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ICCE 6

ICCE 6

6th INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION – 2016

10 – 13 August 2016

Middlesex University

London

 

Extended Call for Papers: 31st May 2016

The Deadline for Abstracts for the upcoming 6th ICCE Conference has been extended to the end of May.

 

Plenary  Speakers include:
Peter McLaren (Chapman University, Orange, California, USA)
Hasan Hüseyin Aksoy (Ankara University, Ankara, Turkey)
Grant Banfield (Flinders University, Adelaide, Australia)
Joyce Canaan (Birmingham City University, Birmingham, UK)
Hana Cervinkova (University of Lower Silesia, Wroclaw, Poland)
Polina Chrysochou (Anglia Ruskin University, Chelmsford, UK)
Agnieszka Dziemianowicz-Bąk (University of Wroclaw, Wroclaw, Poland)
Cassie Earl (Manchester Metropolitan Univesity, Manchester, UK)
Gail Edwards (Newcastle University, Newcastle, UK)
Ramin Farahmandpur (Portland State University, Portland, USA)
Derek Ford (Syracuse University, New York, USA)
Panayota Gounari (University of Massachusetts, Boston, USA)
Tom Griffiths (Newcastle University, Newcastle, New South Wales, Australia)
George Grollios (Aristotle University of Thessaloniki,Thessaloniki, Greece)
Dave Hill (Institute for Education Policy Studies & National and Kapodistrian University of Athens, Greece)
Gianna Katsampoura (National Hellenic Research Foundation, Athens, Greece)
Leszek Koczanowicz (University of Sosial Sciences and Humanities, Wroclaw, Poland)
Vicky Makris (University of Alberta, Alberta, Canada)
Curry Malott (West Chester University of Pennsylvania, Pennsylvania, USA)
Alpesh Maisuria (University of East London, London, UK)
Lilia Monzo (Chapman University, California, USA)
Jayne Osgood (Middlesex University, London, UK)
Periklis Pavlidis (Aristotle University of Thessaloniki, Thessaloniki, Greece)
Leena Helavaara Robertson (Middlesex University, London, UK)
Fevziye Sayilan (Ankara University, Ankara, Turkey)
Kostas Skordoulis (National and Kapodistrian University of Athens, Athens, Greece)
Juha Suoranta (University of Tampere, Tampere, Finland)
Spyros Themelis (University of East Anglia, Norwich, UK)
Meral Uysal (Ankara University, Ankara, Turkey)
Paolo Vittoria (Federal University of Rio de Janeiro, Rio de Janeiro, Brazil)
Ahmet Yildiz (Ankara University, Ankara, Turkey)
The conference website is http://icce-2016.weebly.com/

Speakers are listed at http://icce-2016.weebly.com/program-speakers.html

Abstract Submission Form is at: http://icce-2016.weebly.com/abstract-submission.html

 

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

Posted here by Glenn Rikowski

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

Volumizer: http://glennrikowski.blogspot.com

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

313111_coverTHE JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOL.13 NO.2 (OCTOBER 2015)

LATEST ISSUE NOW ONLINE

 

 

 

CONTENTS

 

Periklis Pavlidis

Social consciousness, education and transformative activity

 

Dave Hill, Christine Lewis, Alpesh Maisuria, Patrick Yarker and  Julia Carr

Neoliberal and Neoconservative Immiseration Capitalism in England: Policies and Impacts on Society and on Education

 

Curry Malott and Derek R. Ford

Contributions to a Marxist Critical Pedagogy of Becoming: Centering the Critique of the Gotha Programme: Part Two

 

Philippa Hall

Labour Subjectivities for the new world of work: A critique of government policy on the integration of entrepreneurialism in the university curriculum

 

Elisabeth Simbuerger and Mike Neary

Free Education! A “Live” Report on the Chilean Student Movement 2011-2014 – reform or revolution? [A Political Sociology for Action]

 

Amanda Oliveira Rabelo, Graziela Raupp Pereira and Maria Amélia Reis

Sex Education as a Transversal Subject

 

Lois Weiner

Democracy, critical education, and teachers unions: Connections and contradictions in the neoliberal epoch

 

Melanie Lawrence

Beyond the Neoliberal Imaginary: Investigating the Role of Critical Pedagogy in Higher Education

 

Conor Heaney

What is the University today?

