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This paper documents the case of La Verde, a producer cooperative in Andalusia, Southern Spain, whose members grow and sell organic fruit and vegetables. Fieldwork data reveal a range of assessments and practices with respect to just price. Historical experiences of working as day laborers, with little access to cash or other resources informs the members’ radical political views on money, prices, and markets. These ideas modulate exchanges at the local level, and in their political networks. However, working their own land and selling a prized product allows them to generate good market returns from private shopkeepers in cities. The paper proposes that for a price to be considered just, criteria for commensuration, or equivalence between a price and the perceived value of an object must adhere, but adjudications about this vary according to the relationship between exchangers. Rather than an objective just price, the paper considers assessments and judgments about the relation between prices and justice to be contextually defined, contested, and negotiated.

This chapter analyses the degree to which the UK Higher Education (UKHE) Sector can offer spaces for students to critically reflect on topics relevant to activist criminology such as zemiology or abolitionism as opposed to constructing the criminal justice system (CJS) as a natural solution for crimes and social harms. This chapter argues for the importance of this topic due to deepening institutional links between universities and criminal justice agencies in the name of professionalisation for the latter (Hallenberg & Cockroft, 2017). This chapter proposes that to avoid criminology curricula merely reproducing the priorities and solutions of the CJS, it should turn to the liberatory pedagogy of Paolo Freire (1996). This includes teaching practices to encourage recognition of social movements and resistance against harms of states, corporations, or the CJS as legitimate foci in the criminology curriculum.

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with preservice teachers preparing to teach and inservice teachers who come to online courses for professional development.

This chapter explores common frameworks for interactive relational models of teaching from John Dewey, Lev Vygotsky, and Paulo Friere and then proposes, using examples from the author’s practice, how these models translate into online contexts.

Diversity in education calls for increased awareness of individuals using a relational stance. This stance should apply both to schoolchildren as well as the teacher candidates and teachers in development that are coming to teacher education to build and improve their practice.

More research on relationality in online learning is necessary. This research should take shape through using theories that are complex enough to provide insights that marry the pedagogical with the relational aspects of teaching as part of a comprehensive teacher education experience.

This chapter makes a valuable contribution to research in teaching online through its thorough inquiry into theories of learning and teaching and they apply – or do not – online.

Many attempts have been made to justify punishment by invoking the moral autonomy and dignity of those who are subject to it. Yet the most refined of these attempts have been informed by an awareness of paradox. For the practice of punishment, so closely linked to concepts of individual freedom, tends to degrade those subjected to it. And as a form of state action predicated on claims of moral or social solidarity, it often prevents inquiry into the ways that individual culpability coexists within broader political forms of responsibility. This essay explores the ways in which college in prison programs like the Bard Prison Initiative may intervene in this paradox of punishment.