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Tag Archives: Critical Education Studies

ARUANGLIA RUSKIN UNIVERSITY, DEPARTMENT OF EDUCATION, CRITICAL EDUCATION AND JUSTICE (CEJ) and EARLY CHILDHOOD RESEARCH GROUP (ECRG) RESEARCH SEMINARS

SEMESTER 2: ALL WELCOME – OPEN INVITATION

Wednesdays 4.30-6.30 Room: Sawyers 005

We will try, for each session have a sort of open house of 45-60 minutes, whereby research students can have 20-25 minute slots to bounce ideas, report back / present to the attendees. Sometimes these student presentations will be scheduled, at other times there will open discussion.

Semester 2 / Trimester 2 /Spring Term 2014

 

8 January 2014 Joint ECRG and CEJ research seminar

Dr Leena Helavaara Robertson (Middlesex University) on an aspect of Early Years/ Social Constructivism/ Critical Multilingualism, or, Conflicting Ideologies in Early Years Education

*15 January 2014 CEJ research seminar

a) Preparing for the ICCE and BERA conferences: series of mini-presentations by possible participants

b) Linda Akomaning and Amal Hussein

5 February 2014 Joint ECRG and CEJ research seminar

b) Doctoral Student presentations/ Discussions: Polina Chrysochou and Sharon Howden plus 2 ECRG doctoral/ conference presentations

*12 February 2014 ECRG led research seminar- and also CEJ led research seminar

Dr. Maria Nikolakaki (University of the Peloponessus, Corinth, Greece). Critical Pedagogy

Preparing for the ICCE and BERA conferences: series of mini-presentations by possible participants, in the two research cluster groups and by doctoral students within the two research clusters. Open to other doctoral and pre-doctoral students).

5 March  2014 Joint ECRG and CEJ research seminar-

a) Alpesh Maisuria (University of East London)

b) Doctoral Student Presentations/ Discussions

*12 March 2014 CEJ led research seminar-

a) Dr. Glenn Rikowski (Flow of Ideas) – ‘Crisis and Education’

b) Doctoral Student presentations/ Discussions : Polina Chryssochou, Sharon Howden

2 April 2014 Joint ECRG and CEJ research seminar

Presentations in preparation for the BERA and ICCE conferences

Trimester 3 /Summer Term

7 May 2014 Joint ECRG and CEJ research seminar

Presentations in preparation for the BERA and ICCE conferences

21 May 2014 CEJ led research seminar-

Deirdre O’Neill (University of Ulster/ InsideFilm, http://www.insidefilm.org/) Film, Prisons, Social Class and Critical Pedagogy

4 June 2014 Joint ECRG and CEJ research seminar

a) Final Preparations for the ICCE and BERA conferences: series of mini-presentations by possible participants

b) Doctoral/ Student presentations/ Discussions: Alison Feist, Samya Cook and Alan Bradwell on progress the EdD Dissertation and Linda Akomaning on her PhD progress

*11 June 2014 ECRG led research seminar- and also CEJ led research seminar

Preparing for the ICCE and BERA conferences: series of mini-presentations by possible participants, in the two research cluster groups and by doctoral students within the two research clusters. Open to other doctoral and pre-doctoral students).

2 July 2014 Joint ECRG and CEJ research seminar

Doctoral Student and Staff Research Presentations and Discussion

Possible other Forthcoming CEJ speakers …

Spyros Themelis (University of East Anglia, Norwich),

Nicki Spawls (Middlesex University),

Grant Banfield (Flinders University, South Australia)

Preparing for the BERA (British Education Research Association) annual conference  at the London Institute of Education, Sept 2014) and preparing for the 4th ICCE (International Conference on Critical Education) conference being held Jun23-26 at the Aristotle University of Thessaloniki, Greece. A series of very mini-presentations by CEJ and ECRG members in preparation for BERA 2014 and ICCE 2014

The joint cluster will organise two or three symposia for / including/ comprising ARU colleagues at BERA 2014 (in London) 23-25 Sept. 2014 and at the ICCE (in Thessaloniki, Greece) 23-25 June 2014, and at various of the joint cluster sessions (CEJ-EYRG) colleagues will be able to present ideas, drafts, problems at the regular fortnightly Weds pm (4.40-6.30) sessions in a supportive and non-intimidating atmosphere.

