Skip navigation

Tag Archives: Dialogue





During the past decades, people from all walks of life – educators, information scientists, geeks, writers, film makers etc. – envisioned various futures for the relationships between education and technologies. Step by step, the logic of technological and social development has cherry-picked the most viable options and dumped others deep into the waste bin of history. Yesterday, our present was just one of many possible futures – today, it is our only reality.

This Special Issue of the journal E-Learning and Digital Media ( invites authors to step back from the never-ending quest for new concepts and ideas and to revisit past insights into the relationships between education and technologies – including, but not limited to, the formal process of schooling. Based on analyses of historical ideas, we invite authors to reflect on the relationships between past, present and future.

What is viable today might not have been viable yesterday: history of human thought is packed with excellent ideas that once failed to make an impact because of wrong placement, timing or simply bad luck. Therefore, we are particularly interested in identification and examination of ignored/abandoned/neglected/forgotten concepts and ideas that might shed new light to our current reality and/or (re)open new and/or abandoned strands of research.

Working at the intersection of technology, psychology, sociology, history, politics, philosophy, arts, and science fiction, we welcome contributions from wide range of disciplines and inter-, trans- and anti-disciplinary research methodologies.

All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use appropriate language. Manuscripts should not exceed 8000 words. For further information and authors’ guidelines please see

All papers will be peer-reviewed, and evaluated according to their significance, originality, content, style, clarity and relevance to the journal.

Please submit your initial abstract (300-400 words) by email to the Guest Editors.

Petar Jandrić, Department of Informatics & Computing, Polytechnic of Zagreb, Croatia (
Christine Sinclair, Moray House School of Education, University of Edinburgh, UK (
Hamish Macleod, Moray House School of Education, University of Edinburgh, UK (

15 February 2014 – Deadline for abstracts to guest editors
1 May 2014 – Deadline for submissions/full papers
1 July 2014 – Deadline for feedback from reviewers
1 October 2014 – Final deadline for amended papers
Publication date – in 2015, to be decided


Posted here by Glenn Rikowski


The New Left Book Club:




Journal of Dialogue Studies – JDS Spring 2014, Vol 2, No 1, ‘Critiquing Dialogue Theories’

Submissions deadline: 7th February 2014

The Journal of Dialogue Studies is a multidisciplinary, peer-reviewed academic journal published twice a year. It seeks to bring together a body of original scholarship on the theory and practice of dialogue for appraisal and discussion, and to help to establish Dialogue Studies as a distinct academic field. It publishes conceptual, research and/or case-based works on dialogue theory and practice, and papers that discuss wider social, cultural or political issues as these relate to the practice and evaluation of dialogue.
The second issue, to be published in April 2014, will have a particular focus on the critical examination of key dialogue theories. The Editors would particularly like to invite papers which address critical/evaluative questions such as the following:
–          Which dialogue theories are/have been most influential in practice?
–          Do dialogue theories make sense in relation to relevant bodies of research and established theories?
–          Do dialogue theories sufficiently take account of power imbalances?
–          How far are dialogue theories relevant/useful to dialogue in practice?

In addition to papers responding to the theme of ‘critiquing dialogue theories’, the Editors will also consider any paper within the general remit of the Journal, including those exploring the parameters, viability and usefulness of Dialogue Studies as an academic field, as requested in the call for papers for Volume 1, Number 1. Please see the call for papers for Volume 1, Number 1 here:

Academic Editor: Prof Paul Weller, Derby University
For Editorial Team and Board please see the Dialogue Society website.
The Journal of Dialogue Studies is published by the Institute for Dialogue Studies, a subsidiary body of registered charity the Dialogue Society.
For submission guidelines and further information please see

Please send any queries to the Editorial Team via
An A4 poster to print/share with contacts is available here:

Academic Workshop Call for Papers: Dialogue Theories, Volume II
New deadline for submission of abstracts: 17:00 UK time on 23rd January 2014.
The workshop will be held on 26th and 27th June 2014.
NB abstracts must follow the specific requirements given on the webpage, which also gives details of the submission procedure, submission schedule, selection criteria and arrangements for the workshop:

