EDUCATION FOR THE COMMONS: PEDAGOGY, POLITICS, AND POTENTRIALITY
Call for Book Abstracts: ‘Education for the commons: Pedagogy, politics, and potentiality’
Alexander Means, State University of New York, Buffalo State
Derek R. Ford, Syracuse University
Graham B. Slater, University of Utah
While the common has a long history in Western and non-Western thought, it has recently re-emerged as a prominent theme within social science, law, economics, business, technology, policy, ecology, and activist theories and movements. The reinvigoration of the common across these varied fields can be attributed largely to growing recognition of the need for creative responses to a wide array of global crises that threaten our collective lives and futures. In this sense, the common is often invoked as a challenge to neoliberal hegemony and the destructive expansionary drive of capitalism to enclose what remains of the world’s common resources, labor, and culture for private gain. At the same time, the common is also being taken up as a pragmatic and utopian referent to rethink modern political categories and imagine alternatives to both capitalism (private property) and socialism (public property). This framing of the common as both an analytical concept and normative political ideal has generated fascinating new discussions around the nature of contemporary subjectivity and collectivity as well as new forms of life, labor and value relations, identity, imperialism and neocolonialism, and–what we wish to focus on in this edited collection–education.
The common, we argue in this volume, must be understood as an educational concept. This is another way of suggesting that the common is inherently pedagogical. As an actual and virtual field of material, social, and cultural production, the common is constantly being made, remade, and undone. The fault lines and generative tensions of commoning and enclosing, by enabling or constraining ways of being, knowing, working, and relating, literally teach us. To say that commoning and enclosing are pedagogical relations is to also recognize that they are political relations–that is, the common is always a divided and contested site rich in social and cultural difference and rife with differentials of power. Ultimately, the pedagogical and political dimensions of commoning and enclosing always harbor latent forms of potentiality. As with education itself, the common can never be fully captured or enclosed. Rather the common is an open question: a necessarily hopeful and conflicted condition of our global commonality and interrelation.
This volume is interested in exploring education as a crucial domain of the common. How is it that conflicts over the common raise and answer pedagogical questions concerning geography, class, power, race, gender, institutions, sexuality, value, labor, technology, colonialism, subjectivity, communication, politics, affect, emancipation, and ecology? What can educational theories offer movements for the common, and how can struggles for commons, particularly common educational institutions and practices, inform the development of educational theory and critical social theory more broadly? We are interested in abstracts of no more than 300 words that explore these questions concerning contemporary articulations of education and the common through a variety of themes and topics.
This includes, but is not limited to:
- Privatization and New Enclosures
- Public, Private, and Common
- Values, Value Theory, Value Conflicts
- Precarity, Labor, and Social Reproduction
- Technology, Technoscience, Technopolitics
- New Materialisms
- Aesthetics and Affect Theory
- Queer Theory
- Indigenous Perspectives and Indigeneity
- Decolonial Projects
- Class, Race, Gender, Sexuality, Disability
- Feminism and Feminist Pedagogies
- Critical Race Theory
- Neoliberal Culture and Subjectivity
- Humanism, Transhumanism, and Posthumanism
- Critical Pedagogy and Radical Educational Philosophy
- Cognitive Capitalism, New Media, and Immaterial Labor
- Finance Capitalism, Anti-capitalism, and Post-Capitalism
- Biopolitics, Governmentality, Power, Subjectivity
- Social Movements, Occupations, Radical Imaginations
- Ecoliteracy, Ecopolitics, and Ecopedagogy
- Spatial Theory, Place-Based Education, Border and Mobility Studies
- Critical Disability Studies
If you are interested in contributing to this edited collection for Palgrave Macmillan please submit an abstract by March 31, 2015 of no more than 300 words to: firstname.lastname@example.org.
We anticipate final manuscripts being due January 4, 2016 with a late 2016 publication. Manuscripts should be between 6,000-8,000 words.
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