Teaching Joe L. Kincheloe is one of a handful of recent books posthumously moving Kincheloes work further into the twenty-first century. Written and edited by Kincheloes former students and colleagues, the book underscores the depth and breadth of his extraordinarily productive career. In an era marked by the ruling elites desperation as U.S. power wanes globally, this work opens up transformative ways of seeing conducive to challenging the technocratic, imperialistic purpose of the dominant forms of education. Kincheloe would surely have been pleased to see this - among his many postformal contributions - counter-hegemonically providing critical pedagogy with the theoretical and practical strength to contribute to the global uprising currently challenging the imperialist project of wealth extraction and cultural domination around the world. Teaching Joe L. Kincheloe will only gain relevance as the global movement against authoritarianism intensifies and citizens search for new ways to better understand their worlds and the historical development of their own identities.

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Rochelle Brock is Associate Professor of Urban Education and Executive Director of the Urban Teacher Education Program at Indiana University Northwest in Gary, Indiana. She is also an editor for The International Journal of Critical Pedagogy and series editor of Black Studies and Critical Thinking (Peter Lang Publishing). She has written books and articles on white privilege, teacher identity, critical pedagogy, African American popular culture, and Black feminist theory. Curry Stephenson Malott is Assistant Professor of Educational Foundations in the Department of Professional and Secondary Education at West Chester University in West Chester, Pennsylvania. His most recent books include Critical Pedagogy and Cognition: An Introduction to a Postformal Educational Psychology and Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars, co-edited with Bradley Porfilio. Leila E. Villaverde is Associate Professor of Cultural Foundations in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina at Greensboro. An editor for The International Journal of Critical Pedagogy, she has written books on white privilege, secondary education, and feminist theories, and articles on identity politics, art education, aesthetics, and critical pedagogy.

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