Many thanks. Dr Paulette Luff (co-convenor, with Dr Chris Such) Early Childhood Research Group (ECRG), and Professor Dave Hill (co-convenor with Polina Chrysochou) Critical Education and Justice Research Cluster (CEJ)

For information: paulette.luff@anglia.ac.uk or dave.hill@anglia.ac.uk

Dave Hill

Professor Dave Hill

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Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo

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

Posted here by Glenn Rikowski

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

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

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

Education Crisis

Education Crisis

CRITICAL STUDIES IN EDUCATION – INTERNSHIP

The editorial team at Critical Studies in Education are seeking expressions of interest for an Associate Editor Internship for 2014.

Interested parties should email to Stephen Parker (stephen.parker@deakin.edu.au) a short statement (up to 500 words) outlining their interest in the Internship, a short CV emphasizing research experience and publications, and the names and contact details of two referees. Applicants should also have interests that match those of the journal.

Expressions of interest close 20 December 2013.

For more details, please see the flyer available from: http://www.tandf.co.uk/journals/pdf/RCSE_internship_flier.pdf

Please feel free to distribute this information among your colleagues.

Kind regards
Dr Stephen Parker on behalf of the CSE editorial team.

Dr Stephen Parker | Editorial Assistant

Critical Studies in Education Editorial Office
stephen.parker@deakin.edu.au

Critical Studies in Education: http://www.tandfonline.com/loi/rcse20

**END**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo  

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

Posted here by Glenn Rikowski

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

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

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

Professor Dave Hill

Professor Dave Hill

CLASS STRUGGLE AND EDUCATION

Class Struggle and Education: Neoliberalism, (Neo)-conservatism, and the Capitalist Assault on Public Education

DAVE HILL in Critical Education (Vol. 4 No.3, 2013)

In this article I examine the nexus, the mutually reinforcing connection between neoliberal and neoconservative ideology and social and political forces, and variation between countries such as Britain, the USA and Turkey. This analysis is then applied in particular to neoliberal/ neoconservative education `reform’ in England, focusing on marketisation, high-stakes testing, privatization and pre-privatisation, and the increased surveillance of teachers as a result of new public managerialism in education, as reinforced and enforced by the school inspection system. These effects are then related to the lived work experiences of specific teachers, using their own word. I conclude the article by examining and calling for resistance, for teachers and critical education workers to educate, agitate and organize in various arenas, and to consider the importance of political programme- in particular to consider the utility of the transitional programme as advanced by Trotsky – Dave Hill

At: http://ojs.library.ubc.ca/index.php/criticaled/article/view/184452

 

**END**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo  

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

 

Posted here by Glenn Rikowski

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

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

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

Professor Dave Hill

Professor Dave Hill

MARXIST ESSAYS ON NEOLIBERALISM, CLASS, ‘RACE’, CAPITALISM AND EDUCATION – A new book by DAVE HILL

Foreword by Peter McLaren

Published by the Institute for Education Policy Studies at http://www.ieps.org.uk

 

Marxist Essays on Neoliberalism, Class, ‘Race’, Capitalism and Education

Published September 2013

With the onset of Austerity Capitalism and Immiseration Capitalism, and with the increasing commodification, marketisation and privatisation of society and of education, Marxist theory and Marxist Education Theory have taken on a new urgency. This is particularly so in the face of the `class war from above’ , in which bankers and the capitalist class gets ever richer, while the living standards, public and formerly public institutions and the material conditions of life are diminished and degraded.  

In this collection of essays, written from a classic Marxist perspective, and fired with a cold anger and incisive analysis, Dave Hill lays bare how the capitalist class and their often unwitting helpers in the knowledge industry/ academia, use ideological (and repressive) state apparatuses, such as education,  to divide, disarm and demoralise critical, Marxist analysis and activism.

In this powerful collection, Dave Hill, a Marxist academic, activist in academia and on the streets in different countries,  catalogues and castigates Capitalist / pro-capitalist depredation both within the academy, within classrooms and within society. But in this volume, there is more than critique- there is a call to action, a call for anger and analysis, a demand for theoretically informed practice in the different arenas of Resistance.

