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313111_coverMARX, CAPITAL, AND EDUCATION: TOWARDS A CRITICAL PEDAGOGY OF BECOMING

A new book by Curry Stephenson Malott and Derek R. Ford

Published by Peter Lang: New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2015. XX, 165 pp.

Education and Struggle: Narrative, Dialogue and the Political Production of Meaning. Vol. 5

General Editors: Michael Peters and Peter McLaren

Print: ISBN 978-1-4331-3111-0 pb. (Softcover)

Print: ISBN 978-1-4331-3112-7 hb. (Hardcover)

eBook: ISBN 978-1-4539-1602-5

Order Online: http://www.peterlang.ch/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=87064

Outline

With the contradictions of capitalism heightening and intensifying, and with new social movements spreading across the globe, revolutionary transformation is once again on the agenda. For radicals, the most pressing question is: How can we transform ourselves and our world into something else, something just? In Marx, Capital, and Education, Curry Stephenson Malott and Derek R. Ford develop a «critical pedagogy of becoming» that is concerned with precisely this question. The authors boldly investigate the movement toward communism and the essential role that critical pedagogy can play in this transition. Performing a novel and educational reading of Karl Marx and radical theorists and activists, Malott and Ford present a critical understanding of the past and present, of the underlying logics and (often opaque) forces that determine the world-historical moment. Yet Malott and Ford are equally concerned with examining the specific ways in which we can teach, learn, study, and struggle ourselves beyond capitalism; how we can ultimately overthrow the existing order and institute a new mode of production and set of social relations. This incisive and timely book, penned by two militant teachers, organizers, and academics, reconfigures pedagogy and politics.

Educators and organizers alike will find that it provides new ammunition in the struggle for the world that we deserve.

Contents

Contents: Becoming through Negation: Revisiting Marx’s Humanism – From Revolution to Counterrevolution and Back Again? The Global Class War and Becoming Communist – Becoming Communist in the Global Class War: Centering the Critique of the Gotha Programme – The «Cynical Recklessness» of Capital: Machinery, Becoming, and Revolutionary Marxist Social Studies Education – Teaching Ferguson, Teaching Capital: Slavery and the «Terrorist Energy» of Capital – Connecting «Economic Bondage« to «Personified Capital»: Another Step toward a Critical Pedagogy of Becoming.

About the Authors

Curry Stephenson Malott (PhD in curriculum and instruction, New Mexico State University) is Assistant Professor of Educational Foundations in the Department of Professional and Secondary Education at West Chester University of Pennsylvania. Dr. Malott is a regular contributor to the Journal for Critical Education Policy Studies.

Derek R. Ford’s (PhD candidate in cultural foundations of education, Syracuse University) professional writing has appeared in Educational Philosophy and Theory; Critical Studies in Education; Policy Futures in Education; and Studies in Philosophy and Education. He currently teaches in the Social Justice Studies Program at Hobart and William Smith Colleges.

Praise for Marx, Capital, and Education

“In Marx, Capital, and Education, Malott and Ford advance one of the boldest and [most] unmitigated analyses of education in the history of the field. Their unflinching and scholarly critique of the relationship between capitalism and compulsory education helps to reground the field of critical pedagogy, framing a renewed ‘revolutionary Marxist pedagogy.’ Their careful undertaking of Marx and contemporary scholars of Marx situate this text as a must-read across multiple disciplines including philosophy, political science, government, and education – a true classic in the making.” (Sandy Grande, Associate Professor and Chair, Education Department, Connecticut College)

“This is an essential text for all of those interested in the continuing potential of Marxism as an analytic tool and as a political movement, with implications for critical pedagogy and a truly liberatory education. It traces the history of the use of Marxist theory in education in ways that are insightful, and it provides a key set of categories for reading and using Marx in a ‘postmodern’ age. A rare achievement in educational scholarship.” (Dennis Carlson, Full Professor, Department of Educational Leadership, Miami University)

“This book boldly interrogates the internal contradictions of capital with the aim of galvanizing a critical pedagogy of becoming, a pedagogy capable of providing the conceptual and analytic resources necessary to locate and pry open spaces in education from which to push those contradictions to their breaking point so as to transform capitalism into communism. The authors patiently explain the dialectical logic of capital’s internal contradictions that incline capital towards self-negation, paying particular attention to capital’s compulsive quest for surplus value; they deepen this explanation with an exploration of Marx’s appropriation of dialectics from Hegel. Setting these explanations in motion and keeping capital’s thirst for surplus value firmly in view, Malott and Ford confront and intervene in some of the main debates related to education under capital, including the relation between educational labor and the reproduction of capitalist social relations, and the relation between race and class. This book propels forward the revolutionary struggle for liberation from class society.” (Deborah P. Kelsh, Professor of Teacher Education, The College of Saint Rose)

“Malott and Ford point to the horizon of possibilities that open up when Marx is put back into Marxism. Their bold advocacy of critical pedagogy as a self-conscious movement towards communism is a welcome antidote to the bourgeois fluff that has come to pass as ‘critical’ in education for too long. Marx, Capital, and Education is written by revolutionary educators for revolutionary educators.” (Grant Banfield, Lecturer, Faculty of Education, Humanities and Law, Flinders University, South Australia)

“Malott and Ford present a rigorous theoretical framework grounded in the actual practice of communist movement(s). Their approach to educational pedagogy is a must-read for anyone with a radical consciousness seriously concerned with not just interpreting, but changing the world.” (Eugene Puryear, author of Shackled and Chained: Mass Incarceration in Capitalist America; Organizer with the ANSWER Coalition)