The Dialogue Society invites papers from scholars and practitioners of dialogue, ultimately to be published as a companion volume to Dialogue Theories, published earlier this year. The book, by Frances Sleap and Dr Omer Sener and edited by Professor Paul Weller, aims to advance theoretical and practical engagement with dialogue by introducing the work of ten individuals who have made significant and insightful contributions to thought in this area. The thinkers selected come from diverse fields, from religious studies and interfaith dialogue, through philosophy and social theory, to communication studies, public opinion analysis and even quantum physics. For further information and a preview, please see
The Dialogue Society is inviting papers introducing a ‘dialogue thinker’ of the author’s choice. The thinker may come from any field. He/she must have made a significant contribution to ideas about dialogue, and these ideas must be to some extent transferable to fields beyond the thinker’s own specialism. Please note that the workshop and the resulting book are not intended to be restricted to interfaith dialogue.
A two day workshop held at the Dialogue Society will allow people to exchange ideas on their chosen thinkers and to dialogically refine their papers prior to their publication as chapters in Dialogue Theories, volume II (publication date: autumn 2014). The editors for the book will be the editor and authors of the first volume (Paul Weller, Omer Sener and Frances Sleap).


Cold Hands & Quarter Moon, ‘Stagnant’ at:   

‘Cheerful Sin’ – a song by Victor Rikowski:


Posted here by Glenn Rikowski

The Flow of Ideas:

Rikowski Point:


Glenn Rikowski on Facebook at:

Online Publications at:

Social Movements

Social Movements


Call for Papers Volume 6 Issue 1 (May 2014)

Interface: A journal for and about Social Movements

The pedagogical practices of social movements

Sara C Motta and Ana Margarida Esteves

In this special issue, we aim to deepen conceptualisations, analysis and practices of critical and radical pedagogies in our struggles for transformation. We seek to explore the pedagogical practices of movements by expanding our understanding of knowledge and how movements learn beyond solely a focus on the cognitive to the ethical, spiritual, embodied and affective.

Our aim is to systematize and document these practices and to provide conceptual, methodological and practical resources for activists, community educators and movement scholars alike. We are really keen to receive creative pieces including longer articles, dialogues, critical reflections on practice/particular projects etc and pieces that use visual art, photography, and video as means of critical reflection.

The May 2014 issue of the open-access, online, copyleft academic/activist journal Interface: a Journal for and about Social Movements ( invites contributions on the theme of The Pedagogical Practices of Social Movements.

The pedagogical, understood as knowledge practices and learning processes, often takes a pivotal role in the emergence, development and sustainability of social movements and community struggles. In this issue of Interface we seek to explore the pedagogical practices of movements by expanding our understanding of knowledge and how movements learn beyond solely a focus on the cognitive to the ethical, spiritual, embodied and affective. Our aim is to systematize and document these practices and to provide conceptual, methodological and practical resources for activists, community educators and movement scholars alike.

Pedagogical practices can constitute important elements in the process of unlearning dominant subjectivities, social relationships, and ways of constituting the world and learning new ones. They can be central in the ‘how’ of movement construction and community building in spaces such as workshops, teach-ins, and through popular education. They can contribute to the building of sustainable and effective social movements through music, storytelling, ritual or through processes that surround strategy building, the sharing of experiences or simply friendship. They can help activists and organizers to learn through their participation in counter-hegemonic, grassroots initiatives such as community banks, local currencies and workers cooperatives. They can also be important aspects of movement relevant research.

In this special issue of Interface we ask the broad question, ‘What role do pedagogical practices have in the praxis of social movements and their struggle for political change and social transformation?’ The practices we would like to explore include formal methodologies such as Open Spaces for Dialogue and Enquiry (OSDE), participatory action research, as well as methodologies of popular and community education inspired by feminist, Freirean, post-colonial and Gramscian approaches, among others, but also the more informal pedagogical practices which remain under-conceptualized and theorized and which include the role of the affective, the embodied (the body and earth for example) and the spiritual.

However, we also understand the politics and dynamics of movement and community education and learning to be contested terrain. We see how mainstream institutions and actors have co-opted the language and methods of popular education and movement methodologies. These processes of co-optation often neutralize their radical and political potential. We also understand that social movements often end up reproducing, through these practices, inequalities based on factors such as class, gender, race/ethnicity, educational level, expertise and role within movement organizations. Therefore, we would be very interested in receiving contributions based on “insider” knowledge about power dynamics behind knowledge production and learning within social movements (i.e. relationship between experts and non-experts, leaders and other members, impact of gender, class, race, educational level and expertise), and how such power dynamics determine whose “voices” end up being represented in the process and outcome of knowledge leaders and other members, impact of gender, class, race, educational level and expertise), and how such power dynamics determine whose “voices” end up being represented in the process and outcome of knowledge production and learning, and whose voices end up being silenced.

Among the more specific questions we would like to address in the issue are:

 What learning processes and knowledge practices are developed by movements?

 What is the role of formal methodologies and pedagogies in movement praxis?