  

CONTENTS:

Foreword: Peter McLaren

Introduction: Dave Hill

 

PART 1: Class and “Race”

1. Social Class and Education

2. The Culturalization of Class and the Occluding of Class Consciousness: The Knowledge Industry in/of Education.

3. Culturalist and Materialist Explanations of Class and ‘Race’: Critical Race Theory, Equivalence / Parallelist Theory and Marxist Theory

 

PART 2: Neoliberalism, Immiseration and Workers’ Rights

4. Books, Banks and Bullets: Controlling our minds – the global project of imperialistic and militaristic

neo-liberalism and its effect on education policy

5. Globalisation and its educational discontents: Neoliberalisation and its impacts on education

workers’ rights, pay, and conditions.

6. Embourgeoisment, Immiseration, Commodification – Marxism Revisited: a Critique of Education in Capitalist Systems

7. Immiseration Capitalism, Activism and Education: Resistance, Revolt and Revenge.

 

Price £22 inc post and packaging

Available from: http://www.ieps.org.uk/subscriptionsandpurchasing

ISBN 978-0-9522042

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

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

 

Posted here by Glenn Rikowski

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

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

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

 

 

Professor Dave Hill

Professor Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES (JCEPS) – VOLUME 11 NUMBER 3 (JULY 2013)

Now Out!

JCEPS: http://www.jceps.com

ISSN 1740-2743 Online version / ISSN 2051-0959 Print version

The Journal for Critical Education Policy Studies (JCEPS) is a peer-reviewed international scholarly journal published by The Institute for Education Policy Studies (IEPS). The free, online version is published in association with the University of Athens (Greece). The print version (available on subscription or purchase – click on the Subscriptions and Purchasing link is published by IEPS). JCEPS will have three issues per annum, as from 2013. The journal website is www.jceps.com Enquiries should be addressed to dave.hill@ieps.org.uk or naomi.hill@ieps.org.uk

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies, new public managerialism and academic / non-academic labour, and empowerment/ disempowerment.

For Style Guidelines please click on the ‘Submissions and Style Guidelines’ link

Contact: dave.hill@ieps.org.uk and dave.hill@anglia.ac.uk

 

Journal for Critical Education Policy Studies

Volume 11, Number 3: July 2013

 

CONTENTS:

Lauren E. McDonald: In Their Own Words: U.S. Think Tank “Experts” and the Framing of Education Policy Debates

Eleni Prokou: Equity and efficiency in Greek higher education policies in the past three decades: a shift of emphasis to the issue of efficiency / “quality assurance” in the 2000s.

Richard Hall: Educational technology and the enclosure of academic labour inside public higher education

Esther Milu: Critical Perspectives on Free Primary Education in Kenya: Towards an Anti-Colonial Pedagogy

Sophie Ward: Creativity, Freedom and the Crash: how the concept of creativity was used as a bulwark against communism during the Cold War, and as a means to reconcile individuals to neoliberalism prior to the Great Recession

Leonidas Maroudas and Evangelos Nikolaidis: Institutional changes and the expansion of flexible forms of employment in higher education: the case of Greek Universities

Ahmet Yildiz, Derya Ünlü, Zeynep Alica, Dogus Sarpkaya: Remembering Mahmut Hoca in a Neoliberal Age: “I am not a tradesman but a teacher.”

Angelo Letizia: Battle for the Enlightenment: Neoliberalism, Critical Theory and the role of Circumvential Education in Fostering a New Phase of the Enlightenment

Mark Stern: Bad Teacher: What Race to the Top Learned From the “race to the bottom”

Robert FitzSimmons and Satu Uusiautti: Critical Revolutionary Pedagogy Spiced by Pedagogical Love

Brittany Aronson and Ashlee Anderson: Critical Teacher Education and the Politics of Teacher Accreditation: Are We Practicing What We Preach?

Maria Vaina, Evaggelia Katidioti, and Antonis Ktiti: Teaching the Banking System according to Critical Education. A Study of a Schoolbook on Economics in Greece

Tim Rudd: The Ideological Construction of a New Form of Digital Exclusion: Computer Science as Latin or Total Deus Ex Machina?

