How may teachers teach without teaching? Examining the West Virginia teacher strikes of 2018 and 2019, Sara Hardman explains how they profoundly educated participants and onlookers. Her brilliant book shows us how an alternative, political-aesthetic teaching may emerge in protest against the injustices of the old.

René V. Arcilla, Professor Emeritus of Philosophy of Education, New York University, USA

Hardman reminds us that participation in even the most trivial and mundane aspects of collective struggle offers a unique type of education for participants, fundamentally transforming the ways in which they think, feel, and perceive themselves, their professions, and the world. To strike against the economization of the school is to inaugurate the strike as a school in which the educators can be educated through the everyday aesthetic labor of their counter-conduct.

Tyson E. Lewis, Professor of Art Education, University of North Texas, USA

It is easy to say that education is political, and far harder to follow the work of Hannah Arendt and Maxine Greene in demonstrating where aesthetics, political theory, and education come together. Sara Hardman carries this tradition boldly, emphasizing the precarious subject positions that make the political possible.

James Stillwaggon, Professor of Philosophy, Iona University, USA

Explores the often-overlooked aesthetic-political dimensions of labor militancy. Like the West Virgina teachers strikes she analyzes, Hardman provides organizers and educators of all stripes important lessons on what it takes to resist and overcome the neoliberal and patriarchal order of things.

Jason Wozniak, Associate Professor, West Chester University, USA

A rich and moving work of philosophy and education that envisions teacher strikes as a transformative aesthetic education. It exemplifies the application of sharp philosophical analysis to the creative, courageous resistance of teachers in West Virginia with vital insights for scholars, policy-makers, and leaders in K-12 education.

Vikramaditya Joshi, Columbia University, The International Interfaith Research Lab, USA

Surprisingly (or perhaps not), philosophers of education have paid little attention to teacher strikes, let alone their 'political-aesthetic' dimensions. I suspect Hardman's rigorous, original study of the 2018-2019 West Virginia strikes will become a landmark in the philosophical literature on teacher labor and politics.

Tomas de Rezende Rocha, Assistant Professor of Philosophy of Education, Justice, and Equity, University of Washington, USA