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Category Archives: Marxism

Derek Ford

PEDAGOGY IN THE POST-TRUTH ERA: AN ANTI-TRUMP PRO-TEST!

 

 

 

 

 

A Seminar by Derek R. Ford (Assistant Professor of Education Studies, DePauw University, USA)

 

University of East London

Stratford Campus

Cass School of Education & Communities

17th October 2018

12.30 – 2.00pm

Room: ED201

 

Abstract: Those who are in shock that truth doesn’t seem to matter in politics today miss the mark, for politics has never corresponded with truth. Instead, political struggle is about the formulation and materialization of new truths. In this sense, the “post-truth” era offers a new opportunity to articulate and fight for a new political reality. Yet rather than embrace this opportunity, the mainstream anti-Trump “resistance” aims to suture this opening and re-stabilize the political superstructure. This paper focuses instead on the left-wing resistance that’s organizing and mobilizing to force a new world into being. After articulating the coordinates of our “post-truth” moment, it investigates the educational logic of the protest. Specifically, I propose that the protest is when movements test their political line, their organizational capacity, and the existing order of things.

Biographical details: Derek R. Ford is Assistant Professor of Education studies at DePauw University, USA. His research emerges from the nexus of subjectivity, pedagogy, and revolutionary struggles. He has written and edited seven books, including Communist Study and Politics and Pedagogy in the “Post-Truth” Era: Insurgent Philosophy and Praxis. He is education chair at The Hampton Institute (a working-class think tank), an organizer with the Answer Coalition, and co-editor of LiberationSchool.org.

 

Seminar details: This seminar is organised by Dr Alpesh Maisuria, Senior Lecturer Education Studies, part of the International Centre for Public Pedagogy (ICuP) and the Marxism and Education and Education: Renewing Dialogues Series (MERD Co-Convenors Alpesh Maisuria and Tony Green).

 

Links:

Derek Ford’s book: Politics and Pedagogy in the “Post-Truth” Era: https://www.bloomsbury.com/…/politics-and-pedagogy-in-the-…/

Dr. Alpesh Maisuria: https://alpeshmaisuria.academia.edu/

ICPuP: https://www.uel.ac.uk/…/the-international-centre-for-public…

MERD facebook:https://www.facebook.com/groups/202497469816639/?fb_dtsg_ag=AdyC300tngNeUAmV0YiduaY9LBrsFhpfgYWjBZ2UgPpmVQ%3AAdxyQFjUkbZvsBPJUuFuTTHZ2ccCxx-oTjFqw4SAjWZD1g

Tony Green’s Marxism and Education Palgrave book series https://www.palgrave.com/gb/series/14811

 

All welcome. No registration required.

Please share widely.

Communist Study

 

 

 

 

 

 

 

 

 

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Ruth Rikowski

SUBVERSIVE MAGIC: LIBRARIES, EDUCATION AND CAPITALIST FUNCTIONALITY

 

 

 

 

 

 

 

 

Ruth Rikowski

London South Bank University & Series Editor for the Chandos Information Professional Series

 

Thisd is Ruth Rikowski’s paper that she will be presenting at the Internatioanl Conference on Critical Education VIII, at the University of East London, Stratford Campus, on Saturday 28th July 2018.

Ruth’s paper can be down loade at Academia, at:  http://www.academia.edu/37112556/Subversive_Magic_Libraries_Education_and_Capitalist_Functionality

 