“Malott and Ford in this exceptional work place capitalism ‘squarely within the crosshairs.’ Vague talk concerning issues of social justice is replaced with concrete explorations of our present historical moment within the horizon of communism and educators’ place in moving toward that horizon within a process of a critical pedagogy of becoming. This book will move critical thinkers toward the horizon. It is about time.” (William M. Reynolds, Associate Professor of Curriculum, Foundations, andReading, Georgia Southern University)

“Twenty-five years after the collapse of the Soviet Union, world ‘leaders’ continue to directly and indirectly promote anticommunist disinformation and propaganda. Today one is casually and smugly dismissed as passé or out of touch if they are still ‘gullible’ enough to fight for communism. Opposing this relentless capital-centered offensive which depoliticizes people and intensifies anticonsciousness, Malott and Ford have boldly put communism on the agenda. With courage, conviction, and serious analysis they show how and why existing political-economic arrangements can and must be replaced by a human-centered society and economic system, a world free of exploitation, alienated relations, and the division between mental and manual labor. To this end, the authors skillfully sketch the organic connections between critical pedagogy, transformation, and Marxist and Hegelian dialectics in order to advance ‘a pedagogy of becoming.’ Here the future lies within the present and negation is affirmation. But Malott and Ford remind us at every turn that this does not mean that phenomena unfold deterministically.” (Shawgi Tell, Associate Professor of Education, Department of Social and Psychological Foundations of Education, Nazareth College)

“This book is a weapon to be used not merely against capital, but in the revolutionary struggle to overthrow capitalism and realize a communist future that enables the becoming of humanity. In an era in which Marxist educational theorizing is making a comeback, Malott and Ford represent the best of a new generation of revolutionary thinkers who do not settle for merely interesting academic inquiry, but rather illustrate how deep intellectual inquiry can inform answers to questions about how we can teach, learn, and take action in the construction of a proletarian offensive in the global class war. Malott and Ford unapologetically embrace the goal of creating a new set of social relations that enable the absolute movement of becoming, that is communism. They put capitalism in the crosshairs and refuse to take cover under the empty shells that democracy, social justice, or domesticated critical pedagogy have become. Instead they return to Marx, offering crystal clear theoretical and practical responses to questions at the heart of conversations about how we can create not only new pedagogies, but a new world, free from the scourge of capitalism.” (E. Wayne Ross, Professor, Faculty of Education, University of British Columbia)

“This is a hugely important and impressive book by…two increasingly influential revolutionary Marxist theorists/activists. They assert and closely argue that ‘in order for education to contribute to the generation of a counterpower it has to place capital squarely in its crosshairs.’ They open up the field of possibilities for revolutionary education, enabling the imagination of ‘a world without the exploitation and oppression that characterizes capital.’ This book is hard-hitting and uncompromising. It is scholarly. It is activist. It is a remarkable addition to contemporary critical education and Marxist theory.” (Dave Hill, Professor of Education Research, Anglia Ruskin University, England; Chief Editor of the Journal for Critical Education Policy Studies; Co-founder and Co-organizer of the annual International Conference on Critical Education).

Curry Malott

Curry Malott

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‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Derek R. Ford

Derek R. Ford

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Student Debt

Student Debt

LONDON INTERNATIONAL CONFERENCE ON EDUCATION (LICE-2015)

Call for Extended Abstracts, Papers, Speaker’s Proposals, Posters, Tutorials and Workshops!

***********************************************
London International Conference on Education (LICE-2015)
November 9-11, 2015, London, UK
Venue: Heathrow Windsor Marriott Hotel
(www.liceducation.org)

***********************************************
The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education. The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The LICE-2015 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

Topics:

The topics in LICE-2015 include but are not confined to the following areas:

*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Games and Software

*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*E-Society

*ESL/TESL
*Health Education
*Higher Education
*History
*Human Resource Development
*Indigenous Education

*ICT Education

*Inclusive Education
*Kinesiology and Leisure Science
*K12
*Language Education
*Mathematics Education
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Research Assessment Exercise (RAE)
*Reading Education
*Religion and Education Studies
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*Research In Progress
*Other Areas of Education

Submission: You can submit your research paper at http://www.liceducation.org/Paper%20Submission.html or email it to: papers-2015@liceducation.org

Important Dates:

Extended Abstract (Work in Progress) Submission Date: July 01, 2015
Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: July 10, 2015

Research Paper, Student Paper, Case Study, Report Submission Date: July 15, 2015
Notification of Research Paper, Student Paper, Case Study, Report Acceptance / Rejection: July 31, 2015
Proposal for Workshops: June 30, 2015
Notification of Workshop Acceptance/Rejection: July 10, 2015
Poster/Demo Proposal Submission: July 01, 2015
Notification of Poster/Demo Acceptance: July 10, 2015
Camera Ready Paper Due: September 01, 2015
Participant(s) Registration (Open): May 01, 2015
Early Bird Registration Deadline: September 01, 2015
Late Bird Registration Deadline (Authors only) September 02 to October 27, 2015
Late Bird Registration Deadline (Participants only) September 02 to November 08, 2015
Conference Dates: November 9-11, 2015

 

For further information please visit LICE-2015 at www.liceducation.org

Education

Education

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Education for Debt

Education for Debt

THE NEOLIBERAL UNIVERSITY: GENDER, CLASS, AND SEXUALITY

AMSTERDAM RESEARCH CENTER GENDER AND SEXUALITY

Conference: ‘Social Class in the 21st Century’

Panel Call for Papers: Deadline May 29th 2015

Panel on: The Neoliberal University: Gender, Class, & Sexuality

This panel intends to investigate processes of bureaucratization and business-afication of the university and the role that these have in re-shaping the interrelations of class, gender, and sexuality; and the specific ways that the change from educational pedagogy to business model has impacted classed, gendered, and sexual practices and relationships.