 What is the role of informal pedagogies of everyday practice in the building of movements, the development of their political projects and fostering their sustainability and effectiveness?

 What is the role of the affective, embodied and spiritual in learning processes?

 What is the role of ethics in movement learning?

 What is the role of counter-hegemonic economic practices, such as those classified as “Solidarity Economy”, in learning processes within social movements?

 In what way do activist researchers contribute to the learning of movements?

 What politics of knowledge underlie the politics of social movements?

 Do the processes of ‘alternative’ education within social movements and collective struggles transform, disrupt or replicate hegemonic social relations?

 What pedagogical and political insights can be gleaned from exploring education for mobilization and social change?

We are very happy to receive contributions that reflect on these questions and any others relevant to the special issue theme and that fit within the journal’s mission statement (

Submissions should contribute to the journal’s mission as a tool to help our movements learn from each other’s struggles, by developing analyses from specific movement processes and experiences that can be translated into a form useful for other movements.

In this context, we welcome contributions by movement participants and academics who are developing movement-relevant theory and research. Our goal is to include material that can be used in a range of ways by movements — in terms of its content, its language, its purpose and its form. We thus seek work in a range of different formats, such as conventional (refereed) articles, review essays, facilitated discussions and interviews, action notes, teaching notes, key documents and analysis, book reviews — and beyond. Both activist and academic peers review research contributions, and other material is sympathetically edited by peers. The editorial process generally is geared towards assisting authors to find ways of expressing their understanding, so that we all can be heard across geographical, social and political distances.

We can accept material in Afrikaans, Arabic, Catalan, Croatian, Danish, English, French, German, Hebrew, Hungarian, Italian, Latvian, Maltese, Norwegian, Portuguese, Romanian, Russian, Serbian, Spanish, Swedish, Turkish and Zulu.

Please see our editorial contacts page ( for details of who to submit to.

Deadline and Contact Details

The deadline for initial submissions to this issue, to be published May 1, 2014, is November 1, 2013. For details of how to submit to Interface, please see the “Guidelines for contributors” on our website. All manuscripts, whether on the special theme or other topics, should be sent to the appropriate regional editor, listed on our contacts page. Submission templates are available online via the guidelines page and should be used to ensure correct formatting.


Sara Motta

Sara Motta


Cold Hands & Quarter Moon, ‘Stagnant’ at: (live, at the Belle View pub, Bangor, north Wales); and at (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski:

Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:

Rikowski Point:


Glenn Rikowski on Facebook at:

Online Publications at:

Alternative & Sustainable Universities


UK Free University Network (FUN)

Sustaining Alternative Universities

Collaborative Research Conference

1–2 December 2012

Oxford, UK


They will admit that little is to be expected from present-day governments, since these live and act according to a murderous code. Hope remains only in the most difficult task of all: to reconsider everything from the ground up, so as to shape a living society inside a dying society. [People] must therefore, as individuals, draw up among themselves, within frontiers and across them, a new social contract which will unite them according to more reasonable principles.’ (Albert Camus, ‘Neither victim nor executioner’, 1946)

Following on from the inaugural meeting of the UK Free University Network held in early 2012, we are calling out to representatives of all free universities and to all those who wish to participate in a conference with a more focused objective.

In recent years, we have witnessed the accelerated neoliberal capitalist colonisation of the university. In the UK (and far beyond) many students are now priced out of higher education and the academic finds him/herself subservient to the logic and interests of capital. In response to this intolerable reality, many groups of scholars, students, and others have come together independently to create alternative, ‘free’ universities.

The ‘Sustaining Alternative Universities’ conference, as a space for coordinating research and sharing knowledge and experience, seeks to support these projects in taking further decisive steps towards the creation of a national movement of individuals and organisations dedicated to the construction and development of alternative democratic, critical, and ultimately sustainable higher education communities.


Sustainability: history, dialogue, and practice

The successes of this movement hinge on its sustainability. ‘How can we build, develop, and maintain truly sustainable educational communities outside the existing institutional frameworks?’ is the question upon which our collective investigations and discussions should be founded. Therefore, our collective task is to conceptualise, research, imagine, and, ultimately, cultivate a sustainable movement based on a network of locally-based, sustainable, free universities. We believe that this conference can help us to successfully undertake this task through a three-step process.

Step one: history. An intrinsic element of building sustainability today must surely be to learn from the history of previous projects of popular, democratic and radical education here in the UK, and beyond. Therefore, we invite representatives of each free university to conduct and present research into the history of these traditions in their specific locality, drawing on their own particular influences. Researchers should keep in mind the practical purpose driving this research and consider issues such as: Who participated in these efforts? How were they structured, organised, and sustained? What was the significance of their historical and spatial context? What lessons can be derived from these efforts for our own endeavours today?