ABSTRACT

A Magical Marxism – as writers such as Andy Merrifield and Derek Ford have noted – can illuminate the future whilst helping to shatter the shackles of the past. Shining this light on libraries and education in contemporary capitalism allows us to glimpse the subversive magic which, on the one hand is dreaded by representatives of capital, and on the other generates hope for humankind. A brief autobiographical account of how libraries hold a certain kind of personal magic is included. Then the notion of ‘subversive magic’ is outlined, with reference to ideas drawn from Giordano Bruno and his ‘Essays on Magic’ (1588). This is contrasted with Abstract Magic: a form of magic ground in the capitalist impulse. From these preliminary points and in the context of libraries in England, the first stop in the analysis is the Mechanics Institutes. This is followed by examining the capitalist state’s attempts to curtail, or at least control, their subversive magic through establishing constraining cultural spaces; that is, a public library system. The strange cases of John Passmore Edwards and Andrew Carnegie libraries are considered at this juncture: specifically, their effects in terms of possibilities for enchanting the public library system. The falling apart of the capitalist state’s paradigm for libraries is then taken up, with an examination of Thatcherism and neoliberalism from the 1980s. During the 1980s, and 1990s, but especially after the capitalist crisis of 2007-09, together with Tory austerity policies and related cuts, public libraries have faced a resulting atmosphere of disenchantment. Today, the state library system has given way to capitalist functionality, together with desperate local attempts to re-enchant them. This point is illustrated through developments in libraries in the London Borough of Newham. The paper ends by discussing prospects for a new subversive magic in libraries. It also explores whether it is possible for state-financed libraries to ever let the subversive magic that is required to flourish, and whether they can nourish the dangerous imaginative qualities required for nurturing the communist impulse.

 

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Glenn Rikowski

MARXISM AND EDUCATION: FRAGILITY, CRISIS, CRITIQUE, NEGATIVITY, AND SOCIAL FORM(S)

 

 

 

This is a paper I prepared for the International Conference on Critical Education VIII, University of East London, Stratford Campus, 25 – 28 July 2018. The Abstract is below, and the paper itself can be viewed at Academia and at ResearchGate.

Glenn Rikowski

 

ABSTRACT

Why Marxism? Why Marxist educational theory? Through addressing these questions, this paper proclaims the importance of Marxism as a theory that intellectually disrupts and ruptures capitalist society and its educational forms. With reference to the work of John Holloway, it is argued that the significance of Marxism resides in its capacity to pinpoint fragilities and weaknesses in the constitution of capital. Grasping these fragilities in the rule of capital in contemporary social life sharpens the critical edge of any politics aimed at social transformation. Marxist educational theory plays an important role in this enterprise. These points are illustrated through consideration of the following ideas and phenomena: fragility, crisis, critique, negativity and social form(s). It is argued that fragility must be the starting point as Marxism is primarily a theory of capitalist weaknesses, and not the opposite: a theory of capitalist domination. Following Holloway, Marxism is a theory against society, rather than just another mainstream theory of society. Against Holloway, it is argued that the forms that fragilities for labour take also need to be understood. Paradoxically, our strength vis-à-vis capital is also the place for apprehending the fragilities and dependencies of labour. This vicious duality also exists in terms of crises in capitalism, and this flows into the phenomena of critique and negativity too. Finally, on the basis of this theorisation, the doors of capitalist hell are opened through a consideration of social forms in general and commodity forms in particular and their relations to educational processes and institutions. It is at this point that Marxist educational theory enters the stage, although in a transfigured form. In 1997, I wrote an article for the British Journal of Sociology of Education called ‘Scorched Earth: Prelude to Rebuilding Marxist Educational Theory’. Twenty-one years later, this paper can be viewed as my definitive first element in a programme of rebuilding Marxist educational theory.

 

Available from:

The full paper can be downloaded from Academia, at: https://www.academia.edu/37095004/Marxism_and_Education_Fragility_Crisis_Critique_Negativity_and_Social_Form_s_

The full paper can be downloaded from ResearchGate, at: https://www.researchgate.net/publication/326545788_Marxism_and_Education_Fragility_Crisis_Critique_Negativity_and_Social_Forms

 

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Glenn Rikowski

Deturpações: Notas críticas sobre Mercadorias e Educação

 

 

 

 

 

 

My article Deturpações: Notas críticas sobre Mercadorias e Educação has been published in Curriculo sem Fronteiras (Vol.18 No.1), a Brazilian journal.

 

The Resumo / Abstract are below, and you can get the article from either Academia of ResearchGate.

