis Bonaparte. International Publishers.

The Heritage Foundation, Project 2025 (2023). Mandate for leadership: The conservative promise. https://archive.org/details/project-2025-mandate-for-leadership-full_202...

Mayes, E. (2023). Young people learning climate justice: Education beyond schooling through youth-led climate justice activism. In J. Wy, H. Cahill, & H. Cuervo (Eds.), Handbook of children and youth studies (pp. 1–14). Springer Nature.

Moll, L. (2014). L.S. Vygotsky and education. Taylor and Francis.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 32, 132–141.

Pusey, M. (1991). Economic rationalism in Canberra: A nation-building state changes its mind. Cambridge University Press. Pusey, M. (2003). The experience of middle Australia: The dark side of economic reform. Cambridge University Press.

Vygotsky, L.S. (1997/1926). Educational psychology. CRC Press.

Wallerstein, I. (1998). Utopistics or, historical choices of the twenty-first century. The New Press.

Wallerstein, I. (2013). Structural crisis, or why capitalists may no longer find capitalism rewarding. In I. Wallerstein, R. Collins, M. Mann, G. Derluguian, & C. Calhoun (Eds.), Does capitalism have a future? Oxford University Press.

Yeats, W. (1919). The second coming. https://en.wikipedia.org/wiki/The_Second_Coming_(poem)

Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–335.

Zipin, L. (2020). Building curriculum knowledge work around com- munity-based ‘Problems That Matter’: Let’s dare to imagine. Curriculum Perspectives, 40, 111–115. https://link.springer.com/article/10.1007/s41297-024-00288-1 (open access)

Zipin, L. (2024). Curriculum for living structural crises towards socially just futures: Bringing diverse funds of knowledge into participatory-democratic action around lifeworld problems that matter. Curriculum Perspectives, 44, 249–262.

Zipin, L. (2024). Activist educative response to the Palestine crisis: A Jewish anti-Zionist perspective. Curriculum Perspectives, 44, 383-388. https://link.springer.com/article/10.1007/s41297-024-00288-1 (open access)

Zipin, L. & Brennan, M. (2024). Opening school walls to funds of knowledge: Students researching problems that matter in Australian communities. In M. Esteban-Guitart (Ed.), Funds of knowledge and identity pedagogies for social justice: International perspectives and praxis from communities, classrooms, and curriculum (pp. 41–46). Routledge.