Diverse crisis processes make it clear that a return to business as usual has no future. In response to the lack of alternatives, calls are being made for a broad socio-ecological transformation that focuses on the question of a good life for all. What role can and should education play in this? Education is often promised crisis management. Yet education is also entangled in the very power and domination relations that led to the crisis. This volume discusses the possibilities and limitations of critical, transformative education from the perspectives of educational practice, academia, and social movements.
