For 35 years, "Anthropology and Education Quarterly" has provided analyses of education in social and cultural contexts. In this article, I describe the present context as the conjuncture of global neoliberalism, resistance, and U.S. drive for world domination. I propose ethnography that politically engages relationships between education and this social situation, and I support activist research that is aligned with parents, students, and communities in resistance. I draw on my recent work as illustration. (Contains 1 note.)