The rise of neoliberalism coincided with the increase of enrollments in universities and this panel proposes to investigate these two in relation to each other. The scale of the university has increased in terms of rising numbers of students enrolled. Also, as university has become more accessible to larger numbers of citizens, the importance of higher education as a marker of class has become, relatively, more available.

In the light of these shifts, the question is how the (increasing) importance of the university as a site of emancipation takes on questions of gender norms and practices, as well as forms of sexuality.

On the one hand, universities can be seen as sites of normative structures regarding gender, sexuality, race / ethnicity, class, age and more, shaping normativity from aesthetics to (gendered) harassment on college campuses.

On the other hand, universities have also been the sites for social justice and emancipation, regarding gender and sexuality, by the way of Women’s & Gender studies, LGBT studies and Queer Theory.

This panel seeks to bring together a collection of papers on the role of the neoliberal university in shaping, marking, and creating new expressions and relations of gender, class, and sexuality. In this way, it opens up the discussion to allow for the varied ways that universities implement and allow possibly opposing development of providing spaces for emancipation as well as reproducing normative spaces in terms of gendered, sexualized and classed possibilities.

Papers should seek to elaborate on both theoretical elements and empirical cases (from the Global North and South) and aspects of the role of the university in the 21st Century and its impact on gender, class, and sexuality.

http://arcgs.uva.nl/news-events/events/social-class-conference/social-class-conference/content/folder/panels/panels/panels/content/folder/the-neoliberal-university-gender-class–sexuali.html

First Published in http://www.historicalmaterialism.org/news/distributed/conference-cfp-the-neoliberal-university

Conference Website: http://arcgs.uva.nl/news-events/events/social-class-conference/social-class-conference/content/folder/social-class-conference.html

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Student Debt

Student Debt

STUDENT DEBT

Berkeley Journal of Sociology

Call for Submissions on Student Debt

In collaboration with Debt and Society, the Berkeley Journal of Sociology is seeking submissions about student debt. Submissions will be considered for the 2015 print edition of the BJS as well as an online series that will launch in September 2015.

In addition to short essays (less than 3,500 words), we are also seeking photo essays, illustrations, reviews, and critical replies to published content.

Submissions must be received by June 1, 2015 and should be emailed to both submissions@berkeleyjournal.org and charlie.eaton@berkeley.edu.

Full BJS submission guidelines can be found here.

The goals of the series are described further here.

Berkley Journal of Sociology: http://berkeleyjournal.org/

Debt& Society: http://debtandsociety.org/a-call-for-submissions-on-student-debt/

Call for Submissions: http://berkeleyjournal.org/2015/04/a-call-for-submissions-on-student-debt/

Submission Guidelines: http://berkeleyjournal.org/submissions/

EDITORIAL_Student-loans_Devin-Beauregard

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

EDUCATION

EDUCATION

WORLD CONGRESS ON SPECIAL NEEDS EDUCATION (WCSNE-2015)

Call for Papers, Extended Abstracts, Posters, Tutorials and Workshops!

**********************************
World Congress on Special Needs Education (WCSNE-2015)
August 17-20, 2015
Temple University, Philadelphia, USA
www.wcsne.org

The World Congress on Special Needs Education (WCSNE-2015) will be held at the Temple University. The WCSNE is dedicated to the advancement of the theory and practices in special needs education. The WCSNE promotes collaborative excellence between academicians and professionals from educational and industrial sectors. The aim of WCSNE is to provide an opportunity for academicians and professionals from various educational and industrial sectors with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of special needs in education. The WCSNE-2015 invites speakers to share their knowledge on issues or subject matters in special needs in education that encompass conceptual analysis, case studies, design implementation and performance evaluation.

Topics:

The topics in WCSNE-2015 include but are not confined to the following areas:

*Accessible World
*Art Education
*Assistive Technologies
*Business Education
*Course Management
*Curriculum, Research and Development
*Educational Foundations

*Interaction and Cultural Models of Disability

*Learning / Teaching Methodologies and Assessment
*Global Issues In Education and Research
*Pedagogy
*Research Management
*Ubiquitous Learning
*Research In Progress
*Other Relevant/Related Areas of Education

Submission:

You can submit your research paper at http://www.wcsne.org/Paper%20Submission.html
or email it to papers-2015@wcsne.org

Important Dates:

Abstract, Extended Abstract, Research Paper,Case Study, Work in Progress and Report Submission Deadline: March 31, 2015
Notification of Abstract, Extended Abstract, Research Paper, Case Study, Work in Progress and Report Acceptance Date: April 15, 2015
Camera Ready (Final Proposal after amendment(s)) Due: June 30, 2015
Workshop Proposal Submission Deadline: April 30, 2015
Notification of Workshop Proposal Acceptance/Rejection: May 10, 2015
Poster/Demo Proposal Submission: April 15, 2015
Notification of Poster/Demo Acceptance: April 20, 2015
Early Bird Registration (Authors and Participants): March 01 to June 30, 2015
Late Bird Registration (Authors and Participants): July 11, 2015 to July 31, 2015
Conference Dates: August 17-20, 2015