We hope that this shared research effort will allow us to both map out a history of popular / democratic / radical higher education in the UK, and to identify ways these can inform our own current projects. Ultimately, this collaborative research endeavour could also help us trace the roots of our network.

Step two: dialogue. The next step is to engage in dialogue with one another, and with our histories. We need to both imagine our ideals and talk freely and openly about the challenges and obstacles that impede our ambitions and objectives today. We need to name the material, social and subjective conditions that constrain the actualisation of our imagination and hopes. At the conference, we aim to draw on our collective experiences in democratic education to create a supportive, democratic space in which participants feel able to share their thoughts, feelings, and ideas in these areas.

Step three: practice. Finally, we need to take the lessons and ideas derived from our historical research and dialogue and put them into practice. The conference will culminate in a session in which we all make plans for practical action to take things forward on a local and national level.


Affinities and collaborations

We invite collaboration and co-operation with all. Beyond the Free University Network itself, we particularly welcome collaboration from members of the following groups:

Academic members of the ‘For a Public University’ working group and Campaign for the Public University. We at FUN have not forsaken the mainstream university, and many of our members are not only academics or students, but also active in defending the public university. We recognise the rich traditions of critical pedagogy within the university and the enduring possibilities of its democratic promise. We welcome contributions from all academics.

Members of the Co-operative Movement. Clearly, the co-operative model of organisation offers much for free universities today to draw on, and at least one in the UK is explicitly organised upon co-operative principles. We welcome members of the Co-operative Movement who might contribute to our historical and contemporary understanding of co-operative education, and/or who would like to build bridges between these two movements.

University workers who are not academics. All too often, non-academic staff working in universities are marginalised within or excluded from these discussions. Their contributions, knowledges, experiences and possibilities are overlooked. We seek to redress this situation and invite all those making invaluable contributions to higher education in ways that are not specifically ‘academic’ to participate in this conference.

Students and all those desiring to learn. Critical pedagogy aspires to break down hierarchical boundaries between students and teachers, and to expand the right of learning to everyone whether they occupy the role of ‘student’ or not. In the democratic universities we envisage, students shape their own learning experiences. We welcome contributions from students, past, present, and future.

All others who share our principles, and who are active in creating alternative institutions in other areas of social life, particularly in education. There is much we can learn from each other.


An open, democratic, egalitarian, anti-elitist intellectuality

This is a critical pedagogical and political project. This conference is not intended to be a typical academic conference based exclusively on theoretically dense papers and presentations. There is validity, truth, importance, and profound insight in many other methods and ways of expressing knowledge, and we open our conference and minds to these. We believe that narrative – telling stories – is a particularly important means for reaching the personal and social heart of the obstacles and challenges that confront us in our ambitions to create democratic and sustainable learning communities.


Where and when

In the spirit of the Occupy movement, we have decided to host this conference on higher education in Oxford for obvious historical reasons.

We propose that the conference will be held on the weekend of 1–2 December 2012.

We recognise the high cost of transport and accommodation and ask those in a position to do so to offer contributions to help unwaged participants to attend. A system will be created to make this transparent and possible.


Impact and output

Only joking!

We want this conference to be the turning point at which we really begin to cultivate a sustainable and flourishing free university movement. We hope you can join us for this conference.

If you are interested in participating in the conference and/or in its planning of and preparation, please contact either Sarah Amsler ( or Joel Lazarus ( 

We aim to have a coordinating committee established by 13 August.



The location of the conference venue will depend on final numbers. However, what is certain is that this conference’s organisation will be guided by fully inclusive principles. This means a family friendly venue with park/playground nearby and a safe indoor space for children of all ages to play. Childcare duties will not preclude participation at this conference. Equally, we will ensure that the venue is fully accessible and that all dietary requirements are catered for. Please contact us if you have any concerns, ideas, or requests.




‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon:


Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:

Cold Hands & Quarter Moon:

The Ockress:

Rikowski Point:

John Locke


MA in Dialogue Studies
School of Politics, International Relations and Philosophy (SPIRE), Keele University, UK

The MA in Dialogue Studies is designed for graduates who wish to examine and understand theories of dialogue and their applications in peace-building and in developing intercultural understanding and social cohesion. While definitions of “dialogue” will be explored in the course of the year, it might be loosely defined here as “a range of activities, including but not confined to discussion, through which people of different social, cultural and religious groups deliberately come together for meaningful and constructive interaction.” The MA course explores the theory and practice of dialogue through a unique combination of taught subjects, research, skills-based training and a London-based internship.

The course fills a gap in postgraduate education provision by not only exploring the use of dialogue in conflict and post-conflict situations but also examining its use in combating discrimination, ghettoisation and extremism in countries such as the UK. The main core module accordingly both introduces dialogue for peace-building and explores theUK context for dialogue, drawing on the fields of sociology and history as well as politics.

The degree has a practical outlook and will equip students with knowledge, understanding and skills to effectively engage in and lead dialogue to advance intercultural interaction and understanding and social cohesion. It includes a work placement during which students will gain professional experience with the Dialogue Society. Practical elements will be supported by rigorous, reflective examination of the approaches of governmental and nongovernmental agencies to dialogue, social cohesion and reconciliation. The course’s broad scope and interdisciplinary nature will encourage students to bring broad perspectives to bear on any specific local issues with which they engage professionally.

Students will be able to pursue their particular interests within the degree’s broad remit through a wide choice of elective taught modules and through their dissertation. It will accordingly be possible for each student to choose whether to devote more attention to domestic or to international contexts for dialogue and whether to focus on its applications in peacebuilding or in the promotion of social cohesion.

The course consists of:
•Core module 1: Approaches in Dialogue
•Core module 2: Power, Knowledge and the World
•2 elective taught modules
•A work placement at the Dialogue Society, with practical experience, further training, meetings at relevant government departments and NGOs, and trips exploring multicultural London
•A 15,000 word dissertation

Who is it for?
•Students wishing to explore the theory and practice of intercultural dialogue in the UK context, and in conflict situations abroad
•Professionals and aspiring academics interested in core social issues such as intercultural dialogue, community relations and citizenship
•Activists and dialogue practitioners looking to develop their understanding of relevant social theory while enhancing essential dialogue skills

The MA offers:
•A cutting-edge combination of taught academic subjects, research, skills-based training and internship
•A postgraduate course designed and delivered in partnership by Keele University’s internationally renowned School of Politics, International Relations and Philosophy, and the Dialogue Society, a dynamic London-based dialogue charity
•A broad range of elective modules allowing students to pursue their own particular academic interests
•A head start in professional experience through an internship at the Dialogue Society in the heart of multicultural London
•Cultivation of an unusually wide range of valuable transferable skills, comprising academic, professional and personal skills
•Bursaries available to overseas students through the Dialogue Society in addition to those bursaries offered by SPIRE to selected postgraduates
•Quality research training and support

Aims of the Course
The course aims to provide students with the conceptual and analytical skills and the factual knowledge to develop a critical understanding of theoretical and practical approaches to dialogue, peace-building and community cohesion. This understanding will be supported by understanding of key contexts for dialogue, in theUK and in selected conflict situations. The course also aims to equip students with practical skills to engage in and lead intercultural dialogue, chiefly through the professional experience and training provided through the Dialogue Society placement. Further, the course will prepare students for research and support them in producing a dissertation on their chosen topic.

Career Destination Information
The Dialogue Studies Masters is aimed at people who wish to pursue careers in a whole range of sectors. It is relevant to those wishing to gain employment in the civil or government service at the sub-national, national or global level, or to those looking to work with sub-national, national or international NGOs. The course will also be a good preparation for further postgraduate study and is ideally suited to those interested in pursuing study of the theory and practice of dialogue at PhD level and beyond.

In addition, students will graduate with a range of transferable skills beneficial in any number of contexts. These skills will include at least: cultural sensitivity, empathy, teamwork and leadership skills, project management skills, research skills, public speaking skills, ability to lead and chair discussions, dialogue facilitation skills, critical thinking and problem solving skills.

Course Structure and Content
All students will complete two core taught modules as follows:
1.    Approaches to Dialogue (30 credits)
This module will place the practice of dialogue in the context of key concepts, debates and positions relating to multiculturalism, political community and citizenship in Britain and other national contexts. It will explore social, demographic and political issues in the recent (1945-present) history of immigration in Britain including public and political debates about diversity during this period. It will critically review British national state policies for the management of diversity since 1945, focusing on their ideological underpinnings (including multiculturalism, integration and cohesion). Current political and theoretical debates about multiculturalism will inform analysis of the limits and possibilities for dialogue.
The module will focus primarily on the UK context for dialogue. However, select case studies from other national contexts (e.g. Yugoslavia, South Africa) will be drawn upon to critically explore opportunities for, and barriers to, conflict resolution and peace building.
2.    Power, Knowledge and the World (30 credits)
This module aims to provide a foundation in the philosophy of the social sciences and an examination of the core assumptions that underpin different approaches to knowledge generation. It also aims to provide an understanding of the politics and international relations of knowledge generation and circulation. In other words, it examines how social scientists have approached the questions of what to study, how to study, and the ways in which these issues are bound up with historical and current power structures in the world.
The module will prepare students to engage critically and reflectively with the content of the MA course and to undertake the research involved in writing their dissertation.