YiShan Lea: Travel as a Ritual Toward Transformative Consciousness: Juxtaposing Che Guevara’s Biography and Teacher Candidates’ Narratives

Kirsi-Marja Saurén and Kaarina Määttä: The Ritualization of Progress—the Schooled Imagination

Joshua A. Cuevas: A Reflection on Belief

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)

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

 

Posted here by Glenn Rikowski

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

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

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

 

Henry Giroux

Henry Giroux

HENRY GIROUX ON YOUTH CULTURAL STUDIES & CRITICAL PEDAGOGY – POLICY FUTURES IN EDUCATION: VOLUME 10 ISSUE 6 (2012)

Now available at: http://www.wwwords.co.uk/pfie/content/pdfs/10/issue10_6.asp

POLICY FUTURES IN EDUCATION
Volume 10 Number 6 2012  ISSN 1478-2103

 

SYMPOSIUM FESTSCHRIFT
Henry Giroux on Youth Cultural Studies and Critical Pedagogy
Guest Editor: TINA (A.C.) BESLEY

Tina (A.C.) Besley. Introduction. Why Read Giroux? OPEN ACCESS

Peter Mayo. Recuperating Democratic Spaces in an Age of Militarisation and a ‘New Fascism’

David Trend. Henry Giroux and the Arts

Tony Kashani. The Transformative Intellectual: an examination of Henry Giroux’s ethics

Christopher G. Robbins. Disposable Youth/Damaged Democracy: youth, neoliberalism, and the promise of pedagogy in the work of Henry Giroux

Sophia A. McClennen. ‘Young People are No Longer at Risk: they are the risk’. Henry Giroux’s Youth in a Suspect Society

Doug Morris. Pedagogy in Catastrophic Times: Giroux and the tasks of critical public intellectuals

Robin Truth Goodman. The New Taylorism: hacking at the philosophy of the university’s end

Kenneth J. Saltman. Why Henry Giroux’s Democratic Pedagogy is Crucial for Confronting Failed Corporate School Reform and How Liberals Like Ravitch and Darling-Hammond Are Making Things Worse

Michael A. Peters. Henry Giroux on Democracy Unsettled: from critical pedagogy to the war on youth – an interview

REVIEW ESSAY

Joao M. Paraskeva. Challenging the Neoliberal Global Minotaur (Henry A. Giroux: Education and the Crisis of Public Values: challenging the assault on teachers, students and public education)

OCCASIONAL THOUGHTS

Henry A. Giroux. Santorum and God’s Will: the religionization of politics and the tyranny of totalitarianism
Henry A. Giroux. The Scorched Earth Politics of America’s Fundamentalisms
Henry Giroux. Gated Intellectuals and Fortress America: towards a borderless pedagogy in the Occupy Movement

SCIENCE IN SOCIETY IN BRIEF

Alan Cottey. Limits to Stability

 

Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription.

PERSONAL SUBSCRIPTION (single user access) Subscription to the January-December 2013 issues (including full access to ALL back numbers, including those of 2012), is available to individuals at a cost of US$54.00. If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribePFIE.asp

LIBRARY SUBSCRIPTION (institution-wide access) If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription so access is provided throughout your institution; full details for libraries can be found: www.symposium-journals.co.uk/prices.html

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Michael A. Peters: mpeters@waikato.ac.nz

In the event of problems concerning a subscription, or difficulty in gaining access to the articles, please contact the publishers: support@symposium-journals.co.uk

 

*****

 

Glenn Rikowski and Ruth Rikowski have a number of articles in Policy Futures in Education. These include:

Rikowski, Ruth (2003) Value – the Life Blood of Capitalism: knowledge is the current key, Policy Futures in Education, Vol.1 No.1, pp.160-178:http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=1&issue=1&year=2003&article=9_Rikowski_PFIE_1_1&id=195.93.21.68

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at:http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=2&issue=3&year=2004&article=10_Rikowski_PFEO_2_3-4_web&id=195.93.21.71

Rikowski, Ruth (2006) A Marxist Analysis of the World Trade Organisation’s Agreement on Trade-Related Aspects of Intellectual Property Rights, Policy Futures in Education, Vol.4 No.4: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=4&issue=4&year=2006&article=7_Rikowski_PFIE_4_4_web&id=205.188.117.66

Rikowski, Ruth (2008) Review Essay: ‘On Marx: An introduction to the revolutionary intellect of Karl Marx’, by Paula Allman, Policy Futures in Education,Vol.6 No.5, pp.653-661: http://www.wwwords.co.uk/pdf/validate.asp?j=pfie&vol=6&issue=5&year=2008&article=11_Rikowski_PFIE_6_5_web

Note: These articles can be accessed without subscription, as they were published more than 3 years ago.

