Critical Studies in Education – Associate Editor Internship for 2015

The Future of Education

CRITICAL STUDIES IN EDUCATION – ASSOCIATE EDITOR INTERNSHIP FOR 2015

Dear CSE Friends,

The editorial team at Critical Studies in Education are seeking expressions of interest for an Associate Editor Internship for 2015.

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 21 November 2014.

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 email and the flyer 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

**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

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

Higher Education in Crisis: Critiquing Alternatives to the Public University

Education Crisis

HIGHER EDUCATION IN CRISIS: CRITIQUING ALTERNATIVES TO THE PUBLIC UNIVERSITY

Call for Papers

This is a stream of the London Conference in Critical Thought 2013

For full details on the conference, see: http://londonconferenceincriticalthought.files.wordpress.com/2013/02/lcct-2013-call-for-papers.pdf

Stream organiser: Joyce Canaan

 

Numerous critical authors have recently observed that higher education is: in ‘crisis’ (Thorpe 2008); under ‘assault’ (Bailey and Freedman 2011); at its ‘end’ (Vernon 2010) or ‘in ruins’ (Readings 1996). These observations capture critical academics’ efforts to evaluate how processes of privatisation, marketisation and financialisation have impacted northern and southern university systems during the past 40 years and have led to a nearly ‘complete subordination of intellectual life to instrumental values and, most brutally, to the measure of money’ (Thorpe 2008).

Recent resistance to government policies on university has taken two forms: student-led demonstrations, occupations and actions and the emergence of ‘free’ or ‘alternative’ universities. This stream seeks to explore the latter, less explored alternatives, guided by Brown’s (2005:5) observation that the concept of critique comes from the Greek word ‘krisis’, used to explain the processes of ‘judging and rectifying an alleged disorder in or of the democracy’. The contemporary meaning of critique as ‘temporal rupture and repair’ (2005:7) contains elements of this earlier meaning; it entails and presumes a certain urgency to reconsider and rebuild, or to create an alternative to, that which has been torn asunder. Critique might also benefit from insights from historical materialism. Brown (2005:13), building on Benjamin, notes that the historical materialist reroutes ‘by rethinking the work of history in the present, stilling time to open time’. Stilling the seeming inevitability of the trajectory from past to present opens up the present and past to: ‘act[s] of reclamation’, re-viewing and thereby potentially reworking for a more emancipatory future.

Papers for this stream are thus asked to explore how emergent alternative universities today can be seen to operate as acts of reclamation—and might do so more effectively in future. Questions for consideration include:

• What perceived limits of the public university impel a group to build an alternative?
• Which theoretical and activist traditions inform their project?
• What vision(s) of critical theory and/or historical materialism guide them?
• What understandings of critical education shape their efforts to overcome/avoid perceived limits to the public university?
• What theories of radical pedagogy inform their practices?
• To what degree do insights from social movement theories and practices inform their theories / practices? And, in addition, contribute to the social movement literature?
• What kinds of spaces do they seek to meet, teach and act in? Why?
• How do they negotiate problems? What theories and practices inform these negotiations?
• What are their strategies for reaching others as teaching and/or researching partners and how effective are they?
• How central is praxis to their project?

Please send abstracts for 20-minute papers to londoncriticalconference@gmail.com with the subject as: ‘Higher Education Submission’.

 

**END**

Posted here by Glenn Rikowski

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

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

 

A paper on the crisis in higher education, by Glenn Rikowski:

Rikowski, G. (2012) Life in the Higher Sausage Factory, Guest Lecture to the Teacher Education Research Group, The Cass School of Education and Communities, University of East London, 22nd March, online at: http://www.flowideas.co.uk/?page=articles&sub=Life%20in%20the%20Higher%20Sausage%20Factory

For more on this paper, see: https://rikowski.wordpress.com/2012/08/28/life-in-the-higher-sausage-factory-the-paper/

Marxism Against Postmodernism in Educational Theory

 

 

 

 

Critical Studies in Education – Call for Papers

Educating from Marx

CRITICAL STUDIES IN EDUCATION – CALL FOR PAPERS

CALL FOR PAPERS

Please circulate within your networks

CRITICAL STUDIES IN EDUCATION
An international peer-reviewed journal
3 issues per annum
ISSN 1750-8487 (print)   1750-8495 (online)
Published by Routledge

Critical Studies in Education is one of the few international journals solely devoted to a critical sociology of education. Two questions frame the journal’s critical approach to research: (1) whose interests are served by current social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements? Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.