Glenn Rikowski

 

Resumo

Este artigo argumenta que as tentativas de entender a mercantilização da educação e da pesquisa educacional, sem recorrer ao maior pensador sobre as formas de mercadoria – Karl Marx -, inevitavelmente levam a confusões e a deturpações na teoria educacional. Isso é demonstrado por meio de uma crítica a um artigo recente de David Bridges (2017), no qual o autor se concentra na mercantilização na pesquisa educacional. Ao ignorar as ideias de Marx, e também de teóricos marxistas contemporâneos, que escrevem sobre a mercadoria e a mercantilização, Bridges não realiza distinções cruciais na análise da mercantilização e, além de confundir conceitos, confunde os fenômenos que lhes são correspondentes, os quais deveriam ser tratados separadamente. No caso, Bridges e outros teóricos educacionais convencionais, que evitam a referência à Marx e à teoria marxista, acabam criando uma série de falsas declarações em suas análises sobre a mercantilização educacional. Tais abordagens camuflam a capitalização da educação; isto é, os processos pelos quais as instituições educativas “se tornam capital”, o devenir do capital. Essas teorizações são superficiais e politicamente enganosas.

Palavras-chave: mercantilização da educação, marxismo, pesquisa educacional.

 

Abstract

This paper argues that attempts to understand commodification in education and educational research without recourse to the greatest thinker on commodity forms – Karl Marx – inevitably leads to confusion and misrepresentation in educational theory. This is demonstrated through a critique of a recent paper by David Bridges (2017) where he focuses on commodification in education research. By ignoring the ideas of Marx, but also contemporary Marxist theorists writing on the commodity and commodification, Bridges fails to make crucial distinctions in the analysis of commodification, and also conflates and confuses concepts and their corresponding phenomena that should be kept separate. In the event, Bridges, and other mainstream educational theorists who avoid reference to Marx and Marxist theory, end up creating a host of misrepresentations in their analyses of educational commodification. Such approaches camouflage the capitalisation of education; that is, educational institutions ‘becoming capital’, the becoming of capital. These theorisations are superficial and politically misleading.

Keywords: commodification of education, Marxism, educational research.

 

At Academia: http://www.academia.edu/36861405/Deturpa%C3%A7%C3%B5es_Notas_cr%C3%ADticas_sobre_Mercadorias_e_Educa%C3%A7%C3%A3o

 

At ResearchGate:

https://www.researchgate.net/publication/325766732_Deturpacoes_Notas_criticas_sobre_Mercadorias_e_Educacao

 

The paper is in English as: Misrepresentations: Critical Notes on Commodities and Education, which is available at Academia @: https://www.academia.edu/35799008/Misrepresentations_Critical_Notes_on_Commodities_and_Education

 

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Glenn Rikowski

INTERVIEW ON MARXISM, CRITICAL PEDAGOGY AND INCLUSIVE EDUCATION: DISCUSSIONS FOR A REVOLUTIONARY DISCOURSE

 

 

 

My interview with Aldo Ocampo Gonzalez, ‘Interview on Marxism, Critical Pedagogy and Inclusive Education: Discussions for a Revolutionary Discourse‘ is now available at Academia.

Aldo Ocampo Gonzalez is Director of the Center for Latin American Studies on Inclusive Education (CELEI), based in Santiago, Chile.

The website for CELEI is: http://www.celei.cl

The interview can be viewed on Academia at:  https://www.academia.edu/36752890/Interview_on_Marxism_Critical_Pedagogy_and_Inclusive_Education_Discussions_for_a_Revolutionary_Discourse

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Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

CLASS CONSCIOUSNESS AND EDUCATION IN SWEDEN: A MARXIST ANALYSIS OF REVOLUTION IN A SOCIAL DEMOCRACY

By Alpesh Maisuria

Senior Lecturer at the University of East London, Cass School of Education & Communities, United Kingdom

 

Routledge (December 2017)

 

 

OUTLINE:

Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond. Critically tracing the celebrated so-called ‘Swedish model’ from its inception to its current neoliberalisation, Maisuria explores the contours of class as part of social democratic history, culture and education, especially against the alternatives of communism and fascism. Presenting empirical research on class consciousness within a higher education context, Maisuria analyses student testimonies on their perceptions of social democracy and ‘Swedishness’ with ethno-racial dynamics, which is subjected to a Gramscian and Critical Realist derived explanatory critique for social transformation

See: https://www.routledge.com/Class-Consciousness-and-Education-in-Sweden-A-Marxist-Analysis-of-Revolution/Maisuria/p/book/9781138286009

Series: https://www.routledge.com/Routledge-Studies-in-Education-Neoliberalism-and-Marxism/book-series/RSEN

 

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Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

 

Alpesh Maisuria

Glenn Rikowski

EDUCATION CRISES AS CRISES FOR CAPITAL

 

By Glenn Rikowski

Visiting Fellow, College of Social Science, University of Lincoln, UK

 

This is the second of my two papers prepared for the International Seminar for Public Pedagogies on Crisis and Education at the University of East London (Stratford Campus) for 21st February 2018.