 

**END**

 

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

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

‘The Lamb’ by William Blake – set to music by Victor Rikowski: http://www.youtube.com/watch?v=vw3VloKBvZc

 

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Glenn Rikowski’s MySpace Blog: http://www.myspace.com/glennrikowski/blog

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

Glenn Rikowski’s paper, Critical Pedagogy and the Constitution of Capitalist Society has been published at Heathwood Press as a Monthly Guest Article for September 2012, online at:

http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

 

Heathwood Press: http://www.heathwoodpress.com 

 

The Individuality Pr♥test: http://www.kickstarter.com/projects/transcontinental/the-individuality-prtest

Kenneth Saltman 

LEARNING WITH ADULTS: A CRITICAL PEDAGOGICAL INTRODUCTION

New – Just Released!    

LEARNING WITH ADULTS: A Critical Pedagogical Introduction  

Leona M. English and Peter Mayo

Authors: Leona M. English, St. Francis Xavier University, Canada; and Peter Mayo, University of Malta

Cover Art by Annemarie Mayo

International Issues in Adult Education Volume 8
ISBN 978-94-6091-766-6
paperback USD49/EUR45
2012, 292 pages 

Click here for a free preview of this new book

This book is written at a time when our own field of adult education is under assault from a variety of capitalist and neoconservative forces pressuring us… to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education.
 
“This book offers new insight into what is a very dark moment of our human civilization.” — From the preface by Dr Carlos Alberto Torres, Professor, GSEIS, Director, Paulo Freire Institute, University of California at Los Angeles
 
“The book offers decidedly critical and international perspectives on various aspects of adult education, especially on state, citizenship and neoliberal policies. Critical in both content and method, it is at the same time the part of the collective work needed to advance the Belém call to action by furthering awareness and capacity in the field of adult education.” — Dr Katarina Popovic, Professor,Universität Duisburg-Essen, University of Belgrade and DBB International 

“In the midst of diminishing resources and growing inequalities, English and Mayo provide an incisive and much needed critique of adult education in ways that highlight not only its historical and philosophical roots but also its major significance to the practice of democracy. In a direct challenge to the neoliberal accountability craze, Learning with Adults offers a rigorous political reading of the field-one that systematically challenges oppressive educational policies and practices, while affirming an emancipatory vision of civic engagement. Truly an informative treatise that sheds new light on the education of adults.” — Dr Antonia Darder,  Professor and Leavey Presidential Endowed Chair in Education, Loyola Marymount University, Los Angeles
 
“Leona English and Peter Mayo challenge hegemonic assumptions and ideas, while offering a constructive alternative based on the principle of working with learners and not just for them. Their analysis is accessible enough for newcomers to the field, while the authors’ wide-ranging coverage and radical approach provide refreshing and challenging  messages for the most experienced adult educator. Up-to-date, genuinely international and passionately committed, Learning with Adults is a great book.” — Dr John Field, Professor,University ofStirling

SENSE PUBLISHERS was founded in 2004 and is today the fastest growing publisher of books in Educational Research and related fields, featuring a current backlist of nearly 700 titles and more than 120 new titles published annually. With offices in Rotterdam (NL), Boston (USA), andTaipei (Taiwan), and a cast of top international authors that make up a veritable “Who’s Who” in their specialities, Sense brings a true global perspective to its publishing efforts.