The journal welcomes submissions of the highest quality and importance, which make original theoretical and/or empirical contributions, and are aimed at moving the field forward. Submissions may be focused on education policy and/or practice (including pedagogy) across formal education contexts (e.g. schooling, vocational and further education, higher education) as well as informal settings (e.g. television, communities, the internet). Submissions typically focus on power relations associated with gender, class (/poverty), ethnicity and the reproduction of disadvantage.

CALL FOR PAPERS
While submissions that meet this general brief are most welcome, we are also seeking papers in line with the following theme:

CRITICAL VISIONS FOR THE FUTURE OF EDUCATION

Increasingly, education is being reduced to what can be measured, often in quantitative terms that do not adequately capture all there is to education and which are then used to compare students, institutions and nations. At the same time, we live in a world that is becoming increasingly complex where these accounting systems do not seem adequate. In this context, how can we create spaces for different imaginations for education? How can we create opportunities for education to be different?

Articles addressing the following topics are especially welcome:
•    How can education researchers contribute to what counts as evidence in contexts of policy and practice?
•    What kind of education research do we need to respond to the pressing issues of our times, such as climate change, terror and financial crises?

Manuscripts can be submitted to Critical Studies in Education online by visiting: http://mc.manuscriptcentral.com/rcse

For more information and a sample copy of the journal, please visit our website at: http://www.tandfonline.com/toc/rcse20/current

Sincerely
Professor Trevor Gale | Editor in Chief
Critical Studies in Education Editorial Office

 

**END**

 

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

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

 

Posted here by Glenn Rikowski

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

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

Critical Theories in the 21st Century: A Conference of Transformative Pedagogies

 

Critical Education Against Global Capitalism – Paula Allman

CRITICAL THEORIES IN THE 21st CENTURY: A CONFERENCE OF TRANSFORMATIVE PEDAGOGIES

Second Annual West Chester Critical Theories Conference

Call for Papers

Due to the success of last years’ inaugural event, we are very excited about the upcoming Critical Theories in the Twenty-First Century conference at West Chester University. Due to the deepening crisis of global capital and the anti-capitalist movement in embryo (since last November), this year we added a special theme: Critical Education Against Capitalism. As many reactions to the ravages of capital are reformist in nature, failing to identify and target the true causes (i.e. private property as a complex historical process) of exploitation, injustices, war, educational expansion as well as educational budget cuts, ideological indoctrination, and so on, especially in critical pedagogy, this discussion targeting the root capitalist cause of life at the present moment is particularly relevant and needed.

Consequently, whereas last year “the call for proposals” was “general enough to be inclusive of many critical approaches to transformative or revolutionary pedagogies and theory,” this year we ask the critical pedagogy community to present their works in a way that demonstrates how it contributes to achieving a post-capitalist society. As such, we can suggest a few relevant themes for proposals: Marxist educational theory, Anarchist pedagogies, austerity/educational budget cuts, ignoring poverty, racialization and hegemony, (anti)settler-colonialism/imperialism, indigenous critical theory/autonomous governance, anti-capitalist eco-pedagogy, atheism and education, queer theory against capital, etc.

While this conference will include important presentations and debates between key figures in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders (as was done in 2011). While this inclusivity is obviously designed to challenge traditional distributions of social power in capitalist societies, it will not be done romantically where participants’ internalized hegemonies are not challenged. Put another way, while students will be included as having something valuable to contribute, they will both be subjected to the same scrutiny as established academics, as well as invited to share their own critiques. All participants will therefore be included in the discussions of why and how to achieve a post-capitalist society.

When:

November 16th and 17th

Duration:

Friday evening and all day Saturday

Where:

West Chester University, West Chester, PA

Purpose:

To contribute to the wide and deep network of critical educators throughout the world; working with students and workers building a vast coalition of critical thinkers who know that a meaningful life after capitalism is possible.

Costs:

While we are securing small in-house grants at WCU to help cover the cost of meals and keynote speakers, we will ask for conference fees using the following sliding scale:

$20: students

$100: professors and teachers

Our goal is to set up a scholarship fund for out of town graduate students unable to travel due to financial restraints. This fund might not begin to produce opportunities for a year or two, but we want to start it right away. While this goal was established last year, we have yet to establish any funding here.

Submissions:

Non-traditional proposals

Traditional paper presentations where 500+ word proposal summaries of papers are submitted

Submissions are due October 19th, 2012.