For further information please visit http://www.wcsne.org

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Education

Education

HANDBOOK OF GLOBAL EDUCATIONAL REFORM

Call for Chapter Abstracts

Handbook of Global Educational Reform (Wiley-Blackwell, 2017)

This edited volume examines educational reform from a global perspective. Currently, a number of trends are converging to fundamentally reshape the policy and practice of educational development globally. Transnational institutions such as the Organization for Economic Cooperation and Development (OECD), World Bank, World Trade Organization, and powerful transnational corporations such Pearson, Knowledge Universe, and Edison Learning are promoting an interconnected set of global educational reforms that seek to align national systems of education with the demands of transnational capital and ruling economic and political interests. Foremost, neoliberal rationalities and policy prescriptions that take the market as the dominant organizing principle of human and institutional affairs have rapidly expanded. This has functioned to promote standardization across national educational systems and private sector and market-based models of educational policy. In poor countries, private fee for service educational franchises (many of them owned by transnational actors) are being promoted, while in rich countries public educational systems are being defunded, privatized, commercialized, and subject to new forms of corporate managerialism.

The dominance of neoliberal rationalities in public policy over the last three decades has tended to reshape educational systems in ways that undermine democratic social relationships, institutions, and public spheres that foster cultures of dialogue, dissent, and collaboration necessary for democratic life inside and outside of schools. By situating educational reform in terms of the broader structures and ideological contests animating educational policy and practice, this volume is concerned to examine reform without being “reformist.”  That is, we do not see reform of existing institutional arrangements as being the only or central aim of engagement. Rather, this volume situates reform in the service of broad-based social transformation. In short, what is at stake in comprehending educational reform today is setting the agenda for educational and social development that serves the interests of the public, that fosters cultures of questioning, reflection, engaged self-governance, and egalitarian and sustainable forms of living.

We are interested in abstracts of no more than 300 words that explore a variety of theoretical and empirical issues in global education reform from a critical and transformative perspective. We are particularly interested in abstracts that engage issues across Latin America, Africa, Asia, and the Pacific. Areas of investigation include:

1. The historical, ideological, organizational, and institutional foundations of global education reform policies, networks, movements, actors, institutions, and agendas across diverse international contexts highlighting in particular the intersection of reform and new articulations of power, governance, and contestation.

2. How the ideologies and infrastructures underlying reform are deployed as concrete policy and in educational reform trends locally, nationally and globally through case studies of reform initiatives within specific contexts.

3. The new managerialism in educational reform including the standardization of national systems of educational governance, curriculum, teaching, and learning and new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models.

4. How practical policy is grounded in particular epistemological assumptions such as positivism, standardization, and instrumentalism that are lived through class, race, gender, sexuality, language, culture, and bodies. In other words, the subjective and intersubjective experiential dimensions of educational reforms.

5. Alternative transformative pathways for global, national, and local educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, ecological sustainability, and equality. Of particular interest is how grassroots movements are involved in contesting dominant reform trends and charting new paths for education and sustainable democratic futures.

If you are interested in contributing to this edited collection that is under contract with Wiley-Blackwell please submit an abstract by June 1, 2015 of no more than 300 words to: globaleducationreform@gmail.com. We anticipate final manuscripts being due June 1, 2016 with early 2017 publication. Manuscripts will be between 8,000-10,000 words.

Information on Co-editors:

Kenneth J. Saltman is Professor of Educational Leadership and Policy Studies at the University of Massachusetts, Dartmouth. His research examines the political economy and cultural politics of public school privatization. He is the author and editor of numerous books on educational policy and politics including Capitalizing on Disaster: Taking and Breaking Public SchoolsThe Gift of Education: Public Education and Venture PhilanthropyThe Edison SchoolsEducation as Enforcement: the Militarization and Corporatization of SchoolsThe Failure of Corporate School ReformThe Politics of Education: A Critical Introduction, and Toward a New Common School Movement.

Alexander J. Means is an Assistant Professor in the Department of Social and Psychological Foundations of Education at SUNY Buffalo State. His research examines educational policy and governance in relation to political economy, urbanization, human security, social inequality, and radical democratic theory and politics. He is the author of Schooling in the Age of Austerity: Urban Education and the struggle for Democratic Life (Palgrave, 2013), which won a 2014 Society of the Professors of Education Book Award, and Toward a New Common School Movement (Paradigm, 2014) with Noah De Lissovoy and Kenneth Saltman. His work has also been published in numerous international research journals such as Critical Sociology, Journal of Education Policy, Educational Philosophy and Theory, Policy Futures in Education, Foucault Studies, Review of Education, Pedagogy, and Cultural Studies, and Critical Studies in Education.

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

 

 

Glenn Rikowski

Glenn Rikowski

SOME ADDITIONS TO ACADEMIA: FEBRUARY 2015

 

Over the last month I have added quite a few items to my Academia site.

