one that explores both the strengths and weaknesses of the current era. This notion of questioning is not simply about airing conflicting points of view, nor is it about substituting dogma for genuine dialogue and critical analysis. Most importantly, it is about a culture of questioning that raises ideas to the status of public values and a broader encounter with the larger social order. At issue here are pedagogical practices that are not only about the search for the truth but also about taking responsibility for intervening in the world by connecting knowledge and power, learning and values to interrelated modes of commitment and social engagement. I think Zygmunt Bauman is right in arguing that “if there is no room for the idea of a wrong society, there is hardly much chance for the idea of a good society to be born, let alone make waves.”26 The relevant question in this instance is what kind of future do our teachings presuppose? What forms of literacy and agency do we make available to our students through our pedagogical practices? How do we understand and incorporate in classroom pedagogies the ongoing search for equity and excellence, truth and justice, knowledge and commitment? I believe that this broader project of addressing democratization as a pedagogical practice should be central to any worthwhile attempt to engage in classroom teaching. And this is a political project. As educators, we have to begin with a vision of schooling as a democratic public sphere, and then we have to figure out what the ideological, political, and social impediments are to such a goal and organize collectively to derail them. In other word, educators need to start with a project, not a method. They need to view themselves through the lens of civic responsibility and address what it means to educate students in the best of those traditions and knowledge forms we have inherited from the past and also in terms of what it means to prepare them to be in the world as critically engaged agents.
Educators need to be more forceful and committed to linking their overall investment in democracy to modes of critique and collective action that address the presupposition that democratic societies are never too just or just enough. Moreover, such a commitment suggests that a viable democratic society must constantly nurture the possibilities for self-critique, collective agency, and forms of citizenship in which teachers and students play a fundamental role. Rather than being forced to participate in a pedagogy designed to raise test scores and undermine forms of critical thinking, students must be involved pedagogically in critically discussing, administrating, and shaping the material relations of power and ideological forces that structure their everyday lives. Central to such an educational project is the continual struggle by teachers to connect their pedagogical practices to the building of an inclusive and just democracy, which should be open to many forms, offers no political guarantees, and provides an important normative dimension to politics as an ongoing process that never ends. Such a project is based on the realization that a democracy open to exchange, question, and self-criticism never reaches the limits of justice; it is never just enough and never finished. It is precisely the open-ended and normative nature of such a project that provides a common ground for educators to share their resources with a diverse range of intellectual pursuits while refusing to believe that such struggles in schools ever come to an end.
In order to connect teaching with the larger world so as to make pedagogy meaningful, critical, and transformative, educators will have to focus their work on important social issues that connect what is learned in the classroom to the larger society and the lives of their students. Such issues might include the ongoing destruction of the ecological biosphere, the current war against youth, the hegemony of neoliberal globalization, the widespread attack by corporate culture on public schools, the relentless attack on the welfare system, the increasing rates of incarceration of people of color, the dangerous growth of the prison-industrial complex, the increasing gap between the rich and the poor, the rise of a generation of students who are laboring under the burden of debt, and the increasing spread of war globally.
Once again, educators need to do more than create the conditions for critical learning for their students; they also need to responsibly assume the role of civic educators willing to share their ideas with other educators and the wider public. This suggests writing and speaking to a variety of audiences through a host of public means of expression including the lecture circuit, Internet, radio interviews, alternative magazines, and the church pulpit, to name only a few. Such writing needs to become public by crossing over into spheres and avenues of expression that speak to more general audiences in a language that is clear but not theoretically simplistic. Capitalizing on their role as intellectuals, educators can address the challenge of combining scholarship and commitment through the use of a vocabulary that is neither dull nor obtuse, while seeking to reach a broad audience. More importantly, as teachers organize to assert the importance of their role and that of public schooling in a democracy, they can forge new alliances and connections to develop social movements that include and also expand beyond working with unions.
Educators also need to be more specific about what it means to be self-critical as well as attentive to learning how to work collectively with other educators through a vast array of networks across a number of public spheres. This might mean sharing resources with educators in a variety of fields and sites, extending from other teachers to community workers and artists outside of the school. This also suggests that educators become more active in addressing the ethical and political challenges of globalization. Public schools, teachers, and higher education faculties need to unite across the various states and make a case for public and higher education. At the very least, they could make clear to a befuddled American public that the deficit theory regarding school cutbacks is a fraud.
There is plenty of money to provide quality education to every student in the United States—and this certainly holds true for the United Kingdom and Canada as well. As Salvatore Babones points out, “The problem isn’t a lack of money. The problem is where the money is going.”27 The issue is not about the absence of funds as much as it is about where funds are being invested and how more revenue can be raised to support public education in the United States. The United States spends around $960 billion on its wars and defense-related projects.28 In fact, the cost of war over a ten-year period “will run at least $3.7 trillion and could reach as high as $4.4 trillion, according to the research project “Costs of War” by Brown University’s Watson Institute for International Studies.”29 Military spending seems to know no bounds. The United States could spend as much as a trillion dollars for a fleet of F-35 fighter planes with stealth technology. Each plane costs $90 million, and the military is “spending more on this plane than Australia’s entire GDP ($924 billion).”30 Many military experts urged the Pentagon to ditch the project because of cost overruns and a series of technological problems that more recently have resulted in the Pentagon grounding all F-35s. In just this one example, billions are being wasted on faulty military planes when the money could be used to fund food programs for needy children, scholarships for low-income youth, and shelter for the homeless. As Barbones argues, the crucial recognition here is that
research consistently shows that education spending creates more jobs per dollar than any other kind of government spending. A University of Massachusetts study ranked military spending worst of five major fiscal levers for job creation. The UMass study ranked education spending the best. A dollar spent on education creates more than twice as many jobs than a dollar spent on defense. Education spending also outperforms health care, clean energy and tax cuts as a mechanism for job creation.31
Surely, this budget could be trimmed appropriately to divert much-needed funds to education, given that a nation’s highest priority should be investing in its children rather than in the production of organized violence. As capital, finance, trade, and culture become extraterritorial and increasingly removed from traditional political constraints, it becomes all the more pressing to put global networks and political organizations into play to contend with the reach and power of neoliberal globalization. Engaging in intellectual practices that offer the possibility of alliances and new forms of solidarity among public school teachers and cultural workers such as artists, writers, journalists, academics, and others who engage in forms of public pedagogy grounded in a democratic project represents a small, but important, step in addressing the massive and unprecedented reach of global capitalism.
Educators also need to register and make visible their own subjective involvement in what they teach, how they shape classroom social relations, and how they defend their positions within institutions that often legitimate educational processes based on narrow ideological