The paper shifts the focus on education crisis from a concern with crisis in education as an attack on public, state-financed education towards education crises education as crises for capital, for capitalist development.

 

This paper is now available at Academia: https://www.academia.edu/35730140/Education_Crises_As_Crises_For_Capital

It is also available at ResearchGate: https://www.researchgate.net/publication/322642418_Education_Crises_As_Crises_For_Capital

 

Dr. Glenn Rikowski

 

 

 

 

 

 

 

 

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Education, Equality and Human Rights

EDUCATION, EQUALITY AND HUMAN RIGHTS – MIKE COLE – BOOK LAUNCH

 

 

 

 

 

 

BOOK LAUNCH

Education, Equality and Human Rights: Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class – Edited by Mike Cole

Professor Mike Cole, is a Professor of Education at the University of East London, UK

This event will be held at: The Cass School of Education and Communities, Room RB.G.13, Stratford Campus, University of East London, Water Lane, London, E15 4LZ

On: 31 January 2018, at 17.00-19.00

 

 

The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum. Written by a carefully selected group of experts, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.

Key issues explored include:

  • Human rights, equality and education
  • Women and equality, historically and now
  • Gender and education perspectives throughout time
  • Racism in the UK from the Empire to the present
  • Racism and education from imperial times to the May government
  • The making and remaking of sexualities
  • The challenges surrounding teaching and learning about sexuality in schools
  • The struggle for disability equality
  • Inclusive education
  • Social class, Marxism and socialism
  • Social class inequality and education.

With an uncompromising and rigorous analysis of education and human rights and a foreword from Professor Peter McLarenEducation, Equality and Human Rights is an essential resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

 

Mike Cole is Professor of Education at the University of East London, UK.

His latest books are Racism: A Critical Analysis (2016); Critical Race Theory and Education: A Marxist Response, Revised Second Edition (2017), and New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity (2017).

 

The Contributors:

Simon Forrest is Professor of Social Sciences in Medicine and Head of the School of Medicine, Pharmacy and Health at Durham University. He has a background in school teaching and research related to young people’s sexual lifestyles, risks, relationships and identities. He has co-authored a book supporting teaching about homosexuality in the context of schools, Talking About Homosexuality in the Secondary School (AVERT, 1997), and has since published numerous papers and other articles in the field of young people’s sexual attitudes and lifestyles. He is Chair of the Board of Trustees at AVERT, a leading global AIDS charity, and contributes to local and national initiatives aiming to support boys and young men.

Jane Kelly taught Art History and Women’s Studies at Kingston University until she retired in 2002. Since then she has been involved in Southwark Day Centre for Asylum Seekers which has three day centres, each open one day a week. In addition, she has recently rejoined the Labour Party.

Alpesh Maisuria is a Senior Lecturer with an expertise in social class and educational policy. His current research is based on the neoliberalisation of education in England, drawing upon Marxism and critical realism to understand these developments as ideologically driven. He also has an interest in Swedish social democracy and communism and education policy. He is also Deputy Editor of the Journal for Critical Education Policy Studies (JCEPS).

Jane Martin is Professor of Social History of Education at the University of Birmingham. Her first book, Women and the Politics of Schooling in Victorian and Edwardian England, won the History of Education Society (UK) Book Prize in 2002. She has published widely in various international journals in the field of gender and education, history of education, sociology of education and women’s history. She is joint editor of the Routledge Progressive Education Series. Her most recent book is Making SocialistsMary Bridges Adams and the Fight for Knowledge and Power, 1855–1939 (Manchester University Press, 2013). Future publications include Gender and Education in England since 1770: A social history to be published in the Palgrave Macmillan Gender and Women’s History Series in 2018; and a biography of author, teacher and socialist Caroline Benn (1926–2000).

Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he serves as Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. He is also Honorary Chair Professor at Northeast Normal University, China, where he serves as Honorary Co-Director of the Center for Critical Pedagogy Research. Professor McLaren is the author and editor of 45 books, and his writings have been translated into 30 languages.

Richard Rieser is a disabled teacher, trainer, writer, speaker, campaigner, film maker, and an international advocate/consultant for inclusive education and disability equality in many countries around the world. He runs World of Inclusion Ltd (www.worldofinclusion.com). As a disabled teacher, Richard taught for 25 years in primary, secondary, FE, and lastly as an Advisory Teacher for Inclusion in the London Borough of Hackney. After this he became full-time Director of the charity Disability Equality in Education, which trained over 120,000 education professionals. All Richard’s work is prompted by disability equality, inclusion and the social model of disability. Richard was UKDPC representative at the Ad hoc Committee framing the UN Convention on the Rights of Persons with Disabilities. He is author of the only handbook on implementing Article 24: Inclusive Education, for the Commonwealth. He has held many positions, including UK Rep on the European Disability Forum from 2004 to 2012, Chair of the Alliance for Inclusive Education and Vice Chair of Council for Disabled Children for 12 years and on various UK government committees. He is Coordinator of UK Disability History Month (www.ukdhm.org). Recently, World of Inclusion won an award at the Zero Conference, 2016 for a series of anti-disablist bullying films

Education, Equality and Human Rights

 

 

 

 

 

 

 

 

 

 

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ICCE 8

INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION VIII

University of East London, Stratford, London, England

25th – 28th July 2018

Critical Education and Activism Against Neoliberalism / Authoritarian Neoconservatism in Education, State and Society

The International Conference on Critical Education (ICCE), previously held in Athens (2011, 2012), Ankara (2013), Thessaloniki (2014), Wroclaw, Poland (2015), London (Middlesex University) (2016) and Athens (2017) is a forum for scholars, educators and activists committed to social and economic justice.  The 8th ICCE: Critical Education and Activism Against Neoliberalism/ Authoritarian Neoconservatism in Education, State and Society will take place at University of London (UEL), London, 25-28 July 2018.

At a time of economic crisis, when education is under siege by neoliberal capitalism and by neo-conservatism and aggressive nationalism, when teachers and academics are being proletarianized, youth criminalized, civilised and caring societies being stripped of welfare and benefits and rights, schools and universities turned into commodities, at such a time, critical education, as a theory and as a movement, as praxis, is clearly relevant. International communities of critical educators and activists are working together, and with other movements, to build active resistance to these processes and are engaged in fostering educational and social change leading to a more just, equal and fair society.

The current economic, social, and political crisis, that has been ongoing for 30 years, is manifesting more deeply in education on a global scale. The crisis- part of, and resulting from, dominant neoliberal and neoconservative politics that are implemented and promoted internationally as ‘the only solution’, under the slogan ‘there is no alternative’ (TINA), have substantially redefined the sociopolitical and ideological roles of education. Public education is shrinking. It loses its status as a social right. It is projected as a mere commodity for sale while it becomes less democratic, de-theorised, de-critiqued.

Understanding the causes of the crisis, the particular forms it takes in different countries and the multiple ways in which it influences education, constitute important questions for all those who do not limit their perspectives to the horizon of neoconservative, neoliberal and technocratic dogmas. Moreover, the critical education movement has the responsibility to rethink its views and practices in light of the crisis, and in the light of social, political and educational resistance in different countries – and the paths that this crisis opens for challenging and overthrowing capitalist domination worldwide.

The International Conference on Critical Education (ICCE) – regularly attended by between 300 and 400 participants, provides a vibrant and egalitarian, non-elitist, platform for scholars, educators, activists, students and others interested in critical education and in contesting the current neo-liberal/ neo-conservative/ nationalist hegemony, to come together and engage in a free, democratic and productive dialogue. At this time of crisis when public education is under siege by neoliberalism, neo-conservatism and nationalism, we invite you to submit a proposal and to attend the Conference. We especially welcome new and emerging scholars / scholar-activists.