Please submit proposals to: anarcho72@gmail.com

Further details at: http://ct21st.org/

**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  

‘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

Volumizer: http://glennrikowski.blogspot.com

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

 

Marxian Analysis of Society, School and Education SIG #157 (MASSES) – AERA 2013

Marxism and Education

MARXIAN ANALYSIS OF SOCIETY, SCHOOL AND EDUCATION SIG #157(MASSES) – AERA 2013 

American Educational Research Association

Annual Meeting

San Francisco, California

April 27 – May 1, 2013

 

Marxian Analysis of Society, School and Education SIG #157

CALL FOR PAPERS

AERA 2013

The global financial crisis detonated in the West in 2007 has highlighted long-standing structural faults within capitalism, especially in its financialization of the economy – something that Marx and his predecessors already predicted. The current economic genocidal policies in nations such as Ireland, Greece, Portugal, Spain, Italy, and Cyprus, along with the bailouts to specific US corporations, and the slow down of China’s ‘new economy’, present a credibility check in the recognition of the predatory policies and practices of capitalism’s third hegemonic momentum. In fact such financialization of the economy, with its the recurrent and increasingly devastating financial debacles assailing the world’s capitalist economies, has been incapable of producing sustainable growth in any sector while creating economic genocide, and has resulted in driving societies towards social foreclosures strong-armed through painful strangulation of austerity policies that are asphyxiating public institutions and transforming the very notion of public good and democracy itself!

The 2013 Marxian Analysis of Society, School and Education SIG program asks scholars, educators and graduate students around the globe who are profoundly committed to the struggle for social and cognitive justice to help us examine the transformative role of education and schools in addressing the contemporary crises, as well as, addressing the role of educators in helping to resolve the contradictions of the present and to contribute to a better future for schools, education and society.

Therefore, we ask scholars, educators and graduate students to contribute papers, posters or symposium that utilize a Marxist/Class analysis that will critically address the impact of the late capitalism’s financialization of the economy on questions of schools, education and society and how to move from pre-history to history proper to create a more and just democratic society and education.

Note: All submissions will be reviewed without author identification.

Please submit them without author names on the abstracts or summaries.

Proposals that bear the names of the authors and/or participants will not be considered for review and, consequently, will not be considered for the SIG #157 program for the 2013 AERA Annual Meeting.

Thank You, Dr. Sheila Macrine, 2013 Program Chair

Sheila L. Macrine Ph.D, is Chair of the Teaching & Learning Department University of Massachusetts Dartmouth 285 Old Westport Road North Dartmouth, MA 02747 – Phone: 508-999-8262, Fax: 508-910-6916, Email: nmacrine@aol.com

**END**

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

‘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

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

Volumizer: http://glennrikowski.blogspot.com

Surviving Economic Crises through Education – by David R. Cole

SURVIVING ECONOMIC CRISES THROUGH EDUCATION – BY DAVID R. COLE

David R. Cole (ed.)

Surviving Economic Crises through Education

New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2012. 288 pp.

Global Studies in Education. Vol. 11

General Editors: Michael Peters, Cameron McCarthy, Athlone C. (Tina) Besley and Fazal Rizvi

Print: ISBN 978-1-4331-1478-6 pb.

SFR 35.00 / €* 26.20 / €** 27.00 / € 24.50 / £ 22.00 / US$ 36.95

Order online: http://www.peterlang.com

This book comes at a time of increasing anxiety about the repercussions of financial instability and the probability of widespread market volatility. The educators and researchers whose work is collected here have considered these factors deeply when constructing their responses to prevailing financial conditions. These views guide the reader through economic crises as a mode of survival and as a means to deploying education at its most meaningful and intense. The approach aligns practice with theory and takes the empirical evidence from these studies as a means to determining the economic influence on education. This book will be a valuable asset for teachers and professors, as well as an excellent textbook for undergraduate and graduate classrooms.

Contents:

Stephen J. Ball: Foreword. Crisis and Attentiveness – David R. Cole: Introduction to Surviving Economic Crises through Education – Michael A. Peters: ‘Knowledge Economy’, Economic Crisis and Cognitive Capitalism: Public Education and the Promise of Open Science – Jim Crowther/Mae Shaw: Education for Resilience and Resistance in the ‘Big Society’ – Mike Cole: Capitalist Crisis and Fascism: Issues for Educational Practice – Gustavo E. Fischman/Victor H. Diaz: Teach for WhatAmerica? Beginning Teachers’ Reflections about Their Professional Choices and the Economic Crisis – Patrick Carmichael/Kate Litherland: Transversality and Innovation: Prospects for Technology-Enhanced Learning in Times of Crisis – Silvina Gvirtz/Ana Laura Barudi: When the Sun Does not Shine after the Rain: The Effects of the 2001 Crisis on the Education System of Argentina – Ana Inés Heras: Struggle for Agency in Contemporary Argentinean Schools – Silvia Grinberg/Eduardo Langer: Education and Governmentality in Degraded Urban Territories: From the Sedimented to the Experience of the Actual – David R. Cole: Doing Work as a Reflection of the Other: Notes on the Educational Materialism of Deleuze and Guattari – Robert Haworth/Abraham P. DeLeon: The Crisis of Mutative Capitalism: Holey Spaces, Creative Struggle and Educative Innovations – Torill Strand: The Current Dynamics of Professional Expertise: The Movable Ethos, Pathos, and Logos of Four Norwegian Professions – R. Scott Webster: Educating the Person for Democratic Participation – Jason J. Wallin: Remachining Educational Desire: Bankrupting Freire’s Banking Model of Education in an Age of Schizo-Capitalism – Marcus Bussey: Afterword. When No Crisis Is the Real Crisis! The Endless Vertigo of Capitalist Education.

