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KEYWORDS IN RADICAL PHILOSOPHY AND EDUCATION: COMMON CONCEPTS FOR CONTEMPORARY MOVEMENTS

 

 

 

 

 

Edited by Derek R. Ford

Brill | Sense

Leiden | Boston

2019

 

While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.

Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes–from animals, sex, wind, and praxis, to studying, podcasting, debt, and students.

This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university.

Contributors are: Rebecca Alexander, Barbara Applebaum, David Backer, Jesse Bazzul, Brian Becker, Jesse Benjamin, Matt Bernico, Elijah Blanton, Polina-Theopoula Chrysochou, Clayton Cooprider, Katie Crabtree, Noah De Lissovoy, Sandra Delgado, Dean Dettloff, Zeyad El Nabolsy, Derek R. Ford, Raúl Olmo Fregoso Bailón, Michelle Gautreaux, Salina Gray, Aashish Hemrajani, Caitlin Howlett, Khuram Hussain, Petar Jandric, Colin Jenkins, Kelsey Dayle John, Lenore Kenny, Tyson E. Lewis, Curry Malott, Peter McLaren, Glenn Rikowski, Marelis Rivera, Alexa Schindel, Steven Singer, Ajit Singh, Nicole Snook, Devyn Springer, Sara Tolbert, Katherine Vroman, Anneliese Waalkes, Chris Widimaier, Savannah Jo Wilcek, David Wolken, Jason Wozniak, and Weili Zhao.

See: See: https://brill.com/abstract/title/54628?rskey=CsCTpk&result=1&fbclid=IwAR2QI5FkI42O-ZaKJXeE0FmlfSn-uKBKU02a9tFOpFMN6P0Se2q8bIqplrc

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Derek Ford

PEDAGOGY IN THE POST-TRUTH ERA: AN ANTI-TRUMP PRO-TEST!

 

 

 

 

 

A Seminar by Derek R. Ford (Assistant Professor of Education Studies, DePauw University, USA)

 

University of East London

Stratford Campus

Cass School of Education & Communities

17th October 2018

12.30 – 2.00pm

Room: ED201

 

Abstract: Those who are in shock that truth doesn’t seem to matter in politics today miss the mark, for politics has never corresponded with truth. Instead, political struggle is about the formulation and materialization of new truths. In this sense, the “post-truth” era offers a new opportunity to articulate and fight for a new political reality. Yet rather than embrace this opportunity, the mainstream anti-Trump “resistance” aims to suture this opening and re-stabilize the political superstructure. This paper focuses instead on the left-wing resistance that’s organizing and mobilizing to force a new world into being. After articulating the coordinates of our “post-truth” moment, it investigates the educational logic of the protest. Specifically, I propose that the protest is when movements test their political line, their organizational capacity, and the existing order of things.

Biographical details: Derek R. Ford is Assistant Professor of Education studies at DePauw University, USA. His research emerges from the nexus of subjectivity, pedagogy, and revolutionary struggles. He has written and edited seven books, including Communist Study and Politics and Pedagogy in the “Post-Truth” Era: Insurgent Philosophy and Praxis. He is education chair at The Hampton Institute (a working-class think tank), an organizer with the Answer Coalition, and co-editor of LiberationSchool.org.

 

Seminar details: This seminar is organised by Dr Alpesh Maisuria, Senior Lecturer Education Studies, part of the International Centre for Public Pedagogy (ICuP) and the Marxism and Education and Education: Renewing Dialogues Series (MERD Co-Convenors Alpesh Maisuria and Tony Green).

