Armaline, William T. 2009. “Thoughts on Anarchist Pedagogy and Epistemology.” Pp. 136-146 in Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Edited by Randall Amster, et. al, . New York: Routledge.
Briscoe, Felecia M. "Anarchist, Neoliberal, & Democratic Decision-Making: Deepening the Joy in Learning and Teaching" Educational Studies 48(1):76-102.
_. 2008. “Oh No, Not the ‘A’ Word! Proposing an ‘Anarchism’ for Education”. Educational Studies 44:122-141.
_. 2009. “Sabotaging the System! Bringing Anarchist Theory into Social Studies Education.” Pp. 241-254 in New Perspectives on Anarchism. Edited by Nathan Jun. Lanham, MD: Lexington Books.
_. 2010. “How Do I Tell a Story That Has Not Been Told: Anarchism, Autoethnography and the Middle Ground.” Equity & Excellence in Education 43:398-413.
_. 2012. “'Anarchism…is a living force within our life…' Anarchism, Education and Alternative Possibilities." Educational Studies 48(1):5-11.
Feigenbaum, A., Heckert, J. and Kanngieser, A. (2010). "The antagonistic university? A conversation on cuts, conviviality and capitalism." The Sociological Imagination. Online.
Garland, Christian (2012). “'We Teach All Hearts to Break': On the Incompatibility of Education with Schooling at All Levels, and the Renewed Need for a De-Schooling of Society" Educational Studies 48(1):30-38.
Heckert, J. (2011) "Fantasies of an Anarchist Sex Educator". In J. Heckert and R. Cleminson (eds.) Anarchism & Sexuality: Ethics, Relationships and Power. London/New York: Routledge.
Heckert, J., Shannon, D. and Willis, A. (2012) "Loving-Teaching: Notes for Queering Anarchist Pedagogies" Educational Studies 48(1):12-29. --> Abstract: At times radical theory can propose a singular story of the nature of power, suggesting that it must either be taken or abolished. This then becomes intertwined with a pedagogical strategy of recruitment, whereby others are encouraged to share in this ideological framework and the political practices based upon it. In this paper, we propose an alternative based on practices of freedom and the role of love in subverting interdependent patterns of normativity and hierarchy. Bringing together anarchist, feminist and queer theories alongside authoethnographic accounts from classrooms and other spaces of pedagogy, we highlight the value of a multiplicity of stories, of telling stories and doing roles differently, and of releasing stories for the immediacy of connection.
Jandric, Petar 'Wikipedia and education: anarchist perspectives and virtual practices' Journal for Critical Education Policy Studies 8(2):47-73 Online.
Kahn, Richard. 2009. “Anarchic Epimetheanism: The Pedagogy of Ivan Illich.” Pp. 125-135 in Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Edited by Randall Amster, et. al, 125-135. New York: Routledge.
Love, Kurt (2012) “'Love and Rage' in the Classroom: Planting the Seeds of Community Empowerment." Educational Studies 48(1):52-75.
Martusewicz, Rebecca A. (2012) “'All this Boundless Multitude:' Rereading Mikahail Bakunin for EcoJustice Education". Educational Studies 48(1):1-4.
Rouhani, Farhang (2012) "Practice What You Teach: Facilitating Anarchism In and Out of the Classroom". Antipode 44(5):1726–1741. --> Abstract: In recent years, human geographers have criticized the increasing corporatization, commodification, and objectification of knowledge production, and have looked to critical pedagogical frameworks that seek to counteract these forces. Anarchism, as a body of theories and practices, has a long history of engagement with radical pedagogical experimentation. Anarchism and geography have much to contribute to one another: anarchism, through its support for creative, non-coercive, practical learning spaces, and geography, for its critical examination of the spaces of education. In this paper, I evaluate the prospects for anarchist-geographic pedagogies theoretically, as well as through my own experiences teaching and learning about anarchism over the past decade in a liberal arts, higher education US environment. I argue for a combined critical anarchist-geographic pedagogical approach that appreciates the challenges of building alternative learning models within existing neoliberalizing institutions, provides the necessary tools for finding uniquely situated opportunities for educational change, and emplaces a grounded, liberating, student-led critical pedagogy.
Shukaitis, Stevphen. 2009. “Infrapolitics and the Nomadic Educational Machine.” Pp. 166-174 in Contemporary Anarchist Studies: An Introductory Reader of Anarchy in the Academy. Edited by Randall Amster, et. al. New York: Routledge.
Suissa, Judith. (2010). Anarchism and Education: A Philosophical Perspective. Oakland, CA: PM Press.
Wolfmeyer, Mark (2012). "In Defense of Mathematics and its Place in Anarchist Education." Educational Studies 48(1):39-51.