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Grounded in Critical Youth Studies and English education scholarship that examines the consequences of conceptions of adolescence on English teachers’ thinking about pedagogy, this chapter highlights two ways English teacher educators can facilitate pre-service English teachers’ interrogation of dominant discourses of adolescence/ts so they might be better positioned to create pedagogical practices aligned with more comprehensive understandings of secondary students. The first focuses on teaching a Youth Lens in the context of a Young Adult Literature course, an approach that helps future teachers learn about adolescence as a construct and the linkages between this idea and English pedagogy. The second focuses on integrating youth into English teacher education coursework as guest speakers on a range of English and schooling practices whereby they are “re-positioned” as experts and contributors to English teacher education. Together, these points of intervention provide ways to re-position youth systemically throughout English teacher education programs.

For Leftists engaged in the study of political economy during the 1960s and 1970s, Cuba and China held particular promise as postrevolutionary states working to construct systems of production and distribution which were predicated on solidarity and mutuality, rather than on the exploited and alienated labor upon which capitalism depended. Against the claim that the desire for individual material gain was irreducibly a part of the human experience, China and Cuba offered the possibility of – in the parlance of the time – a “new man”: a political subject whose motivations were in alignment with a socialist economy rather than a capitalist one.

Based on research in multiple archives, this paper explores efforts on the part of radical economists in the United States – including the Marxists at Monthly Review, the young academics who founded the Union for Radical Political Economics (URPE), and a handful of older Left-Keynesians – to witness Third World experiments in nonmaterial incentives firsthand. What have often been dismissed as pseudo-religious “pilgrimages” were, in reality, voyages of discovery, where radicals searched for the keys to develop a sustainable, rational, and moral political economy.

While many of the answers that radicals found in Cuba and China were ultimately unsatisfying, Third-World experiments in moral incentives serve as a powerful example of “solidarity in circulation” during the “long 1960s,” and as an important reminder that attempts to keep social science research free of political contamination serve to reify disciplinary norms which are themselves the product of the political culture in which they were formed.