 

Here are the main additions that have not been included on other blogs:

 

 

 

PAPERS

 

The Confederation of British Industry and the Business Takeover of Schools (2007)

https://www.academia.edu/11138462/The_Confederation_of_British_Industry_and_the_Business_Takeover_of_Schools

 

Postmodernism in Educational Theory (with Peter McLaren, 2002)

https://www.academia.edu/11135246/Postmodernism_in_Educational_Theory

 

Prelude: Marxist Educational Theory After Postmodernism (2002)

https://www.academia.edu/11012712/Prelude_Marxist_Educational_Theory_After_Postmodernism

 

Time and Speed in the Social Universe of Capital (with Mike Neary, 2002)

https://www.academia.edu/10545768/Time_and_Speed_in_the_Social_Universe_of_Capital

 

Marxist Educational Theory Transformed (2000)

https://www.academia.edu/11086968/Marxist_Educational_Theory_Transformed

 

Working Schoolchildren in Britain Today (with Mike Neary, 1997)

https://www.academia.edu/11108460/Working_Schoolchildren_in_Britain_Today

 

 

 

VOLUMER ARTICLES

 

Post-Fordism and Schools in England (2008)

https://www.academia.edu/11048029/Post-Fordism_and_Schools_in_England

 

Forms of Capital: Critique of Bourdieu on Social Capital (2008)

https://www.academia.edu/11049106/Forms_of_Capital_Critique_of_Bourdieu_on_Social_Capital

 

Utopia and Education (2008)

https://www.academia.edu/11139021/Utopia_and_Education

 

Globalisation and Education Revisited (2008)

https://www.academia.edu/11109450/Globalisation_and_Education_Revisited

 

Snowballs and Risk in Schools (2008)

https://www.academia.edu/11027085/Snowballs_and_Risk_in_Schools

 

Nihilism and the Devaluation of Educational Values in England Today (2008)

https://www.academia.edu/11135945/Nihilism_and_the_De-valuation_of_Educational_Values_in_England_Today

 

Forms of Capital: Critique of Bourdieu on Cultural Capital (2008)

https://www.academia.edu/11048536/Forms_of_Capital_Critique_of_Bourdieu_on_Cultural_Capital

 

Playground Risks and Handcuffed Kids: We Need Safer Schools? (2007)

https://www.academia.edu/11074776/Playground_Risks_and_Handcuffed_Kids_We_Need_Safer_Schools

 

On Education Studies (2007)

https://www.academia.edu/11137286/On_Education_Studies

 

Education the HSBC Way (2007)

https://www.academia.edu/11109879/Education_the_HSBC_Way

 

The ‘Standards’ Language-game for Schools in England (2007)

https://www.academia.edu/11109014/The_Standards_Language-game_for_Schools_in_England_Today

 

Higher education and Confused Employer Syndrome (2006)

https://www.academia.edu/11075569/Higher_Education_and_Confused_Employer_Syndrome

 

On Tranhumanism and Education (2006)

https://www.academia.edu/11108794/On_Transhumanism_and_Education

 

 

Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Education Crisis

Education Crisis

UNICONFLICTS

UNICONFLICTS In Spaces of Crisis: Critical Approaches In, Against and Beyond the University

International Open Gathering

11–14 June 2015

At the Department of Architecture, Aristotle University of Thessaloniki, Greece

Encounters and Conflicts in the City

Details: http://urbanconflicts.wordpress.com/

 

Calling

The group “Encounters and Conflicts in the City” calls radical research groups, critical workshops and researchers, students and collectives that are placed in, against and beyond the neoliberal university in an open gathering on the 11-14th June 2015 at the Department of Architecture at the Aristotle University of Thessaloniki.

Through this gathering, we aim to create a public space of dialogue transcending divisions among academic and scientific disciplines and to critically approach the urban issues of the era of crisis, through a dialectic, intersectional and postcolonial approach.

The central questions that we wish to raise are two:

  1. What is the role of knowledge, of the university and of researchers in the era of crisis?
  2. What are the critical epistemological and methodological tools for studying the spatial expressions of the ongoing crisis at multiple scales?

Within this context, we seek to examine the ongoing crisis not just as an over-accumulation crisis but also as a crisis of social disobedience and of the inability of the circulation of capital, patriarchy and nationalism. Moving against the mystification of the crisis, we are interested in critical approaches that focus on the spatialization of social relations and examine the spaces of dissent. Particularly, we wish to examine the articulations, the limits, the contradictions and the dialectic relation of commons, enclosures, inclusion, exclusion, insurgency and counter-insurgency as well as their hybrid intermediate forms, which emerge in and through physical space, modes of communication and the constitution of communities. Overall, we aim to break the North/South or East/West dichotomies and to focus on the fields of gender, race, class and culture.

Building on the critical evaluation of social relations, the circulation of social struggles and subjects and communities in motion, we search for their contentious spaces and their spatial transformations, limits, possibilities and contradictions in the era of crisis. Moreover, understanding education as a unity of theory and practice, we seek these epistemological and methodological tools that emerge from and aim to the deepening and the circulation of social struggles and social movements. In the context of today’s global and local crisis, we note that while a plethora of social struggles and insurgencies emerge, the academic research often appropriates and commercializes their ideas. It is exactly here that we identify the dead-end.

Hence, we seek to surpass the so called academic activism and to set as a main target of this open gathering the critical examination of the following:

A. The role of knowledge and of researchers in the university and in social movements

The neoliberal University and the educational system constitute strategic mechanisms for the production and reproduction of social relations. In particular, within a dynamic process of neoliberalization, the university studies are intensified and are linked more and more to the labour market. Within this context, we wish to examine issues such as the production of knowledge, knowledge as a common, the neoliberalization of the University, the new educational enclosures and the concept of Anti-university.

