Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent
This book explores the narrative of education being in a state of perpetual crisis and the motivations behind the historical and contemporary tendency to exploit the same. Written as a call for greater media literacy, the book recognises how and when “solutions” to the oft-acknowledged educational crises fail to address root causes, which only ends up maintaining the status quo.

Chapters examine how the notion of education being in a perpetual state of crisis is often underpinned by lack of funding, cherry-picking of data, ideological imperatives, fashioning of public opinion as amorphous, or simple incompetence. Offering real-world'solutions using international examples from Japan, India, Sweden, Russia, South Korea and more, explained through robust philosophical conceptions, the author advocates for scepticism and epistemic humility as a key component in education. The book ultimately calls for people to reclaim the agency they have collectively surrendered in face of these crises, and emphasises on forging a new path that prioritises forward-thinking movements.

This book will be of value to academics, postgraduates and scholars of education interested in a solution centric re-orientation of the ongoing narrative and notions of education.

1148310029
Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent
This book explores the narrative of education being in a state of perpetual crisis and the motivations behind the historical and contemporary tendency to exploit the same. Written as a call for greater media literacy, the book recognises how and when “solutions” to the oft-acknowledged educational crises fail to address root causes, which only ends up maintaining the status quo.

Chapters examine how the notion of education being in a perpetual state of crisis is often underpinned by lack of funding, cherry-picking of data, ideological imperatives, fashioning of public opinion as amorphous, or simple incompetence. Offering real-world'solutions using international examples from Japan, India, Sweden, Russia, South Korea and more, explained through robust philosophical conceptions, the author advocates for scepticism and epistemic humility as a key component in education. The book ultimately calls for people to reclaim the agency they have collectively surrendered in face of these crises, and emphasises on forging a new path that prioritises forward-thinking movements.

This book will be of value to academics, postgraduates and scholars of education interested in a solution centric re-orientation of the ongoing narrative and notions of education.

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Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent

Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent

by Michael Thomas Smith
Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent
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Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent

Challenging the Notion of Crisis in Education: Reclaiming Agency and Intent

by Michael Thomas Smith

Overview

This book explores the narrative of education being in a state of perpetual crisis and the motivations behind the historical and contemporary tendency to exploit the same. Written as a call for greater media literacy, the book recognises how and when “solutions” to the oft-acknowledged educational crises fail to address root causes, which only ends up maintaining the status quo.

Chapters examine how the notion of education being in a perpetual state of crisis is often underpinned by lack of funding, cherry-picking of data, ideological imperatives, fashioning of public opinion as amorphous, or simple incompetence. Offering real-world'solutions using international examples from Japan, India, Sweden, Russia, South Korea and more, explained through robust philosophical conceptions, the author advocates for scepticism and epistemic humility as a key component in education. The book ultimately calls for people to reclaim the agency they have collectively surrendered in face of these crises, and emphasises on forging a new path that prioritises forward-thinking movements.

This book will be of value to academics, postgraduates and scholars of education interested in a solution centric re-orientation of the ongoing narrative and notions of education.

Product Details

ISBN-13: 9781041196556
Publisher: Taylor & Francis
Publication date: 01/27/2026
Series: Routledge International Studies in the Philosophy of Education
Pages: 224
Product dimensions: 6.12(w) x 9.19(h) x (d)

About the Author

Michael Thomas Smith is a researcher in English and Transdisciplinary Education who has taught in the United States, the Middle East, and the Caucasu.

Table of Contents

Introduction 

Chapter 1: How the Crisis Narrative Does Not Look for a Solution 

Chapter 2: If There Are So Many Crises in Education, Why Are We So Resistant to Change? 

Chapter 3: The Trouble with Opinions (Doxa) 

Chapter 4: What Drives Educational Crises? 

Chapter 5: Doubt as a Foundation to Education 

Chapter 6: The Crisis of Being “Right” 

Chapter 7: The Trouble with Public Opinions (Endoxa) 

Chapter 8: What Drives Global-Wide Low Standards in Education?

 Afterword

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