The Author:

David R. Cole received his PhD in education from the University ofWarwick. He is an Associate Professor in English and pedagogy at the University of Western Sydney. David has edited three books (two with Darren Pullen) and has published a novel. His latest monograph is Educational Life-Forms: Deleuzian Teaching and Learning Practice.

Reviews:

“At last, we have a book that not only attempts to chart the crucial relationship between education and the crisis of economics, but one that explores critically and insightfully what that crisis may tell us about how to proceed in both opening up new understandings of pedagogy, education, politics, and charting a notion of hope that is as militant as it is realistic. We live at a crucial time, when the ethos of surviving has replaced the possibility of imagining a decent life and the promises of a real democracy. The discourse of surviving for the authors in this book does not suggest a retreat into cynicism or a life stripped of possibility. On the contrary, it suggests a new beginning, a new sense of struggle, and a new sense of hope. ‘Surviving Economic Crises through Education’ puts education back into politics, and in doing so puts politics back on a footing that makes individual and collective struggle possible again.” (Henry Giroux, Global Television Network Chair, English and Cultural Studies,McMasterUniversity)

“The recent huge hiccup of capitalism (‘global financial crisis’) and its continuing gurgles of pain have profound implications for education, teacher training, and the role of knowledge for human betterment (given that claims to knowledge and expertise were no protection from the cataclysm itself). This collection shows us why this is so, framing an imperative for rethinking education as a process of self-knowing and empowerment in a period of enormous economic and ontological insecurity. David R. Cole has brought together a significant set of theorists whose empirical evidence flows through to insights and indications of what is to be done. One hopes, as some of the authors propose, it is the very depth of the crisis that may force the shedding of the most deeply entrenched (mis)beliefs about education, enabling thereby a new if wobbly space for innovation and growth.” (Andrew Jakubowicz, Professor of Sociology, Director of the Institute of Cultural Diversity, University of Technology,Sydney)

“In times of economic crisis politicians often present their policies by claiming that ‘there is no alternative.’ This book unmasks such claims by providing critical readings of the politics of contemporary crisis talk and by presenting a range of generative educational responses that provide real alternatives for educational thought and action. This is a timely and inspiring collection that affirms the crucial role of education in the struggle for democracy in uncertain times.” (Gert Biesta, Professor of Education and Director of Research, School of Education & Laboratory for Educational Theory,Universityof Stirling)

“This book represents a kaleidoscope of views on the roles of education in a world rapidly changing since the 2008 financial crisis and the collapse of the Western world economies. Ideas mushroom from each chapter challenging the role of education in a capitalist society. A mustread for those from various disciplines who care about education.” (Arnaud Chevalier, Senior Lecturer in Economics, Royal Holloway,UniversityofLondon)

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Cheerful Sin’ – a new 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

Volumizer: http://glennrikowski.blogspot.com

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

Cognitive Capitalism, Education and Digital Labor

Cognitive Capitalism

COGNITIVE CAPITALISM, EDUCATION AND DIGITAL LABOR – MICHAEL PETERS & ERGIN BULUT

Michael A. Peters & Ergin Bulut (eds.)
Cognitive Capitalism, Education and Digital Labor 
Year of Publication: 2011 
Peter Lang Publishing Group
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien,
2011. XLII, 341 pp.
ISBN 978-1-4331-0981-2 pb. 

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54297&concordeid=310981

Contents: 

Antonio Negri: Foreword 

Michael A. Peters & Ergin Bulut: Introduction 

Timothy Brennan: Intellectual Labor 

George Caffentzis: A Critique of Cognitive Capitalism

Silvia Federici: On Affective Labor 

Christian Fuchs: Cognitive Capitalism or Informational Capitalism? The Role of Class in the Information Economy 

Jonathan Beller: Cognitive Capitalist Pedagogy and Its Discontents 

Ergin Bulut: Creative Economy: Seeds of Social Collaboration or Capital’s Hunt for General Intellect and Imagination? 