The transformation of knowledge into private property and consequently into a commodity creates new enclosures in the field of knowledge. These new enclosures in neoliberal education are expressed both through the commodification of the physical space of the universities and through the objectification of human abilities. Some indicative examples are the increase of studying costs, the studying loans, the control of access to information, the commercialization of academic papers and books, the securitization of the University space, the criminalization and the rhetoric against student mobilizations, the suppression of the struggles of university employees and the restriction of the freedom of speech.

However, since 1960s and 1970s, the universities are spaces of collective emancipatory movements, of social struggles and of radical experiments of self-organization for the production of knowledge. As a response to these movements, since 1980s, a number of educational reforms have been introduced. These reforms seek to promote the marketization of the university, aiming to produce the appropriate competitive workforce and to supress student movements.

Yet, during the last decade, many dynamic student movements have emerged in France (2006), Greece (2006-2007), the USA (2009-2010), the UK (2010), Italy (2010-2011) and so on, which targeted the enclosure of knowledge and were connected and inspired many other urban social movements.

 

Axes of Discussion

A.1 Social education and emancipatory movements in the universities

-Student movements: limits and contradictions, connection with other urban movements, confrontation of their suppression and criminalization

-Perspectives of a radical pedagogy towards the knowledge as common

-Ideas and practices of free–‐autonomous universities beyond the education of the neoliberal university

A.2 Control and commodification of knowledge

-Public, state and private education in the neoliberal era

-Politics of knowledge enclosures and copyrights

-The suppression of academic freedom and of the freedom of speech

-Knowledge as private property and commodity for the production of value and surplus value

-Student loans and study costs as mechanisms of disciplining

-The cultural politics of the neoliberal university

-Paid and unpaid work at the University

A.3 The role of the researcher

-Lifelong education, competitiveness and the precarious status of the researcher

-The researcher as producer of dominant discourses and her/his role in the reproduction of power

-Competitiveness, academic carrie and academic divisions and hierarchies

-The biopolitical character of the neoliberal education and the construction of new identities

-Education as praxis, understood as a unity of theory and practice

-Researchers, networks and groups against and beyond the neoliberal university

 

B. Critical epistemological and methodological tools for the study of the crisis’s spatial expressions at multiple scales

Against the privatization and commodification of the academic knowledge and the intended hegemony of the neoliberal perspectives, we seek those critical epistemological tools of knowledge production that encourage social emancipation.

During the last years, urban movements and a plethora of visible and invisible practices of resistance and emancipation offer a variety of tools for the destabilization of the dominant ideologies, ways of disaggregation of power, negotiation of contradictions and visibility of differences. In parallel, today there is the urgent need for the promotion, circulation and deepening of these critical perspectives and their linking to social struggles. Thus, we aim to discuss epistemological and methodological tools, such as the following:

B1. Dialectic critical urban theory

Which are those critical approaches that assist us to perceive and examine the multiple dimensions of urban space? How do dialectic approaches and critical urban theory contribute to the understanding of the spaces of social movements and the spaces of capital, racism and patriarchy?

B2. Intersectionality and urban space in the era of crisis

How does intersectionality contribute to the study of the urban space? Which are the intersectional crossings of the multiple systems of domination, oppression and discrimination such as race, class, gender, ethnicity, sexuality, religion, dis/ability, age, cast, language, culture, body size, education level or citizenship?

B3. Cultural and postcolonial approaches

How do cultural and postcolonial studies contribute to the understanding of urban space and the conceptualization of body, identity and modes of communication. How does the criminalization and the suppression of alternative modes of culture, information and lifestyle operate as mechanisms of control, disciplining and normalization? What is the role of social media in the communication of social struggles? We seek the expression of the ongoing crisis through the spaces of architecture, art, media, and internet.

 

Within the above context, we call critical research groups, workshops, collectives and individuals to participate in a gathering during 11-14 June 2015. If you would like to participate, please provide us with your abstract (300 words) by 1 March 2015 at the latest, to the following e-mail: urbanconflicts@gmail.com

Participation is free and we will try to provide accommodation for as many participants as possible.

 

“Encounters and conflicts in the city” group

Costas Athanasiou, Eleni Vasdeki, Elina Kapetanaki, Maria Karagianni, Matina Kapsali, Vaso

Makrygianni, Foteini Mamali, Orestis Pangalos, Haris Tsavdaroglou

Thessaloniki

Thessaloniki

**END**

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 Posted here by Glenn Rikowski

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

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Crisis

Crisis

Education Not for Sale

Education Not for Sale

NEOLIBERALISM AND THE DEGRADATION OF EDUCATION

Alternate Routes: A Journal of Critical Social Research

VOL 26 (2015)

Edited by Carlo Fanelli and Bryan Evans

Contributors to this anthology trace how neoliberalism has impacted education. These effects range from the commercialization and quasi-privatization of pre-school to post-secondary education, to restrictions on democratic practice and research and teaching, to the casualization of labour and labour replacing technologies, and the descent of the university into the market which threatens academic freedom. The end result is a comprehensive and wide-ranging review of how neoliberalism has served to displace, if not destroy, the role of the university as a space for a broad range of perspectives.

Neoliberalism stifes the university’s ability to incubate critical ideas and engage with the larger society. Entrepreneurship, however, is pursued as an ideological carrier serving to prepare students for a life of precarity just as the university itself is being penetrated and occupied by corporations. The result is an astonishing tale of transformation, de-democratization and a narrowing of vision and purpose.

