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Using anti-hegemonic critical scholarship, sanctions are analyzed as neoliberalism’s coercive instrument, a Western tool for enforcing market-oriented values. The article argues that neoliberalism generates a crisis in pedagogy: evidence and academic work are sidelined. 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Education becomes “under siege” as critical work is disregarded.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical lens is used to interpret sanctions and education?",{"text":117,"@type":113},"The article uses critical scholarship and anti-hegemonic literature to analyze sanctions as an instrument of coercion tied to neoliberalism. It frames the dynamics as enforcing Western values on societies with different views of the free market.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article propose for responding to disputes over scientific evidence?",{"text":121,"@type":113},"It calls on pedagogues worldwide to continue making evidence available to power through critical education. 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The article considers the contemporary times as a period of misinformation, false news, and untruths. Utilizing anti-hegemonic literature, international economic sanctions are viewed as neoliberalism’s instrument of coercion, a Western weapon used to enforce Western values on those with different perceptions toward the free market system.  \nDesign/Approach/Methods: This article utilizes critical scholarship to unmask authoritarian neoliberalism and a scoping review of sanctioned societies. Critical analytics are deployed to interpret and make sense of the dominant educational policy framework that appears to be against diversity. Findings: Neoliberalism has caused a crisis in pedagogy. Education is under siege as academics and scientific evidence are being disregarded. The call is for pedagogues from all over the world to continue to avail evidence to power by practicing critical education. Literature is utilized to propose critical pedagogy when scientific evidence is disputed, and non-Western epistemologies are considered anachronous.  \nOriginality/Value: Linking sanctions and neoliberalism is relatively novel, as is the contribution of the same lenses to authoritarian neoliberalism. The assault on divergent epistemologies is critical,  \nCorresponding author:  \nMunyaradzi Hwami, Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Nur-Sultan City 010000, Kazakhstan.  \n[Email: munya.hwami@nu.edu.kz](Email: munya.hwami@nu.edu.kz)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nand the defense of critical scholarship is every academic’s duty. The article joins conversations on the neoliberal assault on education and society.  \nKeywords  \nAuthoritarian neoliberalism, crises of pedagogy, critical education, international economic sanction, post-truth era  \nDate received: 25 June 2020; revised: 17 July 2020; accepted: 27 July 2020  \nIntroduction  \nThe rationale behind the use of international economic sanctions is that economic pressure on civilians translates into pressure on the government for policy change (Gutmann et al., 2018; Hafner-Burton, 2014) . International economic sanctions have become an important instrument of global governance, and many countries are under some form of economic sanctions (Fabre, 2018; Jones, 2015; Leyton-Brown, 2018) . According to the Office of Foreign Assets Control (2019), the U.S. has 30 countries under some form of economic embargo. Teaching and in general education in many countries of the world has come under immense pressure because of international sanctions. The literature on economic sanctions mainly deals with effects on political governance, economic meltdown, and sometimes human rights (Andreas, 2005; Drezner, 2015; Peksen, 2009) . The impact on social services such as education has not been an area of interest to scholars and researchers, despite the imme","cbCaiaj6v8zaUDJf","https://ap.wps.com/l/cbCaiaj6v8zaUDJf","pdf",237224,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction","[{\"question\":\"How do international economic sanctions affect pedagogy, according to the article?\",\"answer\":\"The article argues that sanctions create a crisis in pedagogy by undermining educational policy and sidelining academics and scientific evidence. Education becomes “under siege” as critical work is disregarded.\"},{\"question\":\"What theoretical lens is used to interpret sanctions and education?\",\"answer\":\"The article uses critical scholarship and anti-hegemonic literature to analyze sanctions as an instrument of coercion tied to neoliberalism. It frames the dynamics as enforcing Western values on societies with different views of the free market.\"},{\"question\":\"What does the article propose for responding to disputes over scientific evidence?\",\"answer\":\"It calls on pedagogues worldwide to continue making evidence available to power through critical education. The article also discusses using critical pedagogy when scientific evidence is disputed and emphasizes considering non-Western epistemologies.\"}]","Education Under Siege - Exploring How International Economic Sanctions Create Crises of Pedagogy | PDF",1792092423]