 

Shawgi Tell

Can a Charter School Not be a Charter School?

 

Ş. Erhan Bagci

Decline of Meritocracy: Neo-feudal Segregation in Turkey

 

Declan McKenna

Policy over Procedure: A look at the School Completion Programme in Ireland. Is this State led educational intervention for disadvantaged children merely philanthropic and can current Global and National Neo Liberal Policy trends in Education be overcome?

 

Daniel B. Saunders

Resisting Excellence: Challenging Neoliberal Ideology in Postsecondary Education

 

Latest edition of The Journal for Critical Education Policy Studies is now online at: http://www.jceps.com

 

download (1)

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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

Education Not for Sale

Education Not for Sale

CRITICAL PEDAGOGY VS. CAPITAL: REIGNITING THE CONVERSATION

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

4th Annual Conference 2015, November 6th & 7th 

Location: West Chester University, 700 South High Street, West Chester, PA 19383, USA

Two Days of Discussion and Music!

Bill Ayers

Bill Ayers

Opening Conference Keynote:  Bill Ayers
Professor Ayers is a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired). He is a member of the executive committee of the Faculty Senate and founder of both the Small Schools Workshop and the Center for Youth and Society. Dr. Ayers has taught courses in interpretive and qualitative research, oral history, creative non-fiction, urban school change, and teaching and the modern predicament. To learn more about Dr. Ayers and his work please visit his webpage at: http://billayers.org/biographyhistory/

 

Dave Hill

Dave Hill

Closing Conference Keynote: Dave Hill
Dave Hill is Research Professor of Education at Anglia Ruskin University, Chelmsford, England, and Visiting Professor of Education at the Universities of Athens, Greece, Middlesex, London.  Dave is a Marxist academic and political activist in different countries, in particular with trade unions and left / socialist / Marxist groups in Greece, Turkey and Ireland as well as England. His academic work focuses on issues of neoliberalism, capitalism, class, `race’, resistance and socialist education/ education for equality; critical pedagogy/critical education. He founded in 2003 and chief edits the free online peer-juried journal, the Journal for Critical Education Policy Studies, www.jceps.com, a free online, scholarly, peer-juried international journal that has had nearly a million downloads in 10 years.

Musical Artists: Marcel Cartier, Magik, and Squid Brothers Inc.

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Squid Brothers Inc.

Squid Brothers Inc.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates 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.

While this conference will include important presentations and challenging discussions based 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.

Please submit abstract proposals (500-1000 words) to: Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

 

Conference website: http://ct21st.org/

Curry Malott

Curry Malott

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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

 

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

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

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

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

General Editors: Michael Peters and Peter McLaren

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

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

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

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

Outline

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

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

Contents

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

About the Authors

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

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

Praise for Marx, Capital, and Education

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

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

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

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

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

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

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

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

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

Curry Malott

Curry Malott

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

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

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

Derek R. Ford

Derek R. Ford

Dave Hill

Dave Hill

IMMISERATION, CAPITALISM AND EDUCATION: AUSTERITY, RESISTANCE AND REVOLT – A NEW EDITED COLLECTION BY DAVE HILL

Immiseration, Capitalism and Education: Austerity, Resistance and Revolt

Edited by Dave Hill

Institute for Education Policy Studies

Brighton

http://www.ieps.org.uk

2013

ISBN: 978-0-9522042-3-7

This is an important and astonishing book. It is a Marxist book. It systematically charts and critiques the havoc being wreaked by neoliberal and neoconservative Capitalism on society, on schooling/ schools and on higher education, across five countries: the USA, England, Turkey, Ireland and Greece. Following a theoretical chapter on Immiseration Capitalism, the first part of the book examines in detail the destructiveness and degradation effected by national and transnational Capital within these five societies, and the privatising, marketising, commodifying, degrading and impoverishing impacts within these five countries’ broader society, within/on the schooling system and within / on higher education.

Very importantly, the book goes beyond critique, beyond deconstruction, beyond anger and analysis. In Part Two of the book, leading Marxist analysts and activists from these five countries examine the Resistance to neoliberalising/neoconservatising policy and practice. In each case writers answer the question: What is the ‘Resistance’? Where is the Resistance? How is it Organised? How Successful is it? What are the Barriers to its Effectiveness? How can it be Developed to be more Effective?

In the Third and Final section, writers look to past and contemporary successful examples of Socialist Education, in the former Soviet bloc, and in Latin America, Venezuela. Again, writers, while noting the varied successes of such socialist or Marxist education, always remain critical- and self-critical.

The Conclusion, building on the critique within, summarises, and looks to the future, in terms of building the disparate resistance within schooling, higher education, communities and within the national societies- learning internationally. This book, written by noted and leading Marxist authors and activists, is an important contribution to Marxist education and broader theory- but also a spur to revolutionary anti-capitalist praxis-in education and beyond.

CONTENTS

Introduction: Dave Hill

PART 1: Austerity Capitalism, Immiseration and Education

1. Immiseration Capitalism Curry Malott, Dave Hill & Grant Banfield

2. Austerity Capitalism and Education in Greece Panagiotis Sotiris

3. Austerity Capitalism and Education in Ireland Martin Power, Micheal O’Flynn, Aline Courtois & Margaret Kennedy

4. Austerity Capitalism and Education in Britain Dave Hill, Christine Lewis, Alpesh Maisuria & Patrick Yarker

5. Austerity Capitalism and Education in Turkey Fevziye Sayilan & Nuray Turkmen

6. Austerity Capitalism and Education in the USA Curry Malott & Faith Agostinone-Wilson

PART 2: Activism within/ against Immiseration Capitalism

7. Resistance in Greece Leonidas Vatikiotis and Maria Nikolakaki

8. Resistance in Ireland Micheal O’Flynn, Martin Power, Conor McCabe & Henry Silke

9. Resistance in Britain Joyce Canaan, Dave Hill, & Alpesh Maisuria

10. Resistance in Turkey Kemal İnal & H. Tuğba Öztürk

11. Resistance in the USA Curry Malott & Faith Agostinone-Wilson

PART 3: Peripheries

12. Immiseration Capitalism or Twenty-First century Socialism? Mike Cole & Peter McLaren

13. A view from the post-socialist ‘new periphery’ Bill Templer

14. Conclusion: Capitalism, Resistance and Dave Hill, Bill Templer, Panagiotis Sotiris,

What is to be Done? Grant Banfield & Faith Agostinone-Wilson

 

Price £22 inc post and packaging

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

Dave Hill is a Marxist academic and political and educational activist. He has fought ten elections in England at local, national and European levels, been an elected trade union regional leader and, when the Labour Party was left-wing, was a Labour Group (Council) Leader. In terms of Direct Action, he has recently been tear-gassed while on anti-government demonstrations in Athens and Ankara and is an activist in TUSC (the Trade Unionist and Socialist Coalition) and in Left Unity.  He co-founded the Hillcole Group of Radical left Educators in 1989 and chaired it until 2001, founded the Institute for Education Policy Studies (www.ieps.org.uk) in 1989 and set up the Journal for Critical Education Policy Studies (www.jceps.com) in 2003. Since then, it, a free online peer-reviewed journal, has been downloaded a million times- free of charge. The journal went into print production in 2012 (available for purchase). He is Research Professor of Education at Anglia Ruskin University, England, and Visiting Professor of Critical Policy and Equality Studies at the University of Limerick, Ireland, and Visiting Professor of Education at  the Universities of Middlesex, London, England, and Athens, Greece.

Dave Hill Book

 

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

Posted here by Glenn Rikowski

Glenn Rikowski at Academia: https://independent.academia.edu/GlennRikowski

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

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 

Work & Days

Work & Days

EDUCATION FOR REVOLUTION

“Education for Revolution,” is a special issue collaboration of the journals Works & Days and Cultural Logic that has just been launched. 

Works & Days, published by the English Department at Indiana University of Pennsylvania, explores problems of cultural studies, pedagogy, and institutional critique, especially as they are impacted by the global economic crisis (http://www.worksanddays.net).

Cultural Logic has been online since 1997 and is a non-profit, peer-reviewed, open access, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition (http://clogic.eserver.org).

This is the second collaboration between the two journals. 

Cultural Logic will be publishing an expanded, open access, version of this issue in the coming months. The expanded edition of the issue will include new articles addressing education for revolution in Greece, Turkey, and India. 

Read Works & Days editor David B. Downing’s “Foreword to the Revolution” here:

http://blogs.ubc.ca/ross/files/2013/12/WD-Front-pages.pdf

 

Works & Days + Cultural Logic

Education for Revolution

E. Wayne Ross & Rich Gibson (Editors)

 

Table of Contents

 

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor

Rich Gibson, San DiegoStateUniversity

 

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship [Available online: http://goo.gl/lm2PIl ]

E. Wayne Ross, University of British Columbia

Kevin D. Vinson, University of The West Indies

 

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy

Julie Gorlewski, State University of New York, New Paltz

Brad Porfilio, LewisUniversity

 

Learning to be Fast Capitalists on a Flat World

Timothy Patrick Shannon, The OhioStateUniversity

Patrick Shannon, PennStateUniversity 

 

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge

Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

 

Schooling for Capitalism or Education for Twenty-First Century Socialism?

Mike Cole, University of East London

 

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context

Curry Stephenson Malott, West ChesterUniversity of Pennsylvania

 

The Pedagogy of Excess

Deborah P. Kelsh, The College of Saint Rose 

 

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm

John Maerhofer, RogerWilliamsUniversity

 

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch

Grant Banfield, FlindersUniversity of South Australia

 

The Illegitimacy of Student Debt

David Blacker, University of Delaware

 

Hacking Away at the Corporate Octopus

Alan J. Singer, HofstraUniversity

 

A Tale of Two Cities — and States

Richard Brosio, University of Wisconsin, Milwaukee

 

SDS, The 1960s, and Education for Revolution

Alan J. Spector, PurdueUniversity, Calumet

 

E. Wayne Ross, PhD
Professor
Department of Curriculum and Pedagogy
University of British Columbia
2125 Main Mall
Vancouver, BC V6T 1Z4
Canada
604-822-2830
wayne.ross@ubc.ca
http://www.ewayneross.net

Critical Educationwww.criticaleducation.org
Cultural Logicwww.eserver.org/clogic
Workplace: A Journal for Academic Laborwww.workplace-gsc.com

 

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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

The Falling Rate of Learning

The Falling Rate of Learning

Critical Education

Critical Education

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 11 NUMBER 4 (2013)

JCEPS: http://www.jceps.com

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.

 

CONTENTS

Volume 11, Number 4:
November 2013

Curry Malott, Dave Hill, Grant Banfield: Neoliberalism, Immiseration Capitalism and the Historical Urgency of a Socialist Education

Mark Cresswell, Zulfia Karimova, Tom Brock: Pedagogy of the Privileged: Elite Universities and Dialectical Contradictions in the UK

José García, Noah De Lissovoy: Doing School Time: The Hidden Curriculum Goes to Prison

Roberto Ribeiro Baldino, Tânia Cristina Baptista Cabral: The productivity of students’ schoolwork: an exercise in Marxist rigour

Brad J. Porfilio, Debangshu Roychoudhury, Lauren Gardner: Ending the ‘War Against Youth:’ Social Media and Hip-Hop Culture as Sites of Resistance, Transformation and (Re) Conceptualization

Nisha Thapliyal: Reframing the public in public education: The Landless Workers Movement (MST) and adult education in Brazil

Dimitris Tsoubaris, Aleksandros Georgopoulos: Gauging the Potential of Socially Critical Environmental Education (EE): Examining Local Environmental problems through children’s perspective

Selda Polat: Neo-liberal education policies in Turkey and transformation in education

Dereje Tadesse Birbirso: Technology for Empowering or Subjugating Teachers: Analysis of Ethiopia’s Education Reform Discourse Practice

Sara Zamir, Tamar Horowitz: The manifestation of the value of patriotism among Israeli trainee teachers – natives and immigrants: how will they educate their pupils in the light of this value?

Ulas Ozer: The Song of the Other/ Public Space as a Learning Environment and Gypsy Musicians in Turkey

Alan Hodkinson: Inclusion ‘All present and correct?’ A critical analysis of New Labour’s inclusive education policy in England

 

Capitalist Nightmare

Capitalist Nightmare

**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

Education and Economy

Education and Economy

Teaching Marx

TEACHING MARX: THE SOCIALIST CHALLENGE

Announcing a forthcoming book: Teaching Marx: The Socialist Challenge

Edited by Curry Stephenson Malott, Mike Cole and John Elmore

To be published by Information Age Publishing

Critical Construction: Studies in Education and Society, see: http://www.infoagepub.com/series/critical-constructions

Series Editor: Curry Stephenson Malott, West Chester University

“There is growing disillusionment with a social system where increasing productivity leads only to increased gaps between rich and poor, where reductions in social programs (retirement, health care, education) are the chief response an uninspired political sector can muster, and where non-sustainable exploitation of the Earth continues undiminished — in short, as the looming, world-wide economic crisis draws nearer, the essays in Teaching Marx: The Socialist Challengeare critical reading. It is time for our teachers to prepare students not to take their place in an increasingly corrupt economy, but to bring about the fundamental changes we need to build an equitable, prosperous, sustainable future” — Dr. Dennis Vickers, Humanities Department, College of Menominee Nation, Keshena, Wisconsin.

Curry Malott

Teaching Marx: The Socialist Challenge is an extraordinarily important text at this juncture of world history. Functioning as more than just another pedagogical weapon to be used against the ideological structures of death and social hallucinogenics manufactured by the transnational capitalist class, it is a book that can provide fecund opportunities for teachers to re-learn how to put social and economic justice front and center in the agenda for educational reform by putting Marx front and center, where he belongs” — Peter McLaren, Professor, UCLA and author of Che Guevara, Paulo Freire and the Pedagogy of Revolution

Teaching Marx: The Socialist Challenge provides a useful starting point for understanding the origins of today’s global crisis of capitalism. Our work in public schools to encourage respectful dialogues between Indian and non-Indian students about local conflicts over land ownership, through the TERRA Institute, should encourage cooperative action to find common interests. This book reminds us to move those specific discussions to explorations of the causes of conflicts over land, including the imperatives of global capitalism” — David Stanfield, TERRA Institute, www.terrainstitute.org

“As this book so clearly and illustratively points out, the work of Marx has always served as a critical tool for identifying and scraping away the residue of commodity relations as a means to an end of revolutionary purpose, and teaching Marx is therefore keynote to education becoming able to serve as a tool of liberation and revolution. The reasons for why this is so are very clear in the book. As its authors successively and in detail clearly point out, we are ‘educated’ to believe that we live in a meritocracy where god-given abilities and hard work afford position and reward, and the work of social institutions like the school play a key part in this. These institutions, as ideological apparatuses of the State, barrage us with propaganda and bombard us with ideas inside practices that are designed to convince us all that at the head of the equation of the constitution of the social and economic order is the work, skills, ideas, knowledge and commitment of individual people themselves and that the effort and competences of these individuals determine social position and the possibilities for economic reward and even social justice for all.

Mike Cole

Put directly and simply, the book shows us how the public has been hoodwinked by the school and other social institutions to believe in the ethics of capitalism and its central ideological tenet that the present social order is natural and in the end inevitable and beneficial for us all. However, as well as critiquing the work of the school as an instrument of reproduction, the book also shows how and why the education system could and should challenge the anti-democratic perspectives that disguise and defend the current social relations of production and the ideological and material needs of the capitalist class. It offers that is an educational challenge to the inevitability and “correctness” of capitalism by showing how its laws can be made visible to ordinary people so the oppressive power of the capitalist class can be more correctly identified, challenged and defeated.  In this way the book both poses the question and provides answers concerning what role education can play in a possible future revolutionary moment: both as a “true” education as an act of liberation and as a dialectic lens for critiquing the world in which we live. Used appropriately the book can become a clear and fundamental ingredient for helping to create the possibilities for a more egalitarian and socially just world” — Dennis Beach, University of Gothenburg, Sweden.

“This collection by Malott, Cole and Elmore’s is a very timely contribution to the current revival of Marxism in education. The authors engage seriously with the ideas of Marx – from his theory of capitalist crises to the increasing impoverishment of the working class – and debunk many of the commonly held myths about Marxism. The compilation of writings provide a devastating rejoinder to those who believe that we can only make changes within the present system and show how this crisis has made discussion of socialist alternatives, in education and society, an urgent necessity. They argue that, in Marx’s words, the educators need to get educated and find ways – through their students, through what they teach, and through their political activism – to feed into wider movements of social change” — Marnie Holborow, author on Marxism and Language, Dublin City University, Ireland.

John Elmore

 

UPDATE 2nd MARCH 2013

Teaching Marx: The Socialist Challenge – is now out!

At Amazon.com: http://www.amazon.com/Teaching-Marx-Curry-Stephenson-Malott/dp/1623961203/ref=sr_1_1_title_0_main?s=books&ie=UTF8&qid=1362256280&sr=1-1

At Amazon.co.uk: http://www.amazon.co.uk/Teaching-Marx-Curry-Stephenson-Malott/dp/1623961203/ref=sr_1_7?s=books&ie=UTF8&qid=1362256511&sr=1-7

At the Publishers (Information Age Publishing): http://www.infoagepub.com/products/Teaching-Marx

 

**END**

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

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

Education Crisis

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES: VOLUME 10 NUMBER 2 (2012)

Volume 10, Number 2: October 2012 – Now Out!

Some excellent and timely articles in this issue of Journal for Critical Education Policy Studies: Glenn Rikowski

See: 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.

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

 

CONTENTS:

Dave Hill: Immiseration Capitalism, Activism and Education: Resistance, Revolt and Revenge

Frank Truth: Pay Big to Publish Fast: Academic Journal Rackets

Mike Neary and Sarah Amsler: Occupy: a new pedagogy of space and time?

Periklis Pavlidis: The Antinomic Condition of the University: “Universal Labour” Beyond “Academic Capitalism”

Curry Malott: Rethinking Educational Purpose: The socialist challenge

Jennifer de Saxe: Conceptualizing Critical Feminist Theory and Emancipatory Education

Mike Cole: ‘Abolish the white race’ or ‘transfer economic power to the people’? : Some educational implications

Mike Neary: Teaching Politically: Policy, Pedagogy and the New European University

Ravi Kumar: The Charge of Neoliberal Brigade and Higher Education in India

Dionysios Gouvias: The Post-modern Rhetoric of Recent Reforms in Greek Higher Education

Babak Fozooni: The Politics of Encyclopaedias

Gun-Marie Frånberg and Marie Wrethander: The rise and fall of a social problem: Critical reflections on educational policy and research issues

Imed Labidi: Arabizing Obama: Media’s Racial Pathologies and the Rise of Postmodern Racism

Maria Nikolakaki: Building a Society of Solidarity Through Critical Pedagogy: Group Teaching as a Social and Democratic Tool

Navin Kumar Singh: Exploration of Praxis through Personal and Professional Journey: Implications

Olli-Jukka Jokisaari: A Philosophy for Education in the World of Technology

Reza Pishghadam and Elham Naji Meidani: A Critical Look into Critical Pedagogy

Geraldine Mooney Simmie: The Pied Piper of Neo Liberalism Calls the Tune in the Republic of Ireland: An Analysis of Education Policy Text from 2000-2012

 

**END**

 

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

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/

Dave Hill

 

 

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

 

Punk

PUNKADEMICS

New edited collection on Punk & the Academy

Punkademics
Edited by Zack Furness

The basement show in the ivory tower…

In the thirty years since Dick Hebdige published Subculture: The Meaning of Style, the seemingly antithetical worlds of punk rock and academia have converged in some rather interesting, if not peculiar, ways. A once marginal subculture documented in homemade ‘zines’ and three chord songs has become fodder for dozens of scholarly articles, books, PhD dissertations, and conversations amongst well-mannered conference panelists. At the same time, the academic ranks have been increasingly infiltrated by professors and graduate students whose educations began not in the classroom, but in the lyric sheets of 7” records and the cramped confines of all-ages shows.

Punkademics explores these varied intersections by giving voice to some of the people who arguably best understand the odd bedfellows of punk and academia. In addition to being one of the first edited collections of scholarly work on punk, it is a timely book that features original essays, interviews, and select reprints from notable writers, musicians, visual artists, and emerging talents who actively cut & paste the boundaries between punk culture, politics, and higher education.

Contributors: Milo J. Aukerman, Maria Elena Buszek, Zack Furness, Alastair Gordon, Ross Haenfler, Curry Malott, Dylan AT Miner, Ryan Moore, Tavia Nyong’o, Mimi Thi Nguyen, Alan O’Connor, Waleed Rashidi, Helen L. Reddington, Stevphen Shukaitis, Michael Siciliano, Rubén Ortiz-Torres, Estrella Torrez, Daniel S. Traber, and Brian Tucker.

“The worlds of punk and academia are deliberately dichotomous: the ‘cred’ of the former become ‘certified credentials’ when you enter the latter. This important exploration of the space between the two is weird, uncomfortable, and fraught with mistakes. And we don’t give a fuck if you don’t like it.” – Anne Elizabeth Moore, author of Unmarketable: Brandalism, Copyfighting, Mocketing and the Erosion of Integrity and former editor, Punk Planet

“Zack Furness and his nerdy bunch impressively reveal how the alternative tentacles of youthful rebellion are infiltrating and disrupting the predictable routines of the academy.” – Craig O’Hara, author of The Philosophy of Punk: More than Noise

PDF available freely online (http://www.minorcompositions.info/?p=436).

UK release event June 7th in Brighton: http://www.facebook.com/events/387680207937772/

Book information site: http://www.punkademics.com/

Released by Minor Compositions, Wivenhoe / Brooklyn / Port Watson
Minor Compositions is a series of interventions & provocations drawing from autonomous politics, avant-garde aesthetics, and the revolutions of everyday life.

Minor Compositions is an imprint of Autonomedia
http://www.minorcompositions.info |minorcompositions@gmail.com

 

**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)  

 

‘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  

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

‘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

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

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

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

Volumizer: http://glennrikowski.blogspot.com

Athens - The Academy

SECOND INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION

 The Department of Education, University of Athens, Greece is hosting the

2nd INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION
10-14 July 2012, Athens, Greece

Organized by the journals:
JOURNAL OF CRITICAL EDUCATION POLICY STUDIES (UK)
CULTURAL LOGIC (USA/CANADA)
KRITIKI (GREECE)
RADICAL NOTES (INDIA)

ICCE Conference Website: http://icce-2012.weebly.com/index.html

Some of last year’s papers (from the 2011 conference) will go into a special edition of JCEPS, the Journal for Critical Education Policy Studies, coming out in around April 2012. In addition, all the papers that were presented at the 2011 conference and were submitted in written form will be published as conference proceedings in the next couple of months.

The website is in process of improvement, e.g. regarding methods of payment. Also the final keynote speakers are not yet confirmed. We are asking Dennis Beach, me (Dave Hill), Marnie Holborow, and Alex Callinicos, as well as leading Greek Marxists/ critical educators.

So, hope to see you at this conference inAthens in July! Last year’s was great – politically, intellectually, and socially!

Professor Dave Hill

INTERNATIONAL PROGRAM COMMITTEE (subject to confirmation)

Kostas Skordoulis (University of Athens, Greece)

Dave Hill (Universities of Middlesex, United Kingdom; Limerick, Ireland; Athens, Greece)

Peter McLaren (University of Auckland, New Zealand)

Grant Banfield (University of South Australia, Australia)
 
Dennis Beach (University of Göteburg, Sweden)
 
Ramin Farahmandpur (Portland State University, Oregon, USA)
 
Marnie Holborrow (University College Dublin, Ireland)
 
Alpesh Maisuria (Anglia Ruskin University, United Kingdom)
 
Sharzad Mojab (University of Toronto, Canada)

Ravi Kumar (South Asian University, New Delhi, India)
 
Deborah Kelsh (College of St. Rose, Albany, NY, USA)
 
Curry Malott (West Chester University, Pennsylvania, USA)
 
Gregory Martin (University of Technology, Sydney, Australia)
 
Micheal O’Flynn (University of Limerick, Ireland)
 
Perikles Pavlidis  (Aristotle University of Thessaloniki, Greece)
 
Brad Porfilio (Lewis University, Romeoville, Illinois, USA)
 
Martin Power (University of Limerick, Ireland)
 
Helena Sheehan (University College Dublin, Ireland)
 
Juha Suoranta (University of Tampere, Finland)
 
Spyros Themelis (Middlesex University, United Kingdom)
 
Salim Vally  (University of Witwatersrand, Johannesburg, South Africa)

 

**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

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

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