 

Speakers invited include:

Grant Banfield (Australia)

Dennis Beach (Sweden)

Sara Carpenter (Canada)

Hana Cervinlova (Poland)

Polina Chrysochou (Greece /UK)

Christian Chun (USA)

Alessio d’Angelo (UK)

Sandra Delgado (Canada/ Colombia)

Mustafa Durmus (Turkey)

Agnieszka Dzieminowicz-Bak (Poland)

Gail Edwards (UK)

Ramin Farahmandpur (USA)

Derek Ford (USA)

Nathan Fretwell (UK)

Panayota Gounari (USA)

George Grollios (Greece)

Carly Guest (UK)

Julia Hall (USA)

Dave Hill (UK)

Lee Jerome (UK)

Wei Jin (Peoples Republic of China)

Gianna Katsiampoura (Greece)

Nurcan Korkmaz (Turkey)

Ravi Kumar (India)

Alpesh Mairsuira (UK)

Tristan McCowan (UK)

Gyuri Meszaros (Hungary)

Louise Prendergast (UK)

Lotar Rasinski (Poland)

John Rice (Australia)

Glenn Rikowski (UK)

Leena Robertson (UK)

Juan R. Rodriguez (Spain)

Wayne Ross (Canada)

Rachel Seoighe (UK)

Kostas Skordoulis (Greece)

Spyros Themelis (UK)

Tamas Toth (Hungary/Poland)

Paolo Vittoria (Italy)

Josefine Wagner (Poland)

Terry Wrigley (UK)

Ahmet Yidiz (Turkey)

 

Conference Organisers: Dave Hill (Institute for Education Policy Studies) and Alpesh Maisuria (University of East London)

Contact: dave.hill@ieps.org.uk

 

See the website: http://www.icce2018.wordpress.com/

 

UEL Stratford

 

 

 

 

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Glenn Rikowski

CRITIQUE OF THE CLASSICAL THEORY OF EDUCATION CRISIS

 

 

Glenn RikowskiVisiting Fellow, College of Social Science, University of Lincoln, UK

 

 

 

 

This is a paper prepared for the International Centre for Public Pedagogies (ICPuP), International Seminar for Public Pedagogies at the University of East London for 21st February 2018. See the post below for details.

The paper is now available on Academia, see: https://www.academia.edu/35164258/Critique_of_the_Classical_Theory_of_Education_Crisis

 

ABSTRACT

The Classical Theory of Education Crisis is the default theory utilised by educational theorists for understanding the constitution and explanation of education crises in contemporary society. Following a brief outline of the concept of crisis, and the histiography of the notion of education crisis from the Second World War to the neoliberal recession of 1980-82, there is a an outline of The Classical Theory of Education Crisis as most fully expressed in Madan Sarup’s classic Education, State and Crisis: A Marxist Perspective (1982). The key aspect of the Classical Theory is that education crises are derivative of economic crises. This is followed by the main event: critique of the Classical Theory. Its reliance on structuralist thought (with associated determinism, functionalism and reductionism) and the inflow of economics imperialism are some of its key deficiencies. The Conclusion outlines ground still to be covered and the need to move beyond the Classical Theory of Education Crisis.

 

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Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

 

Glenn Rikowski

Fat Cat Food

NEOLIBERALISM AND ORDOLIBERALISM: ONE OR TWO CRITIQUES?

 

STAMP – Centre for the Study of States, Markets & People
School of Business & Law, University of East London, Annual Research Colloquium
On: “Neoliberalism and Ordoliberalism: One or Two Critiques?”

Tuesday 12 December 2017, 14.30pm – 19.30pm.
Venue: USS G.19/20, University of East London, 1 Salway Road, London, E15 1NF

(5 minutes’ walk from Stratford tube station)

Speakers and participants include: Professor Werner Bonefeld (York University), Dr. Gareth Dale (Brunel University), Professor Bülent Gökay (Keele University) Professor Bob Jessop (Lancaster University) and Dr. Mike Wilkinson (London School of Economics)