 

**END**

 

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

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo  

 

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

 

Dave Hill

Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 10 NUMBER 1 (APRIL 2012)

Now out at: http://www.jceps.com

Special Conference Edition (International Conference on Critical Education, University of Athens, 12-16 July 2011)

CONTENTS:

Jerrold L. Kachur, University of Alberta, Canada: The Liberal Virus in Critical Pedagogy: Beyond “Anti-This-and-That” Postmodernism and Three Problems in the Idea of Communism

Giorgos Tsimouris, Panteion University, Athens, Greece: The task of critical educator in the era of globalized immigration: a view from the European periphery

Periklis Pavlidis, Aristotle University of Thessaloniki, Greece: The Rise of General Intellect and the Meaning of Education. Reflections on the Contradictions of Cognitive Capitalism

Dimitris Zachos, Aristotle University of Thessaloniki, Greece: Institutional Racism? Roma children, local community and school practices

Nathalia E. Jaramillo, University of Auckland, New Zealand: Occupy, Recuperate and Decolonize

Charlotte Chadderton, University of East London, London, England: UK secondary schools under surveillance: What are the implications for race? A Critical Race and Butlerian analysis

Marnie Holborow, Dublin City University, Ireland: Neoliberalism, human capital and the skills agenda in higher education – the Irish case

Panagiotis Sotiris, University of the Aegean, Mytilene, Lesvos, Greece: Theorizing the Entrepreneurial University: Open questions and possible answers

George Pasias, University of Athens, and Yannis Roussakis, National Education Research Centre, Greece: “Who marks the bench?” A critical review of the neo-European educational “paradigm”

Ira Papageorgiou, Hellenic Open University, Athens, Greece: Educational activities in campaign organisations: Promoting migrants’ socio-political involvement through language education

Panagiotis Maniatis, University of Athens, Athens, Greece: Critical Intercultural Education Necessities and Prerequisites for its development in Greece

Anastasia Liasidou, Roehampton University, London, England: Inclusive education and critical pedagogy at the intersections of disability, race, gender and class

Anastassios Liambas, University of Thessaloniki, Greece, and Ioannis Kaskaris, 37th Primary School of Thessaloniki, Greece: Dialog and the love in the work of Paulo Freire

Christopher A. Warren, Purdue University, Indiana, USA: The Effect of Post-Racial Theory on Education

Evgenia Flogaitis, Christina Nomikou, Elli Naoum, and Christina Katsenou, University of Athens, Greece: Investigating the possibilities of creating a Community of Practice. Action Research in three educational institutions

Karen François, Free University Brussels, Belgium and Charoula Stathopoulou, University of Thessaly, Greece: In-Between Critical Mathematics Education and Ethnomathematics. The Case of a Romany Students’ group Mathematics Education

Zeynep Mine Derince, Marmara University, Turkey: Reflections on Teaching Practices through Conditionings in Turkey

Tzina Kalogirou and Konstantinos Malafantis, National and Kapodistrian University of Athens, Greece: Do I dare / disturb the universe?  Critical Pedagogy and the ethics of resistance to and engagement with literature

Matina Balampekou and Georgis Floriotis, National and Kapodistrian University of Athens, Greece: Antonio Gramsci, Education and Science

Vicki Macris, University of Alberta, Calgary, Canada: Towards a Pedagogy of Philoxenia (Hospitality): Negotiating Policy Priorities for Immigrant Students in Greek Public Schools

Alessandra Troian, UFRGS – Brazil, and Marcelo Leandro Eichler, UFSC – Brazil: Extension or communication? The perceptions of southern Brazilian tobacco farmers and rural agents about rural extension and Framework Convention on Tobacco Control

Konstantinos Avramidis, National Technical University of Athens, Greece, and Konstantina Drakopoulou, University of Athens, Greece: Graffiti Crews’ Potential Pedagogical Role

**END**

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

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo  

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

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

Education Crisis

Education Crisis

INSTITUTE FOR CRITICAL EDUCATION STUDIES

About ICES

As Paul Simon sings “that’s astute…why don’t we get together and call ourselves an institute.” So that’s what we’ve done.  ICES supports studies within a critical education or critical pedagogy tradition, and maintains a network that conducts and circulates cultural, educational, or social research and discourse that are critical in method, scope, tone, and content.

ICES, Critical Education and Workplace defend the freedom, without restriction or censorship, to disseminate and publish reports of research, teaching, and service, and to express critical opinions about institutions or systems and their management.  Co-Directors of ICES, co-Hosts of ICES and Workplace blogs, and co-Editors of these journals resist all efforts to limit the exercise of academic freedom and intellectual freedom, recognizing the right of criticism by authors or contributors.