Elective Modules
Students will be able to pursue their own interests related to theories, practices and contexts for dialogue in choosing from an eclectic range of elective modules.
Elective modules will be chosen from a wide range of SPIRE modules. It may also be possible for students to take modules in Politics, Diplomatic Studies, Management, Sociology, Cultural Studies, Public Policy and History. The precise list of available modules may vary from year to year.
SPIRE modules:
•    Power, Knowledge and the World
•    Environmental Decision Making: the Case of Complex Technologies
•    Global Environmental Change
•    The Theory of Global Security
•    Contemporary Political Philosophy
•    Environmental Ethics
•    Contesting International Relations
•    Parties and Democracy
•    The Changing International Agenda
•    Comparative European Politics
•    Environmental Movements: North and South
•    Environmental Problems and Policies in the US
•    Diplomatic Law
•    Dimensions of Environmental Politics
•    Environmental Diplomacy
•    The Politics of Sin: Culture Wars in the US
•    Race and Justice: Civil Rights in the US

Relevant modules from other Schools:
NB not all these modules will be available every year and they will not always be compatible with Dialogue Studies students’ core commitments.
* Public Policy modules allowing students to expand their understanding of a key element of UK society which may significantly influence intercultural and interreligious relations and social cohesion. Relevant modules include:
* Politics, Political Economy and Public Policy: Explaining and Making Public Policy (MA Public Policy, School of Public Policy and Professional Practice)
* Policy Implementation and Governance: Policy in Action (30 credits, MA Public Policy, School of Public Policy and Professional Practice)
* Global Media and Culture modules giving students the opportunity to develop understanding of key factors shaping British and international contexts for dialogue: globalisation and media in contemporary culture. Relevant modules include:
* Globalisation, Culture, Society (MA Global Media and Culture, Humanities)
* Contemporary Cultural and Media Theory (MA Global Media and Culture, Humanities)
* Sociology modules, through which students may deepen their understanding of the UK context for dialogue. Relevant modules include:
* City Cultures (MA Urban Futures and Sustainable Communities, School of Sociology and Criminology)
* Urban Governance and Policy Making (MA Urban Futures and Sustainable Communities, School of Sociology and Criminology)
* History modules
* Imperialism (BA History, School of Humanities)
* Right-Wing Movements in Inter-War Europe (BA History, School of Humanities)
* Africa Since 1800 (BA History, School of Humanities)
* Management School skills modules, through which students may pursue valuable professional development to enhance their future career
* Leading People
* People, Processes and Operations
* Right-Wing Movements (20 credits, adapted from BA History, School of Humanities)
Students may also choose to study a modern foreign language (other than English).

Work Placement
10-week placement at the Dialogue Society during the Spring semester (30 credits). Students’ activities will include:
• Helping London-based community centres to branch out and run dialogue projects to bring local communities together, with the support of Dialogue Society staff and resources. Students will work in small teams and will each have the opportunity to manage a small-scale dialogue project. 2011 projects included a seminar on knife crime for local residents, Mothers’ Day visits to local care homes with children who use the community centres, and an official opening celebration for one community centre.
• Supporting ongoing Dialogue Society projects and events.
• Attending weekly sessions at the Dialogue Society’s Dialogue School. This will enable students to further explore and discuss different approaches to dialogue as well as providing training in a number of key skills for organised dialogue.
• Networking at external events.
• Exploring the cultural, religious and political landscape of multicultural London through visits to relevant government departments, other dialogue NGOs, places of worship and areas of particular historical/cultural interest. The 2011 placement included visits to the Department for Communities and Local Government, the Home Office and the Foreign and Commonwealth Office, a historical tour of East London and visits to a Gurdwara, a Buddhist Centre and a Synagogue.
• Keeping records of the placement and producing a reflective diary.

•    Examination of taught modules will be by written coursework and assessment of tutorial performance only (no written examinations)
The work placement will be assessed on:
•    Attendance
•    Performance and management of assigned tasks
•    The student’s written plans and records
•    The student’s placement diary
•    Students demonstrating an outstanding level of work will receive their degree with distinction.