Mark Coté / Jennifer Pybus: Learning to Immaterial Labour 2.0: Facebook and Social Networks 

Emma Dowling: Pedagogies of Cognitive Capitalism – Challenging the Critical Subject 

Alex Means: Creativity as an Educational Problematic within the Biopolitical Economy

Toby Miller: For Fun, For Profit, For Empire: The University and Electronic Games 

Michael A. Peters: Algorithmic Capitalism and Educational Futures 

Alberto Toscano: The Limits of Autonomy: Cognitive Capitalism and University Struggles 

Nick Dyer-Witheford: In the Ruined Laboratory of Futuristic Accumulation: Immaterial Labour and the University Crisis 

Tahir Wood: The Confinement of Academic Freedom and Critical Thinking in a Changing Corporate World: South African Universities 

Cameron McCarthy: Afterword. The Unmaking of Education in the Age of Globalization, Neoliberalism and Information

About the author(s)/editor(s)

Michael A. Peters is Professor of Education at the University of Waikato (New Zealand) and Emeritus Professor at the University of Illinois at Urbana-Champaign. He is the executive editor of Educational Philosophy and Theory and editor of two international e-journals, Policy Futures in Education and E-Learning. His interests are in education, philosophy and social policy and he has written over fifty books, including Creativity and the Global Knowledge Economy (Lang, 2009) (with Simon Marginson and Peter Murphy).

Ergin Bulut is a PhD candidate at the Institute of Communications Research at the University of Illinois at Urbana-Champaign. He is interested in political economy of labor and its intersection with education, communication and culture. 

Reviews

“Cognitive Capitalism, Education and Digital Labor’ provides us with a series of very thoughtful and provocative analyses of the relationship among political economy, education and new forms of knowledge and labor. It is definitely worth reading and then discussing its implications at length.” (Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison)

“This volume is a ‘tour de force’. Through its chapters, a new space is opened for understanding education in the contemporary world. With an magisterial introduction by its indefatigable editor, Michael A. Peters, and his colleague Ergin Bulut, ‘Cognitive Capitalism, Education and Digital Labor’ implicitly shows the limitations of postmodernism and offers a large conceptual framework that will surely be mined and critically examined for some years to come.” (Ronald Barnett, Emeritus Professor of Higher Education, Institute of Education, London)

“‘Cognitive Capitalism, Education and Digital Labor’ is extraordinarily instructive in studying the living bestiary of capitalism, a provocative text that enervates capitalism through helping us cultivate our critical faculties creatively and exultantly in the service of its demise. An important advance in our understanding the production of subjectivity in capitalist societies.” (Peter McLaren, School of Critical Studies in Education, Faculty of Education, University of Auckland)

“This valuable, lithe volume explores the ever-evolving, mutating forms of capitalism. It is a work of craft, intelligence and provocation. It reflects on some of the most important subterranean trends in contemporary societies. These unite the material and the immaterial, biology and power, economics and education. The contributors parse the intersections of intellectual and physical labour, paid and unpaid work, labour and pedagogy, research and gaming, free information and multi-national corporations, autonomy and liberalism, accumulation and enclosure, class and creativity. They do so with verve, steel and tenacious insight.” (Peter Murphy, Professor of Creative Arts and Social Aesthetics, James Cook University)

“If you read just a single book in the field of educational theory this year, make sure it’s this one. Drawing on the rich tradition of Marxist autonomism, the contributors pinpoint what the transmutation of labor and opening of new domains of class struggle under cognitive capitalism mean for education. The editors have assembled an impressive team, all accomplished scholars adept at envisioning changes in the sites and forms of knowledge-making, acquisition and contestation. For anyone interested in the educational implications of technologically-driven shifts in capitalism’s socio-economic structures, this is the volume to buy. Brimming with insight, balanced and lively – it will attract attention from scholars and students well beyond the confines of education faculties.” (James Reveley, Associate Professor, Faculty of Commerce, University of Wollongong)

“We have now for some time been undergoing intense technological and social revolutions that transformed the nature of labor, education and the capitalist economy. Peters and Bulut and their collaborators in ‘Cognitive Capitalism, Education and Digital Labor’ chart out the changes in the new economy and social life and explore its consequences for education. All educators and those concerned with transformations of contemporary culture and society should be concerned with these issues and learn from this book.” (Douglas Kellner, UCLA; Author of ‘Guys and Guns Amok’ and ‘Media Spectacle and the Crisis of Democracy’)