Contents: http://www.alternateroutes.ca/index.php/ar/issue/view/1590/showToc

Current Issue: http://www.alternateroutes.ca/index.php/ar/issue/view/1590

Alternative Routes: http://www.alternateroutes.ca/index.php/ar

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

 

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

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Neoliberalism

Neoliberalism

Faith Agostinone-Wilson

Faith Agostinone-Wilson

CANADA INTERNATIONAL CONFERENCE ON EDUCATION – 2015

CICE-2105

CALL FOR ABSTRACTS, EXTENDED ABSTRACTS, PAPERS, POSTERS AND WORKSHOPS!

==========================================
Canada International Conference on Education (CICE-2015)
June 22-25, 2015
University of Toronto, Toronto, Canada
www.ciceducation.org
==========================================

The Canada International Conference on Education (CICE-2015) is an international refereed conference dedicated to the advancement of the theory and practices in education. The CICE promotes collaborative excellence between academicians and professionals from Education. The aim of CICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The CICE 2015 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

Topics:

The topics in CICE-2015 include but are not confined to the following areas:

*Art Education
– Music Education
– Writing Education
– Imaginative Education
– Language Education
– History

*Adult Education
– Competitive Skills
– Continuing Education
– Higher Education
– Vocational Education
– Transferring Disciplines

*Business Education
– Educational Administration
– Human Resource Development
– Academic Advising and Counselling
– Education Policy and Leadership
– Industrial Cooperation
– Life-long Learning Experiences
– Workplace Learning and Collaborative Learning
– Work Employability
– Educational Institution Government Partnership
– Patent Registration and Technology Transfer
– University Spin-Off Companies

*Course Management
– Accreditation and Quality Assurance
– Academic Experiences and Best Practice Contributions
– Copy-right
– Digital Libraries and Repositories
– Digital Rights Management
– Evaluation and Assessment
– E-content Management and Development
– Open Content
– e-Portfolios
– Grading Methods
– Knowledge Management
– Quality processes at National and International level
– Security and Data Protection
– Student Selection Criteria in Interdisciplinary Studies
– User-Generated Content

*Curriculum, Research and Development
– Acoustics in Education Environment
– APD/Listening
– Counsellor Education
– Courses, Tutorials and Labs
– Curriculum Design
– ESL/TESL

*Educational Foundations
– Early Childhood Education
– Elementary Education
– Geographical Education
– Health Education
– Home Education
– Rural Education
– Science Education
– Secondary Education
– Second life Educators
– Social Studies Education
– Special Education

*Learning / Teaching Methodologies and Assessment
– Simulated Communities and Online Mentoring
– e-Testing and new Test Theories
– Supervising and Managing Student Projects
– Pedagogy Enhancement with e-Learning
– Educating the Educators
– Immersive Learning
– Blended Learning
– Computer-Aided Assessment
– Metrics and Performance Measurement
– Assessment Software Tools
– Assessment Methods in Blended Learning Environments

*Global Issues In Education and Research
– Education, Research and Globalization
– Barriers to Learning (ethnicity, age, psychosocial factors, …)
– Women and Minorities in Science and Technology
– Indigenous and Diversity Issues
– Government Policy issues
– Organizational, Legal and Financial Aspects
– Digital Divide
– Increasing Affordability and Access to the Internet
– Ethical issues in Education
– Intellectual Property Rights and Plagiarism

*Pedagogy
– Teacher Education
– Cross-disciplinary areas of Education
– Educational Psychology
– Education practice trends and issues
– Indigenous Education
– Kinesiology and Leisure Science
– K12
– Life-long Learning Education
– Mathematics Education
– Physical Education (PE)
– Reading Education
– Religion and Education Studies

*Research Management
– Research Methodologies
– Academic Research Projects
– Joint-research programmes
– Research on Technology in Education
– Research Centres
– Links between Education and Research
– New Challenges in Education
– ECTS experiences
– The Bologna Process and its implementation
– Joint-Degree Programmes
– Erasmus and Exchange experiences in universities
– Students and Teaching staff Exchange programmes

*Ubiquitous Learning
– Accessibility to Disabled Users
– Animation, 3D, and Web 3D Applications
– Context Dependent Learning
– Distance Education
– E-Learning
– E-Manufacturing
– Educational Technology
– Educational Games and Software
– Human Computer Interaction
– ICT Education
– Internet technologies
– Learning Management Systems (LMS)
– Mobile Applications and Learning (M-learning)
– Multi-Virtual Environment
– Standards and Interoperability
– Technology Enhanced Learning
– Technology Support for Pervasive Learning

*Ubiquitous Computing
– Videos for Learning and Educational Multimedia
– Virtual and Augmented Reality
– Virtual Learning Environments (VLE)
– Web 2.0, Social Networking, Blogs and Wikis
– Wireless Applications

*Research In Progress

Submission:

– You can submit your research paper at http://www.ciceducation.org/Paper%20Submission.html
or email it to papers-2015@ciceducation.org

Important dates:

* Abstract, Extended Abstract, Research Paper, Case Study, Work in Progress and Report Submission Deadline: January 15, 2015
* Notification of Abstract, Extended Abstract, Research Paper, Case Study, Work in Progress and Report Acceptance Date: January 30, 2015
* Final Camera Ready Submission Deadline for Conference Proceedings Publication: February 10, 2015
* Workshop Proposal and  Poster/Demo Proposal Submission Deadline: February 15, 2015
* Notification of Workshop Proposal and Poster/Demo Acceptance/Rejection: February 25, 2015
* Participant(s) Registration (Open): December 01, 2014 to June 15, 2015
* Early Bird Registration (Authors and Participants): January 30 to May 15, 2015
* Late Bird Registration (Authors only): May 16 to June 05, 2015
* Conference Dates: June 22-25, 2015