ICES: http://blogs.ubc.ca/ices/

Some Recent Articles:

School improvement in USA and Canada requires an ‘attitude adjustment’

Weaker teacher unions won’t improve schools

Anarchist scholar to speak at RF@AERA denied entry to Canada

*****END*****

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

Cold Hands & Quarter Moon: http://www.myspace.com/coldhandsmusic

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Paula Allman

SYMPOSIUM ON THE WORK OF PAULA ALLMAN

Marxism and Education: Renewing Dialogues XVI

A Day Seminar, 10.30 – 4.30

Saturday February 4th, 2012

University of London, Institute of Education

20 Bedford Way, London WC1

The Drama Studio

 

SPEAKERS:

Sara Carpenter (University of Toronto)

Helen Colley (Manchester Metropolitan University)

Margaret Ledwith (University of Cumbria)

Peter Mayo (University of Malta)

Michael Neary (University of Lincoln)

Glenn Rikowski (University of Northampton)

 

This is an open seminar and tickets are free.

To reserve a place email: amaisuria@ioe.ac.uk    

Convenors: Tony Green, Alpesh Maisuria & Glenn Rikowski

 

Times Higher Education (Obituary): Paula Allman (1944-2011) – http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=418263&c=2   

 

Posted here by Glenn Rikowski

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

Cold Hands & Quarter Moon: http://www.myspace.com/coldhandsmusic

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

Volumizer: http://glennrikowski.blogspot.com

End the Damage

AN INTERNATIONAL EXAMINATION OF TEACHER EDUCATION: EXPOSING AND RESISTING THE NEOLIBERAL AGENDA – JCEPS SPECIAL ISSUE + CALL FOR PAPERS

The Journal of Critical Education Policy Studies
Special Issue: Spring 2012
An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda
Chief Editor: Professor Dave Hill, Chief/Managing Editor and Founding Editor, Professor Dave Hill, Professor Peter L. McLaren Editor, North America, Professor Pablo Gentili Editor, Latin America

Guest Editors: Dr. Brad Porfilio, Lewis University & Dr. Julie Gorlewski, SUNY at New Paltz

In recent decades, the transnational capitalist class has wielded power and influence to gain control over elements of social life that were once considered vital domains to fostering the social welfare of global citizens. Affected public domains include natural resources, health care, prisons, transportation, post-catastrophe restoration, and education. The chief linchpin in the elite’s corporatization over social affairs is its effective propaganda campaign to inculcate the global community to believe that neoliberal capitalism ameliorates rather than devastates humanity. According to political pundits, free-market academics, and corporate leaders, economic prosperity and improvements in the social world emanate from “unregulated or free markets, the withering away of the state as government’s role in regulating businesses and funding social services are either eliminated or privatized, and encouraging individuals to become self-interested entrepreneurs” (Hursh, 2011).

Since neoliberalism is a term rarely uttered is most dominant (mainstream) media outlets, most citizens are not cognizant of how it is linked to many deleterious economic and social developments at today’s historical juncture, such as massive unemployment, the swelling of home foreclosures, homelessness, militarism, school closings, maldistribution of wealth, and environmental degradation (Hill, 2008; Hursh, 2011; McLaren, 2007; Ross & Gibson, 2007; Scipes, 2009). Equally important, many global citizens fail to recognize how the transnational elite have spawned a McCarthy-like witch hunt to eliminate academics, policies, and programs that have the potential to engage citizens in a critical examination of what is responsible for today’s increasingly stark social world – as well as what steps are necessary to radically transform it.

In this special issue of The Journal of Critical Education Policy Studies, we call on progressive scholars from across the globe to provide empirical research, conceptual analysis, and theoretical insights in relation to how corporate policies, practices, and imperatives are structuring life in schools of education.

Since the impact of neoliberal capitalism on programs, policies, relationships, and pedagogies in schools of education is not uniform, as local histories and politics structure how macro-forces come to impact people in local contexts (Gruenwell 2003), the issue will be integral in understanding and confronting the social actors and constitute forces gutting the humanizing nature of education. Additionally, we call on critical scholars and pedagogues who have found emancipatory fissures amid corporatized schools of education to share policies, pedagogies, and cultural work that have the potency promote critical forms of education, democratic relationships, and peace, equity and social justice across the globe.