“The mainstream discourse of the knowledge economy is empty. The digital-Taylorist routinisation of much of the work that was once the preserve of knowledge workers and the offshoring of knowledge jobs to countries where skilled labour is much cheaper have given the game away. But it would be wrong to assume that the electronic/IT revolution has not changed our lives and our labour when it clearly has. This outstanding collection raises fundamental questions about knowledge, the role of education and labour in the digital world. It brings current debates to a new level and should be read by students, academics and policy makers across the globe.” (Hugh Lauder, Professor of Education and Political Economy, University of Bath)

“’Cognitive Capitalism, Education and Digital Labor’ presents a new theory of capitalism and digital labor. It is a very valuable resource and will spark an industry of debate and elaboration. This book presents such a wealth of diverse material that any reader will find something new and challenging, and each chapter in this collection makes a welcome contribution to the growing literature in the field.” (George Lazaroiu, Principal Research Fellow, Institute of Interdisciplinary Studies in Humanities and Social Sciences, New York)

“Cognitive capitalism is a crucial category for conceptualizing the workings of contemporary globalization. Using the theories of the Italian Autonomist Marxist tradition, or ‘operaismo’, Peters and Bulut along with the other authors in this collection present important, fascinating insights into capitalism, education and labor today. It should be read immediately by anyone concerned about how the daily practices of education prepare the multitude for the travails of their immaterial and material labor.” (Timothy W. Luke, Virginia Polytechnic Institute & State University)

“Peters and Bulut have provided us with a brilliant set of papers that take us to the heart of the political economy. Under ‘cognitive capitalism’ subjectivity is both the realm of freedom and the source of value, raising the stakes in control (governmentality). Hence the continuing fecundity of interpretations at the intersection of Marx/Foucault/Deleuze. We experience both larger productive community and heightened public surveillance, together with unsolvable tensions in education and research. But this book also reminds us that the circuits of cognitive capitalism continue to rest on a mountain of physical commodities, generated largely in the emerging economies and subject to more traditional (and more traditionally Marxist) forms of manufacture, energy consumption and hyper-exploitation of labour.” (Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia)

“Education cannot be understood outside of the diverse national and global forces in which it is situated, including the increasing separation of power from local politics. This book brings together a number of first-rate theorists in making clear the relationship among knowledge, power and digital labor. The book is a tour de force for anyone interested in the new registers of power that are now shaping education on a global level. This is an important book and should be put on the class list of every educator who views education central to politics.” (Henry A. Giroux, Global Television Network Chair Professor, English and Cultural Studies Department, McMaster University)

“The exceptional contributions assembled for this timely volume carefully anatomize – and critically question – the category of cognitive capitalism and its composition. This book is a major resource for a generation of academic workers with a very real stake in developments, conflicts and debates surrounding the edu-factory.” (Greig de Peuter, Co-author of  ‘Games of Empire’).

**END**

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

‘Cheerful Sin’ – a new 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

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

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

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

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

Critical Studies in Education: Call for Papers

Education and Capitalism

CRITICAL STUDIES IN EDUCATION – CALL FOR PAPERS

CALL FOR PAPERS
Please circulate within your networks

CRITICAL STUDIES IN EDUCATION
An international peer-reviewed journal
3 issues per annum
ISSN 1750-8487 (print)   1750-8495 (online)
Published by Routledge

Critical Studies in Education is one of the few international journals solely devoted to a critical sociology of education. Two questions frame the journal’s critical approach to research: (1) whose interests are served by current social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements? Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.

The journal welcomes submissions of the highest quality and importance, which make original theoretical and/or empirical contributions, and are aimed at moving the field forward. Submissions may be focused on education policy and/or practice (including pedagogy) across formal education contexts (e.g. schooling, vocational and further education, higher education) as well as informal settings (e.g. television, communities, the internet). Submissions typically focus on power relations associated with gender, class (/poverty), ethnicity and the reproduction of disadvantage.

CALL FOR PAPERS
While submissions that meet this general brief are most welcome, we are also seeking papers in line with the following theme:

CRITICAL VISIONS FOR THE FUTURE OF EDUCATION
Increasingly, education is being reduced to what can be measured, often in quantitative terms that do not adequately capture all there is to education and which are then used to compare students, institutions and nations. At the same time, we live in a world that is becoming increasingly complex where these accounting systems do not seem adequate. In this context, how can we create spaces for different imaginations for education? How can we create opportunities for education to be different?

Articles addressing the following topics are especially welcome:
•       How can education researchers contribute to what counts as evidence in contexts of policy and practice?
•       What kind of education research do we need to respond to the pressing issues of our times, such as climate change, terror and financial crises?