For further information please visit CICE-2015 at www.ciceducation.org

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com

 

 

Education Crisis

Education Crisis

THE ACADEMIC MANIFESTO: FROM AN OCCUPIED TO A PUBLIC UNIVERSITY

Willem Halffman and Hans Radder

 

First published in Krisis: Journal of Contemporary Philosophy, 2013, Issue 3 (in Dutch)

Now available in English: translated by Jan Evertse

 

Willem Halffman and Hans Radder

The academic manifesto: From an occupied to a public university

 

1 The occupied university

The university has been occupied – not by students demanding a say (as in the 1960s), but this time by the many-headed Wolf of management.1 The Wolf has colonised academia with a mercenary army of professional administrators, armed with spreadsheets, output indicators and audit procedures, loudly accompanied by the Efficiency and Excellence March. Management has proclaimed academics the enemy within: academics have to be distrusted, tested and monitored, under the permanent threat of reorganisation, discontinuance and dismissal. The academics allow themselves to be meekly played off against one another, like frightened, obedient sheep, hoping to make it by staying just ahead of their colleagues. The Wolf uses the most absurd means to

remain in control, such as money-squandering semi- and full mergers, increasingly detailed, and thus costly, accountability systems and extremely expensive prestige projects.

This conquest seems to work and the export of knowledge from the newly conquered colony can be ever increased, but inland the troubles fester. Thus, while all the glossed-up indicators constantly point to the stars, the mood on the academic shop floor steadily drops. The Wolf pops champagne after each new score in the Shanghai Competition, while the university sheep desperately work until they drop2 and the quality of the knowledge plantations is starting to falter, as is demonstrated by a large number of comprehensive and thorough analyses.3 Meanwhile, the sheep endeavour to bring the absurd anomalies of the occupation to the Wolf’s attention by means of an endless stream of opinion articles, lamentations, pressing letters and appeals. In turn, the Wolf reduces these to mere incidents, brushes them aside as inevitable side effects of progress, or simply ignores them.

Although our description and evaluation were written from the perspective of Dutch universities, the gist of our account (and quite a few details) applies to other countries as well, especially in Europe.4 While management’s occupation may not be as advanced in the Netherlands as it is in England (Holmwood 2011), it has already established a powerful continental bridgehead (De Boer, Enders and Schimank 2007). To show how these developments are more than just incidents, we list six critical processes and their excesses below. We will then proceed to analyse causes and suggest remedies.

 

Notes:

This article is a slightly updated and edited translation of the Dutch original, which appeared in Krisis: Tijdschrift voor actuele filosofie 2013 (3), pp. 2-18. We are grateful for helpful commentary on that version by the Krisis editorial team, in particular René Gabriëls. We would also like to thank Ilse and Jan Evertse for translating the Dutch text into English.

2 According to accepted clinical norms, a quarter of Dutch professors of medical science (especially the younger ones) suffer from burn-out (Tijdink, Vergouwen en Smulders 2012).

3 See, e.g., Ritzer (1998); Graham (2002); Hayes and Wynyard (2002); Bok (2003); Washburn (2003); Evans (2005); Shimank (2005); Boomkens (2008); Gill (2009); Tuchman (2009); Radder (2010); Krijnen, Lorenz and Umlauf (2011); Collini (2012); Sanders and Van der Zweerde (2012); Dijstelbloem et al. (2013); Verbrugge and Van Baardewijk (2014).

4 See Lorenz (2006 and 2012); Krücken (2014). In line with the situation in most European

 

See the full article in English at: https://www.academia.edu/9923660/The_academic_manifesto_From_an_occupied_to_a_public_unversity

Krisis: Tijdschrift voor actuele filosofie: http://www.krisis.eu

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

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Neoliberalism

Neoliberalism

NARRATIVES OF ASPIRATIONS WITHIN NEOLIBERALISM

Dr Laura Harvey

Lecturer in Sociology, University of Surrey

Speaking at the University of East London

8 January 2015, 5 – 6pm

ED 2.02, Cass Building, Stratford Campus

We would like to invite you to attend our Research Seminar on 8 January 2015, details below.   You will be very welcome but please let Daniel Blackman, D.Blackman@uel.ac.uk, know so we have an idea of how many people to expect.

Regards

Veronica Burton

Administrator for Research and Knowledge Exchange

Cass School of Education and Communities

University of East London

In this presentation we will explore the stories that young people tell about their aspirations and imagined futures at a time of deepening social inequalities.   We will examine how neoliberal discourses of individualism, self-responsibility and enterprise feature in young people’s everyday talk about ‘success’ and ‘failure’. Our analysis draws on interview data with 14-17 year-olds across England from an ESRC-funded study of ‘The role of celebrity in young people’s classed and gendered aspirations’. We will highlight the pervasiveness of neoliberal discourses of individualism, meritocracy and hard work within young people’s accounts. But we will also unpack the contradictions, ambivalences and ambiguities within neoliberalism as it works within and through the messiness of everyday practices.

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Volumizer: http://glennrikowski.blogspot.com