SPIRE offers a limited number of bursaries to postgraduate students. Details are available on SPIRE’s website.

The Dialogue Society offers a limited number of bursaries for the Dialogue Studies MA postgraduate degree. The bursary only covers the difference between overseas and home fee rate. Effectively therefore, successful students will only pay University fee at home fee rate. To apply for a Dialogue Society bursary, students must first receive an offer from Keele University for this degree.

Further information
For further information please visit:




‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon:

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon:  

‘Cheerful Sin’ – a song by Victor Rikowski:


Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:

Cold Hands & Quarter Moon:

Rikowski Point:


Glenn Rikowski on Facebook at:

Glenn Rikowski’s MySpace Blog:



Now available at:

Volume 9 Number 1 2011 

ISSN 1478-2103
The Council of Europe’s White Paper on Intercultural Dialogue


Tina Besley & Michael A. Peters. Introduction. Interculturalism, Ethnocentrism and Dialogue

Michalinos Zembylas & Vivienne Bozalek. The Council of Europe’s White Paper on Intercultural Dialogue: an analysis using the ethic of care

Peter Murphy. The Paradox of Dialogue

J. Gregory Keller. Dialogue as Moral Paradigm: paths toward intercultural transformation

Francesca Gobbo. Ethnographic Research in Multicultural Educational Contexts as a Contribution to Intercultural Dialogue

Naomi Hodgson. Dialogue and Its Conditions: the construction of European citizenship

John Igbino. Intercultural Dialogue: cultural dialogues of equals or cultural dialogues of unequals?

Evelin G. Lindner, Linda M. Hartling & Ulrich Spalthoff. Human Dignity and Humiliation Studies: a global network advancing dignity through dialogue

James Arthur. Intercultural versus Interreligious Dialogue in a Pluralist Europe

Driss Habti. Reason and Revelation for an Averroist Pursuit of Convivencia and Intercultural Dialogue

Monica E. Mincu, Maurizio Allasia & Francesca Pia. Uneven Equity and Italian Interculturalism(s)

Danielle Zay. A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-Be

Nina L. Dulabaum. A Pedagogy for Global Understanding – intercultural dialogue: from theory to practice

Roxana Enache. Possible Orientations of the European Dimension in Romanian Educational Policy

Ineta Luka. Fostering Intercultural Dialogue in Tourism Studies

Robert K. Shaw. The Nature of Democratic Decision Making and the Democratic Panacea

Julie Allan. Responsibly Competent: teaching, ethics and diversity

Inna Semetsky. Becoming-Other: developing the ethics of integration
Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view 18 months after publication.

PERSONAL SUBSCRIPTION (single user access). Subscription to the 2011 issues (this includes full access to ALL BACK NUMBERS) is available to individuals at a cost of US$54.00. Personal subscriptions also include automatic free access to ALL PAST ISSUES. If you wish to subscribe you may do so immediately at

LIBRARY SUBSCRIPTION (institution-wide access). If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription so access is provided throughout your institution; full details for libraries can be found at

For all editorial matters, including articles offered for publication, please contact Professor Michael A. Peters (

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles, please contact the publishers at

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

Rikowski, Ruth (2003) Value – the Life Blood of Capitalism: knowledge is the current key, Policy Futures in Education, Vol.1 No.1, pp.160-178:

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at:

Rikowski, Ruth (2006) A Marxist Analysis of the World Trade Organisation’s Agreement on Trade-Related Aspects of Intellectual Property Rights, Policy Futures in Education, Vol.4 No.4:

Rikowski, Ruth (2008) Review Essay: ‘On Marx: An introduction to the revolutionary intellect of Karl Marx’, by Paula Allman, Policy Futures in Education, Vol.6 No.5, pp.653-661:

Posted here by Glenn Rikowski

All that is Solid for Glenn Rikowski:

The Flow of Ideas:

MySpace Profile:

Cold Hands & Quarter Moon at MySpace:

The Ockress:

Karl Marx


Central London, Thursday 11th to Sunday 14th November*

Call for Papers

Submission and Abstract Deadline: 1 June 2010

Notwithstanding repeated invocations of the ‘green shoots of recovery’, the effects of the economic crisis that began in 2008 continue to be felt around the world. While some central tenets of the neoliberal project have been called into question, bank bailouts, cuts to public services and attacks on working people’s lives demonstrate that the ruling order remains capable of imposing its agenda. Many significant Marxist analyses have already been produced of the origins, forms and prospects of the crisis, and we look forward to furthering these debates at HM London 2010. We also aim to encourage dialogue between the critique of political economy and other modes of criticism – ideological, political, aesthetic, philosophical – central to the Marxist tradition.