Manuscripts can be submitted to Critical Studies in Education online by visiting http://mc.manuscriptcentral.com/rcse

For more information and a sample copy of the journal, please visit our website at http://www.tandfonline.com/toc/rcse20/current

Sincerely
Professor Trevor Gale | Editor in Chief
Critical Studies in Education Editorial Office

**END**

‘Cheerful Sin’ – a new 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

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

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

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

Education and Capitalism: Struggles for Learning and Liberation

Education and Capitalism

EDUCATION AND CAPITALISM: STRUGGLES FOR LEARNING AND LIBERATION

EDITED BY JEFF BALE AND SARAH KNOPP

Forthcoming Fall 2011

“This book is a breath of fresh air! The chapters take on central issues in education with a clear vision of what could be. Class, race, language and culture become not just educational ‘problems,’ but tools with which to rethink the future. A stellar addition to books in our field” —Jean Anyon, author of Marx and Education

“At a time when the capitalist class and their corporate allies in the media have waged an all-out assault on teachers, students, and public education, Education and Capitalism responds by speaking truth to power.…Drawing from the lived experiences of the editors and their students, and informed by cutting edge socio-political critique, Education and Capitalism clears the path for a new understanding of the current assault on public schooling and points towards important directions if we are to save it.” —Peter McLaren, author of Che Guevara, Paulo Freire, and the Pedagogy of  Revolution 

In the first decade of the twenty-first century, a conservative, bipartisan consensus dominates about what’s wrong with our schools and how to fix them. In each case, those solutions scapegoat teachers, vilify our unions, and promise more private control and market mentality as the answer. In each case, students lose—especially students of color and the children of the working class and the poor.

This book, written by teacher activists, speaks back to that elite consensus. It draws on the ideas and experiences of social justice educators concerned with fighting against racism and for equality, and those of activists oriented on recapturing the radical roots of the labor movement. Informed by a revolutionary vision of pedagogy, schools, and education, it paints a radical critique of education in Corporate America, past and present, and contributes to a vision of alternatives for education andliberation. Inside are essays that trace Marxist theories of education under capitalism; outline the historical educational experiences of emergent bilingual and African American students; recap the history of teachers’ unions; analyze the neoliberal attack on public schools under Obama; critically appraise Paolo Freire’s legacy; and make the historical link between social revolution and struggles for literacy.

With contributions from:
Rose Aguilar
Megan Behrent
Bill Bigelow
Michele Bollinger
John T. Green
Jesse Hagopian
Adrienne Johnstone
Brian Jones
Jessie Muldoon
Gillian Russom
Adam Sanchez
Keeanga-Yamahtta Taylor
Elizabeth Terzakis
Dan Trocolli

Sarah Knopp is a public high school teacher inLos Angeles and an activist with United Teachers Los Angeles.

Jeff Bale is assistant professor of second language education at Michigan State University. Their work has appeared in Rethinking Schools, International Socialist Review, and CounterPunch

Available Fall 2011 |Trade paper | $17.00 | 220 pages | ISBN: 9781608461646 | Published by Haymarket Books | http://www.haymarketbooks.org | info@haymarketbooks.org | 773-583-7884

For review or desk copies, contact Sarah Macaraeg, sarah@haymarketbooks.org

Book details at: http://www.scribd.com/doc/52611703/EDUCATION-AND-CAPITALISM-STRUGGLES-FOR-LEARNING-AND-LIBERATION

For more information, visit:
http://www.haymarketbooks.org/pb/Education-and-Capitalism

or link to the book’s Facebook page:
http://www.facebook.com/educationandcapitalism

***END***

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

Higher Education as a Public Good: Critical Perspectives

Education Crisis

HIGHER EDUCATION AS A PUBLIC GOOD: CRITICAL PERSPECTIVES

SRHE Higher Education Theory Group Seminar

Higher Education as a Public Good: Critical Perspectives

Monday 4 July –Tuesday 5 July 2011

New College, Oxford

The Society for Research into Higher Education Theory Group invites you to participate in a 2-day symposium examining issues underlying the concept of higher education as a public good. This is a topic much discussed in the light of recent policy developments in the UK and in many other countries. The seminar will explore its theoretical underpinnings from several disciplinary perspectives. There will be inputs from keynote speakers and participative discussions on the issues raised. The main speakers will each produce a short synopsis of their contribution for participants to consider in advance of the seminar. It is intended to prepare a book for publication based on the seminar proceedings.

Keynote Speakers:

Nick Barr: Professor of Public Economics. LSE London

Bob Cowen: Emeritus Professor of Education. IOE London

David Dill: Emeritus Professor of Public Policy. University of North Carolina

Jon Nixon: Honorary Professor.University of Sheffield

Paul Standish: Professor of Philosophy of Education. IOE London

Registration

This symposium will take place at New College Oxford and the fee of £125 (£155 for non members of SRHE) covers the cost of accommodation for one night in ensuite rooms and all meals, including dinner in the College on Monday evening. Rooms at the College are limited so delegates are advised to make an early registration to attend this symposium.

