Professor Salim Vally works at the University of Johannesburg, in the Faculty of Education. He is also the Director of the Centre for Education Rights and Transformation (CERT) and a Visiting Professor at the Nelson Mandela Metropolitan University (NMMU). He has published extensively in a variety of subjects, including education and social policy, social class, social justice, and critical and liberatory pedagogies. His latest book, Reflections on Knowledge, Learning and Social Movements: History’s Schools (Routledge, 2018), co-edited with Prof. Aziz Choudry, aims to advance the understanding of relationships between learning, knowledge production, history and social change. It tackles such issues as how educators and activists in today’s struggles for change use historical materials from earlier periods of organizing for political education, how they create and engage with independent and often informal archives and debates, and how they ultimately connect this historical knowledge with contemporary struggles. His previous award winning book, Education, Economy & Society, co-edited with Enver Motala, is a compelling and comprehensive antidote to the misconstrued nature of the relationship between education and society in South Africa. It provides a constructive critique of conventional discourses, but also alternative approaches to understanding the connections between education and the triple scourge of unemployment, inequality, and poverty. Professor Vally serves on the editorial boards of a number of academic journals and is on the board of various global organisations. His academic interests include also participatory action research and transdisciplinary approaches to critically examining education policy and practice. He also serves on the boards of some local professional and non-governmental organisations, and is active in various social movements and solidarity organisations. He is deeply engaged with the project of linking academic scholarship with societal concerns, community participation, and global solidarity, and spends an inordinate amount of time attempting to convince his peers and community/union activists to collaborate on socially engaged research.