As the Euro-zone enters its ninth year of crisis and Britain posits itself for a hard Brexit, it is now widely accepted that German/Austrian ordoliberal policy principles — de-politicisation of central bank, deflationary policy and strong state — have long been institutionalised in the EU. But if the ordoliberal public policy in the Euro-zone and beyond manages EU processes, then what are its points of divergence and convergence with Anglo-American neo-liberalism — which some North American scholars identify as “New Constitutionalism”? If neo-liberal financialisation as a form of public policy could not arrest the slow and protracted decline of American Empire since the late 1960s, can German ordoliberalism re-launch the process of European integration, and on what policy basis? Was ordoliberalism a deliberate, post-war, policy plan to dominate Europe’s various state executives, or did it come about structurally and by way of France’s and Italy’s persistence to engage Germany in a currency union in order to control its superior industrial and monetary might? Under what forms of political governance, law and civic consciousness can neo-liberalism and ordoliberalism best operate? Last but not least, do we need one or two comprehensive critiques for these two separable, but not separate, public policies? These are some of the pertinent questions the STAMP Colloquium is proposing to address, launching a new research programme in the fields of global and European history, public policy, constitutional law and international
relations.

For further information about the workshop, please contact: Mr Seun Alele, e-mail: O.Alele@uel.ac.uk

Programme
14.30 – 14.45 Vassilis K. Fouskas (UEL) “Welcome and Opening Comments”
14.45 – 15.15 Gareth Dale (Brunel) “Ordoliberalism as a German Product: Origins, Evolution, Purposes”
15.15 – 15.45 Werner Bonefeld (York) “Stateless Money and State Power: Ordoliberal Insights and Capitalist Organisation”
15.45 – 16.30 Questions & Answers
16.30 – 17.00 Tea/Coffee
17.00 – 17.30 Bülent Gökay (Keele) “One neo-liberalism or many?”
17.30 – 18.00 Mike Wilkinson (LSE) “Authoritarian Liberalism: Exception or Norm?”
18.00 – 18.30 Questions & Answers
18.30 – 18.45 Bob Jessop (Lancaster) via skype “Financialization, Ordoliberalism, Neo-liberalization and the State of Permanent Austerity”
19.00 – 19.30 Conclusions and ideas about how to take this research programme forward. Bob Jessop to be engaged via skype

 

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Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Neoliberalism

CRISIS AND EDUCATION

 

Glenn Rikowski Visiting Fellow, College of Social Science, University of Lincoln, UK

 

 

International Centre for Public Pedagogies (ICPuP)

International Seminar for Public Pedagogies

UNIVERSITY OF EAST LONDON

Stratford Campus

Water Lane

London

E15 4LZ

 

21st February 2018

5.00 – 6.00pm

Room: 4.02

 

ABSTRACT

There are two parts to the presentation. Following a brief examination of the concept of ‘crisis’ the first part provides a critique of the Classical Theory of education crisis. This is the default theory of education crisis utilised by the majority of educational theorists and education activists today. Its starting point is that education crises are basically derivative of economic crises. The works of Marxists Brian Simon and Madan Sarup are important in fixing and consolidating the Classical Theory of education crisis. These will be explored in some depth.

The second part of the paper is more speculative. It seeks to pinpoint education crises as crises for capital. Thus, it is concerned with working on the weaknesses in the rule of capital (in education and in terms of its development) rather than focusing on how crises originating in the economy have deleterious effects for state-financed, public education. Two forms of education crises for capital are located, based on the mode of existence of commodity forms in educational institutions: crises of labour-power production; and crises in the ‘general class’ of commodities in educational settings. The implications for an anti-capitalist, anti-affirmationist politics of education based on this analysis are provided in conclusion.

 

Note: Two papers will be produced for this seminar: Critique of the Classical Theory of Education Crisis, and Education Crises As Crises for Capital. In the meantime, the following paper is useful: Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptions, which is available at Academia: https://www.academia.edu/18511424/Crises_Commodities_and_Education_Disruptions_Eruptions_Interruptions_and_Ruptions

 

ADDENDUM – 22nd January 2018

The two papers for this ICPuP Seminar are now online at Academia:

Critique of the Classical Theory of Education Crisis  https://www.academia.edu/35164258/Critique_of_the_Classical_Theory_of_Education_Crisis

Education Crises As Crises For Capital  http://www.academia.edu/35730140/Education_Crises_As_Crises_For_Capital

 

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Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski 

Crisis