 

Links:

Derek Ford’s book: Politics and Pedagogy in the “Post-Truth” Era: https://www.bloomsbury.com/…/politics-and-pedagogy-in-the-…/

Dr. Alpesh Maisuria: https://alpeshmaisuria.academia.edu/

ICPuP: https://www.uel.ac.uk/…/the-international-centre-for-public…

MERD facebook:https://www.facebook.com/groups/202497469816639/?fb_dtsg_ag=AdyC300tngNeUAmV0YiduaY9LBrsFhpfgYWjBZ2UgPpmVQ%3AAdxyQFjUkbZvsBPJUuFuTTHZ2ccCxx-oTjFqw4SAjWZD1g

Tony Green’s Marxism and Education Palgrave book series https://www.palgrave.com/gb/series/14811

 

All welcome. No registration required.

Please share widely.

Communist Study

 

 

 

 

 

 

 

 

 

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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

 

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

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

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

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

General Editors: Michael Peters and Peter McLaren

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

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

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

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

Outline

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

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

Contents

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

About the Authors

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

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

Praise for Marx, Capital, and Education

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

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

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

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

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

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

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

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

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

Curry Malott

Curry Malott

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Derek R. Ford

Derek R. Ford

Modernism

Modernism

EDUCATION AND THE RIGHT TO THE CITY

The SoJo Journal: Educational Foundations and Social Justice Education

Call for Papers

Special issue: Education and the right to the city

 

Guest editors:

Derek R. Ford (Syracuse University)

Christina Convertino (University of Texas at El Paso)

Laura Jordan Jaffee (Syracuse University)

 

Since the 1960s, changes in political economy and social organization have mediated the centralization of the world’s population in what are often referred to as “global” cities. In turn, the expanding concentration of people (and production) has created qualitative changes in social relations and social formations that represent sites of intense struggle. There is now, in other words, a re‐newed struggle over the right to the city (Mitchell, 2003); the right to inhabit and to produce the city or, as Henri Lefebvre (1996) put it, the right to the city as oeuvre.

It is within the most recent round of educational privatizations, particularly in the U.S., that the right to the city has begun to make its way into educational literature (e.g., Convertino, 2014; Ford, 2013; Lipman, 2011; Means, 2014). Yet educational engagement with the right to the city is still underdeveloped. This special issue of The SoJo Journal seeks to advance this engagement by exploring the relationship between educational policies and practices (including pedagogy, teaching, studying, and learning) and the struggle for the city and urbanism, broadly conceived.

 

Possible lines of inquiry include, but are in no way limited to:

  • What can educational theory and practice offer the right to the city, as a concept and movement?
  • In what ways does—or might—educational policy interact with struggles for the right to the city?
  • The right to the city contains a host of central concepts, such as the encounter, difference, centrality, and use. What are some possible links between these concepts and education? How might mobilizing these concepts enrich efforts for more just educational arrangements?
  • How do questions of disability and access trouble or deepen our understanding of education and the right to the city?
  • What does educational research have to offer urban social justice movements?

 

We encourage interdisciplinary contributions to this issue. We also welcome submissions that explore the topic from outside of the U.S. and North American contexts.

Timeline:

An early expression of interest and a 200‐300 word abstract is preferred by March 13, 2015. Manuscripts—which should be 20‐30 pages double‐spaced—are due August 14, 2015.

We expect the issue to be published in January 2016.

Please address correspondence and submissions to drford@syr.edu and include “SoJo” in the subject line.

References:

Convertino, C. (2014, October 31). “The right to the school”: The socio‐spatial production of belonging in 21st century schools. Paper presented at the American Educational Studies Association, Toronto, CA.

Ford, D.R. (2013). Toward a theory of the educational encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), pp.299‐310.

Lefebvre, H. (1996). The right to the city, in E. Kofman and E. Lebas (trans., eds.), Writings on Cities: Henri Lefebvre. Malden, MA: Blackwell Publishing.

Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York: Routledge.

Means, A. (2014). Achieving flourishing city schools and communities: Corporate reform, neoliberal urbanism, and the right to the city. Journal of Inquiry & Action in Education, 6(1), pp. 1‐17.

Mitchell, D. (2003). The Right to the City: Social justice and the fight for public space. New York and London: The Guilford Press.

 

The SoJo Journal: http://www.infoagepub.com/the-sojo-journal

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