Manuscripts are due by December 1, 2011 and should be submitted as email attachments to porfilio16@aol.com and gorlewsj@newpaltz.edu.

Papers submitted for publication should be between 5,000 and 8000 words long. While we would hope that papers would be submitted in accordance with the Harvard Referencing Style, we do accept those written in any commonly accepted academic style, as long as the style is consistent throughout the paper.

Please direct all inquires about this special issue to the guest editors at Porfilio16@aol.com and gorlewsj@newpaltz.edu

 

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Critical Pedagogy

CRITICAL PEDAGOGIES IN THE TWENTY-FIRST CENTURY: A CONFERENCE ON TRANSFORMATIVE PEDAGOGIES

Call for Papers

Critical Theories in the Twenty First Century: A Conference of Transformative Pedagogies

West Chester University of Pennsylvania

Conference Founders: Curry Malott, John Elmore, and Brad Porfilio

November 18th and 19th 2011

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending prooposals is August 31, 2011. The Steering Committee will email acceptance or rejection notices by September 8, 2011. The proposal formats available to the presenters are as follows:

The general purpose of the West Chester Critical Theory Conference is to promote and support critical scholarship within students, and to advance critical theory and pedagogy more generally. By “advance” we mean to expose more people to critical practices and understandings as part of the process of the development of theory.

Through this focus we hope to work toward unifying and strengthening the sub-genres of critical pedagogy from Marxism, critical race theory, to critical neo-colonial studies. This goal is approached through the conferences internal pedagogy and therefore through a horizontal rather than a vertical organizing structure; by including students and classroom teachers in the critical pedagogical work dominated by professors; and by attempting to create a space where criticalists who do not usually work together can create meaningful unity, respect, and common goals. Since the dominant form of power in the twenty first century—neoliberal capitalist power—is both multicultural and global, critical pedagogy must too become more multicultural and global if it is to pose a significant challenge to it for a more democratic life after capitalism.

Because critical theory is concerned with not only understanding the world, but with transforming it, the conference is focused on not only understanding the consequences of an unjust social and economic system (i.e. corporate take-over of schools, high stakes testing and behaviorist pedagogy, micro classroom aggressions and bullying, poverty, racism, sexism, white supremacy, homophobia, perpetual war, ableism, etc.), but with transforming or dissolving their root causes (i.e. neoliberal capitalism and settler-state, Euro-centric oppression and their patriarchal, homophobic, racist, etc. hegemonies). As part of this goal the conference will hopefully provide introductory discussions and presentations on critical pedagogy and critical theory.

SUBMISSIONS
Proposal Formats

Individual Proposal: (45 minutes)
The conference committee welcomes individual paper proposals, with the understanding that those accepted will be grouped together around common or overlapping themes, Presenters will have approximately 45 minutes to present or summarize their individual papers. Individual paper submissions will be considered for panels with the same topic/theme. If you would prefer to present your paper/research individually you should consider the alternative format proposal. A 300-500 word abstract of the paper will be peer reviewed for acceptance to the conference.

Symposium Proposal: (90 minutes)
Presenters are also welcomed to submit proposals for a symposium. A symposium is typically composed of a chair and discussant and three to five participants who present or summarize their papers. Each symposium is organized around a common theme. Each participant will have between 15 and 45 minutes to present their papers, depending upon the number of participants involved in the symposium. A 300-500 word abstract of the symposium will be peer reviewed for acceptance to the conference.

Panel Proposal: (90 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their scholarly work within the context of a dialogue or conversation on a topic or theme related to the conference theme. Typically, each panelist is given 10-15 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed. In addition to the chair, we encourage (but do not require) organizers of panels to include a discussant who responds to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 300-500 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (90 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations, and round-table dialogues, are encouraged. We also welcome proposals for the organization of special interest groups. A 150-250 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Email proposals to conference coordinators Brad Porfilio (porfilio16@aol.com) and Curry Malott (currymalott@hotmail.com) by August 31, 2011.

Posted here by Glenn Rikowski

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

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com