The closing date for bookings is 4 June 2011.

To attend this event please e-mail: Nicola Manches (nmanches@srhe.ac.uk) to reserve your place and arrange payment. Please address all enquiries about this or other SRHE events to Nicola Manches at the SRHE Offices.

Society for Research into Higher Education, 44 Bedford Row, London WC1R  4LL, Tel +44 (0) 20 7447 2525, Fax +44 (0) 20 7447 2526, http://www.srhe.ac.uk

***END***

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

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 Service-Learning as Revolutionary Pedagogy – Edited by Brad Porfilio and Heather Hickman

CRITICAL SERVICE-LEARNING AS REVOLUTIONARY PEDAGOGY – EDITED BY BRAD PORFILIO AND HEATHER HICKMAN

Now Out from Information Age Publishing!

Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action

Paperback: 978-1-61735-432-8
Hardcover: 978-1-61735-43

Information Age Publishing (2011)  

Editors:

Brad Porfilio (Lewis University in Romeoville, IL)

Heather Hickman: (LewisUniversity)

Further details on this book from Information Age Publishing: http://www.infoagepub.com/products/Critical-Service-Learning-as-a-Revolutionary-Pedagogy

This volume will be a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students.

Due to the volume’s international focus, we also expect that it will purchased by a large number of university libraries, researchers, educators and others in a number of countries.

TABLE OF CONTENTS:

Introduction

Foreword: Mike Cole

PART I.

Power and Service-Learning: Salience, Place, and Practice, Andrea Yoder Clark and Maura Nugent.

Distant or Direct: Participant’s Interactions With Service Recipients While Completing Ontario’s Community Involvement Requirement, Kaylan C. Schwarz.

Critical Service-Learning and the Black Freedom Movement, Kecia Hayes.

Cognitive Dissonance in International Service-Learning: Possibilities and Challenges for Service-Learning Pedagogy, Elizabeth Doerr.

To Build a Sustainable International Service-Learning Partnership: Pushing Service Learning Beyond the Boundaries Toward a Revolutionary Project of Community and Consciousness inJamaica, Adam Renneri.

Service-Learning, Liberal Education, and the Public Schools, D. G. Mulcahy, Wendy Doromal, Omaris Journet, and Donal E. Mulcahy.

Education, Critical Service-Learning, and Social Justice: The Australian Experience of Doing Thick Democracy in the Classroom, David Zyngierl.

PART II.

The Humanity of Teaching and Learning: Scenarios of a Pedagogy of Compassion, Community, and Change, Diana M. Feige, Maureen Connolly, and Michael Furey.

The Equity Leadership Project: Preparing Socially Inclusive Educators, Christopher DeLuca, Meghan L. DeLagran, Eric Feurguson, and Stephanie Ho.

Helping Teacher Candidates Develop a Critical Perspective in a Foundations Course: A Freirian Look at How Teacher Candidates Interpret Their Service-Learning Experience, C. Lynne Hannah, Barri Tinkler, and Elizabeth Mille.

Living in Riverhill: A Postcritical Challenge to the Production of a Neoliberal Success Story, Allison Daniel Anders and Jessica Nina Lester.

Critical Openings and Possibilities: Navigating Challenges for Change, Steven Hart.

Holding on to Transformation: Reflections on Global Service Learning, Susan L. Herrmann.

Toward a Theory and Practice of Radical Pragmatism, Brian Charest.

Afterword

About the Authors

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

Marx and Education – Jean Anyon

Marx and Education - Jean Anyon

MARX AND EDUCATION – JEAN ANYON

There was only one Karl Marx, but there have been a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice.

Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy.

By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators.

Selected Table of Contents

Series Editor Introduction

Introduction

1. Neo-Marxism in Education, 1970s – 1980s

2. Neo-Marxism in Education, 1990 – 2005

3. Current Issues: Economic Problems, Education Policies

4. Extending Marxist Theory and Practice

March 2011 | 120 pages | Paperback: 978-0-415-80330-4

Routledge

Series: Routledge Key Ideas in Education

http://www.routledge.com/books/details/9780415803304/

At amazon.co.uk: http://www.amazon.co.uk/Marx-Education-Routledge-Ideas-Educati/dp/0415803306

At amazon.com: http://www.amazon.com/Marx-Education-Routledge-Ideas-Educati/dp/0415803306/ref=sr_1_5_title_0_main?s=books&ie=UTF8&qid=1301434167&sr=1-5

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

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

Volumizer: http://glennrikowski.blogspot.com