Education, Democracy and Development

Education, Democracy and Development

EDUCATION, DEMOCRACY AND DEVELOPMENT: DOES EDUCATION CONTRIBUTE TO DEMOCRATISATION IN DEVELOPING COUNTRIES?

Education, Democracy and Development: does education contribute to democratisation in developing countries?

CLIVE HARBER & VUSI MNCUBE

2012 paperback 190 pages US$48.00
ISBN 978-1-873927-71-7

 

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Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.  

Contents

 

Preface

CHAPTER 1 Politics, Democracy and Political Development
Politics and Democracy; The Idea of Development; Political Development Theory; Democracy as Development; Conclusion

CHAPTER 2 Education, Democracy and Political Development
Education and Politics; Education and Democracy; Education and Democracy: is there any evidence?; Conclusion

CHAPTER 3 Education for Democracy?
Introduction; What Does a Democratic School Look Like?; India: Neel Bagh School and Sumavanam School; Ecuador: the Pestalozzi School; UNICEF Child Friendly Schools; Education Policy; Leadership, Management and Pupil Voice in Decision-Making in Schools; Curriculum, Learning and Teaching; Teacher Education and Professional Identity; Initial Teacher Education; In-service Teacher Education; Action Research and Reflective Practice in In-service Teacher Education; Taught Programmes in Education for Democratic Citizenship; Assessment; School Inspection: a case study; Conclusion

CHAPTER 4 Obstacles to Greater Democracy in Education
Introduction; The Bureaucratic Legacy in Schools in Developing Countries; The Authoritarian Legacy; Whole School Organisation, Ethos and Culture; School Discipline and Corporal Punishment; Classroom Methods and Assessment; Teacher Education; Politics, Resources and Culture; Conclusion

CHAPTER 5 The Roles of Education in Relation to Political Development: South Africa as a case study
Introduction: development goals for education in post-apartheid South Africa; Modernisation or Disorganisation?; Democracy and Peace or Authoritarianism and Violence?; A Democratic Curriculum?; Democratic Structures: school governing bodies; Continuing Non-Democratic Features of South African Education; Contradictions and Tensions in Post-apartheid Education and Development; Conclusion

CHAPTER 6 Democratic Educational Change?

References; Notes on the authors

 

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State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER

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Sixth International Critical Theory Conference

Moishe Postone

SIXTH INTERNATIONAL CRITICAL THEORY CONFERENCE – ROME

CALL FOR PAPERS

6TH INTERNATIONAL CRITICAL THEORY

CONFERENCE OF ROME

Stream on Marx and the Frankfurt School: New Perspectives and their Contemporary Relevance.

May 6-8^th, 2013

John Felice Rome Center of Loyola University Chicago

Website– http://romecriticaltheory2013.wordpress.com/

 

Recent years have seen a flourishing of new perspectives on the contemporary relevance of Karl Marx’s thought. Very little of this thought has been applied to the relationship between Marx and the work of the Frankfurt School.  Instead, with the notable exception of scholars such as Werner Bonefeld and Moishe Postone, much of the work on Marx and the Frankfurt School in the Anglophone world is still approached through paradigms such as the Marxist Humanist discourse of alienation or of scholarly interpretations established by Jurgen Habermas, Martin Jay and Gillian Rose. This stream aims to bring together the best contemporary scholarship offering new perspectives on the relationship between Marx and the Frankfurt School and to consider the contemporary relevance of this relationship.

Possible topics include:

·      New assessments of the relationship between Marx and major figures from the Frankfurt School including Horkheimer, Adorno, Benjamin, Marcuse, Habermas and Honneth.

·      New assessments of the relationship between Marx and minor figures from the Frankfurt School including: Sohn-Rethel, Kracauer, Kirchheimer, Löwenthal Neumann, Pollack, Wittfogel, Negt, Kluge, Schmidt, Backhaus, Reichelt.

·      Comparative accounts of different figures from the Frankfurt School’s interpretation of Marx.

·      New assessments of theories central to Marx and thinkers from the Frankfurt School such as critique, society, reification, second nature, natural history, commodification, fetishism, value, money, exchange, equivalence, ideology, domination, class, capital, social reproduction, epistemology, subjectivity etc.

·      New assessments of the reception and the influence of the Frankfurt School’s relation to Marx in national and international contexts.

·      Importance that the ideas of Marx and the Frankfurt School have for contemporary theories of capital, crisis, social domination, subjectivity, the state, epistemology, class, critical pedagogy, emancipatory politics, and issues of crisis, social reproduction, ecological catastrophe etc.

·      Criticisms different Marxisms or critical theories might have of thinkers from the Frankfurt School.

·      Criticisms the thinkers from the Frankfurt School might have of Marx and different Marxisms.

·      Productive and elective affinities between Marx, figures from the Frankfurt School and other critical theorists such as Bataille, Bensaid, Althusser, Foucault, Open Marxism, Postone, Heinrich, Kurz, Dieter Wolf, Castoriadis, Illyenkov, Bogdanov, etc.

·      Productive and elective affinities between Marx, figures from the Frankfurt School and other Marxist schools such as Autonomism, Political Marxism, Open Marxism, communisation and value-form theory.

·      Contextualizing the reception of Marx and the Frankfurt School in the work of Martin Jay, Gillian Rose, Jurgen Habermas etc.

 

If you are interested in presenting a paper or organizing a panel (of up to 3 speakers), please submit a 1-2 page abstract by February 28, 2013 (including name and institutional affiliation). Abstracts should be submitted by email to the stream coordinator Chris O’Kane at: theresonlyonechrisokane@gmail.com

Decisions regarding the program will be made by March 2013.

First published in http://www.historicalmaterialism.org/news/distributed/6th-international-critical-theory-conference-of-rome-6-8-may-2013

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

All that is Solid for Glenn Rikowski: https://rikowski.wordpress.com

The Flow of Ideas: http://www.flowideas.co.uk

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski