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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

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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

 

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Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 8 NUMBER 2 (DECEMBER 2010)

The latest edition of JCEPS (The Journal for Critical Education Policy Studies) is now online.

JCEPS is a free, online, peer-juried/refereed international scholarly journal.

It is online at: http://www.jceps.com

Dave Hill (Chief/ Founding Editor; Middlesex University, London, UK; Visiting Professor of Education at  Athens University, Greece; Visiting Professor of Critical Education Policy and Equality Studies at the University of Limerick, Ireland)

Journal for Critical Education Policy Studies, Volume 8, Number 2: December 2010

CONTENTS:

Anna-Carin Jonsson and Dennis Beach (University of Borås, Sweden): Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs

Petar Jandric (Polytechnic Graduate School, Zagreb, Croatia): Wikipedia and education: anarchist perspectives and virtual practices

Periklis Pavlidis (Aristotle University of Thessaloniki, Greece): Critical Thinking as Dialectics: a Hegelian-Marxist Approach

Andrew N. McNight (University of Alabama at Birmingham, Alabama, USA): A Pragmatic and pedagogically Minded Revaluation of Historical Materialism

Diana Mulinari and Anders Neergaard (Centre for Gender Studies, Lund University, Sweden; Institute for Migration, Ethnicity and Society, Linköping University, Sweden): The ‘others’ in Sweden. Neoliberal policies and the politics of ‘race’ in education

James Avis (Huddersfield University, UK): Workplace learning, knowledge, practice and transformation

Imed Labidi (University of Minnesota, Minneapolis, USA): Arab Education Going Medieval: Sanitizing Western Representation in Arab Schools

Margaret Kennedy and Martin J. Power (University of Limerick, Ireland): ‘The Smokescreen of meritocracy’: Elite Education in Ireland and the reproduction of class privilege

Magnus Dahlstedt and Mekonnen Tesfahuney (Institute for Research on Migration, Ethnicity and Society), Linköping University, Sweden; University of Karlstad, Sweden): Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden

Jean Leon Boucher (The University of Texas at El Paso, USA): There Will be Struggle: The Development and Operational Issues of Social Justice Programs at State Universities in the United States of America

Knud Jensen and Dirk Michel-Schertges (Aarhus University, School of Education, Denmark): Transforming of Educational Institutions after GATS – Consequences in Social Relations as Corporation, Competition and State Regulation

Donn Short (University of Manitoba, Winnipeg, Manitoba, Canada): Conversations in Equity and Social Justice: Constructing Safe Schools for Queer Youth

Shahrzad Mojab (Ontario Institute in the Studies of Education, University of Toronto, Canada): Pedagogical Possibilities of Class in Culture: Review of: Ebert, Teresa, L. and Mas’ud Zavarzadeh (2008) Class in Culture. Boulder, Colorado: Paradigm Publishers.

Samuel Day Fassbinder (DeVry University. USA): Book Review: Nocella II, Anthony J., Steven Best, and Peter McLaren, eds. Academic Repression: Reflections from the Academic-Industrial Complex. Oakland CA: AK, 2010.

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at www.ieps.org.uk The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies 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. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Contact: dave.hill@ieps.org.uk and DAVE6@mdx.ac.uk

Posted here by Glenn Rikowski

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Volumizer: http://glennrikowski.blogspot.com

THE JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES

ISSN 1740-2743

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at: http://www.jceps.com

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies 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. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Volume 7, Number 1:
June 2009

Michael Viola, University of California Los Angeles, USA
The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Mike Cole, Bishop Grosseteste University College, Lincoln, England
On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

Guy Senese, Northern Arizona University, USA
‘Like the Other Kings Have:’ a theory of sovereignty and the persistence of inequality in education

Helena Sheehan, Dublin City University, Ireland
Contradictory transformations: observations on the intellectual dynamics of South African universities

Anastasia Liasidou, Roehampton University, London, England
Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Antoinette Errante, Ohio State University, Columbus, Ohio, USA
Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique’s Education Sector Strategic Plan

Angela C. de Siqueira, Universidade Federal Fluminense, Brazil
Higher Education Reform in Brazil: Reinforcing Marketization

Pierre W. Orelus, New Mexico State University, USA
Beyond Political Rhetoric and Discourse: What type of educational, socio- economic, and political change should educators expect of President Barack Obama?

Sara Zamir, Ben-Gurion University at Eilat, Israel, and Sara Hauphtman, Achva Academic College of Education, Israel
The portrayal of the Jewish figure in Literary Texts Included in the Present Matriculation Curriculum in Hebrew for Students of the Arab Sector in Israel

Phoebe Moore, University of Salford, England
UK Education, Employability, and Everyday Life

Rebecca A. Goldstein, Montclair State University, New Jersey, USA, and Andrew R. Beutel, Ramapo Ridge Middle School, Mahwah, New Jersey, USA
‘Soldier of Democracy’ or ‘Enemy of the State’? The rhetorical construction of teacher through ‘No Child Left Behind’

Stephen Philion, St. Cloud State University, Minnesota, USA
Is Race Really Controversial in the University Classroom?

Michelle Early Torregano and Patrick Shannon, Penn State University, Pennsylvania, USA
Educational Greenfield: A Critical Policy Analysis of Plans to Transform New Orleans Public Schools

Dennis Beach and Margata Carlen, University College Borås, Sweden
New partnerships – New interests: An ethnographic investigation some of the effects of employer involvement in trade union education

Rodolfo Leyva, Kings College London, University of London, UK
No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

Ioannis Efstathiou, Institute of Education, University of London, UK
Enhancing Students’ Critical Awareness in a Second Chance School in Greece: Reality or Wishful Thinking?

Mompati Mino Polelo, University of Botswana, Gaborone, Botswana
The Small State, Markets and Tertiary Education Reform in a Globalised Knowledge Economy: Decoding Policy Texts in Botswana’s Tertiary Education Reform

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