In the 1930s, Walter Benjamin and Bertolt Brecht projected a journal to be called ‘Crisis and Critique’. In very different times, but in a similar spirit, HM London 2010 aims to serve as a forum for dialogue, interaction and debate between different strands of critical-Marxist theory. Whether their focus is the study of the capitalist mode of production’s theoretical and practical foundations, the unmasking of its ideological forms of legitimation or its political negation, we are convinced that a renewed and politically effective Marxism will need to rely on all the resources of critique in the years ahead. Crises produce periods of ideological and political uncertainty. They are moments that put into question established cognitive and disciplinary compartmentalisations, and require a recomposition at the level of both theory and practice. HM London 2010 hopes to contribute to a broader dialogue on the Left aimed at such a recomposition, one of whose prerequisites remains the young Marx’s call for the ‘ruthless criticism of all that exists’.

We are seeking papers that respond to the current crisis from a range of Marxist perspectives, but also submissions that try to think about crisis and critique in their widest ramifications. HM will also consider proposals on themes and topics of interest to critical-Marxist theory not directly linked to the call for papers (we particularly welcome contributions on non-Western Marxism and on empirical enquiries employing Marxist methods).

While Historical Materialism is happy to receive proposals for panels, the editorial board reserves the right to change the composition of panels or to reject individual papers from panel proposals. We also expect all participants to attend the whole conference and not simply make ‘cameo’ appearances. We cannot accommodate special requests for specific slots or days, except in highly exceptional circumstances.

*Please note that, in order to allow for expected demand, this year the conference will be three and a half days’ long, starting on the Thursday afternoon.

Please submit a title and abstract of between 200 and 300 words by registering at: by 1 June 2010

Possible themes include:
        •       Crisis and left recomposition
        •       Critique and crisis in the global south
        •       Anti-racist critique
        •       Marxist and non-Marxist theories of crisis
        •       Capitalist and anti-capitalist uses of the crisis
        •       Global dimensions of the crisis
        •       Comparative and historical accounts of capitalist crisis
        •       Ecological and economic crisis
        •       Critical theory today
        •       Finance and the crisis
        •       Neoliberalism and legitimation crisis
        •       Negation and negativity
        •       Feminism and critique
        •       Political imaginaries of crisis and catastrophe
        •       The critique of everyday life (Lefebvre, the situationists etc.)
        •       The idea of critique in Marx, his predecessors and contemporaries
        •       Art criticism, political critique and the critique of political economy
        •       Geography and crisis, geography and the critique of political economy
        •       Right-wing movements and crisis
        •       Critiques of the concept of crisis
        •       New forms of critique in the social and human sciences
        •       Aesthetic critique
        •       Marxist literary and cultural criticism
        •       Reports on recent evolution of former USSR countries and China

Posted here by Glenn Rikowski

The flow of Ideas:

MySpace Profile:

Cold Hands & Quarter Moon:

Civil Society Dialogue: Bringing together workers from Turkey and the EU through a shared culture


Brussels, 20 October 2008


Ankara will host on 20 and 21 October the opening conference of an important European project steered by the European Trade Union Confederation (ETUC) and involving Turkish and European unions. The conference marks the start of this project aimed at promoting better mutual knowledge of workers from the European Union (EU) and Turkey.


Civil Society Dialogue: bringing together workers from Turkey and the EU through a shared culture” is the name of the ambitious European project meant to ensure better knowledge and understanding of one another among Turkish and European workers.

The ETUC’s members include four Turkish organisations (Turk-Is, Hak-Is, DISK and KESK) and it has decided to launch this project of major political importance in an increasingly globalised economy. The project will include a range of activities designed to help Turkish and European workers meet and interact with each other.


Three Turkish unions (Turk-Is, Hak-Is and DISK) will be involved in the project together with 17 European trade union confederations, all of which are members of the ETUC, and seven European industry-based federations. This broad support underlines the scope and importance of the initiative.


The opening conference, which will take place on 20 and 21 October, will launch the project. It will focus to a large extent on mutual cooperation between Turkey and Europe and will bring together Turkish and European trade union leaders, ETUC General Secretary John Monks and Turkey’s Minister for Labour and Social Protection, as well as academics and representatives of civil society.


For more information :
Patricia Grillo.
ETUC Head of Press and Communications
+ 32 (0)2 224 04 30
+ 32 (0)477 7 7 0 1 64


Posted here by Glenn Rikowski

The Rikowski web site, The Flow of Ideas is at:

Glenn’s University of Northampton Staff Profile is at: