MARXIAN ANALYSIS OF SOCIETY, SCHOOLS AND EDUCATION SIG OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (MASSES)
CALL FOR PAPERS
2012 Annual Meeting – Vancouver, British Columbia, Canada
Friday, April 13 – Tuesday, April 17, 2012
*Why Marxism? Whose Marxism? Let’s Begin from the Beginning.*
*Rethink Class, Race and Gender Inequalities and Education*
The current global momentum is a profound paradox. On one hand, our era has been witnessing huge and dramatic transformations propelled by the biotech movement including genetic and biotechnological discoveries, as well as, the electronic revolution of communications and information both of which have had a huge impact on the way knowledge has been produced and reproduced.
Despite such progress, on the other hand, global societies have been experiencing, among other things, the shocking exacerbation (and in some cases the return) of horrendous social evils, namely, the return of slavery, legitimization of human genocide, new pandemics, the return of high vulnerability to old sicknesses that seemed to have been eradicated and now appear to be linked to new pandemics like HIV/AIDS, and naturalization of war, the domestication of revolting social inequalities (cf. Sousa Santos, 2005), the need of a more predatory capitalism to sustain neoliberal capitalism, the emergence of a new economy propelled by the need to fight terror(ism) (cf. Giroux, 2011).
Despite the fact that we never had a society that produced as much knowledge as today’s society, the fact is such production not only has been incapable of building a fairer and just society, but also as it has just served to increase and multiply social inequality. Such shocking paradoxes bring to the fore the vitality of (neo)Marxist analyses, as the ‘most rigorous, comprehensive critique of capitalism ever to be launched’ (Eagleton, 2011).
The 2012 Marxian Analysis of Society, School and Education SIG program asks scholars and educators around the globe, profoundly committed with the struggle for social and cognitive justice, to rethinking not only class, race, and gender inequalities and education, but also if the reinvigoration of the (neo)Marxist analyses and contributions to society and education implies the need to ‘begin from the beginning’ (Zizek, 2009). We asked scholars to critically address questions such as why (neo)Marxism and whose (neo)Marxism is a key to rethink and understand the current global disruption of capitalism and its implications of the daily live of teachers and students.
MASSES Yahoo Group (Marx and Education SIG): http://tech.groups.yahoo.com/group/MarxSIG/
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