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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

***END***

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

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

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

Derek R. Ford

Derek R. Ford

Workplace

Workplace

MARX, ENGELS AND THE CRITIQUE OF ACADEMIC LABOR

Call for Papers

Marx, Engels and the Critique of Academic Labor

Special Issue of Workplace: A journal for academic labor

Guest Editors: Karen Gregory & Joss Winn

Articles in Workplace have repeatedly called for increased collective organisation in opposition to a disturbing trajectory: individual autonomy is decreasing, contractual conditions are worsening, individual mental health issues are rising, and academic work is being intensified. Despite our theoretical advances and concerted practical efforts to resist these conditions, the gains of the 20th century labor movement are diminishing and the history of the university appears to be on a determinate course.

To date, this course is often spoken of in the language of “crisis.” While crisis may indeed point us toward the contemporary social experience of work and study within the university, we suggest that there is one response to the transformation of the university that has yet to be adequately explored: A thoroughgoing and reflexive critique of academic labor and its ensuing forms of value. By this, we mean a negative critique of academic labor and its role in the political economy of capitalism; one which focuses on understanding the basic character of ‘labor’ in capitalism as a historically specific social form. Beyond the framework of crisis, what productive, definite social relations are actively resituating the university and its labor within the demands, proliferations, and contradictions of capital?

We aim to produce a negative critique of academic labor that not only makes transparent these social relations, but repositions academic labor within a new conversation of possibility.

We are calling for papers that acknowledge the foundational work of Karl Marx and Friedrich Engels for labor theory and engage closely and critically with the critique of political economy. Marx regarded his discovery of the dual character of labor in capitalism (i.e. concrete and abstract) as one of his most important achievements and “the pivot on which a clear comprehension of political economy turns.” With this in mind, we seek contributions that employ Marx’s and Engels’ critical categories of labor, value, the commodity, capital, etc. in reflexive ways which illuminate the role and character of academic labor today and how its existing form might be, according to Marx, abolished, transcended and overcome (aufheben).

 

Contributions:

  1. A variety of forms and approaches, demonstrating a close engagement with Marx’s theory and

method: Theoretical critiques, case studies, historical analyses, (auto-)ethnographies, essays, and

narratives are all welcome. Contributors from all academic disciplines are encouraged.

  1. Any reasonable length will be considered. Where appropriate they should adopt a consistent style

(e.g. Chicago, Harvard, MLA, APA).

  1. Will be Refereed.
  2. Contributions and questions should be sent to:

Joss Winn (jwinn@lincoln.ac.uk) and Karen Gregory (kgregory@ccny.cuny.edu)

Publication timetable

  • Fully referenced ABSTRACTS by 1st February 2015
  • Authors notified by 1st March 2015
  • Deadline for full contributions: 1st September 2015
  • Authors notified of initial reviews by 1st November 2015
  • Revised papers due: 10th January 2016
  • Publication date: March 2016.

Possible themes that contributions may address include, but are not limited to:

The Promise of Autonomy and The Nature of Academic “Time”

The Laboring “Academic” Body

Technology and Circuits of Value Production

Managerial Labor and Productions of Surplus

Markets of Value: Debt, Data, and Student Production

The Emotional Labor of Restructuring: Alt-Ac Careers and Contingent Labor

The Labor of Solidarity and the Future of Organization

Learning to Labor: Structures of Academic Authority and Reproduction

Teaching, Learning, and the Commodity-Form

The Business of Higher Education and Fictitious Capital

The Pedagogical Labor of Anti-Racism

Production and Consumption: The Academic Labor of Students

The Division of Labor In Higher Education

Hidden Abodes of Academic Production

The Formal and Real Subsumption of the University

Alienation, Abstraction and Labor Inside the University

Gender, Race, and Academic Wages

New Geographies of Academic Labor and Academic Markets

The University, the State and Money: Forms of the Capital Relation

New Critical Historical Approaches to the Study of Academic Labor

About the Editors:

 

Karen Gregory

kgregory@ccny.cuny.edu @claudikincaid

Karen Gregory is lecturer in Sociology at the Center for Worker Education/Division of Interdisciplinary Studies at the City College of New York, where she heads the CCNY City Lab. She is an ethnographer and theory-building scholar whose research focuses on the entanglement of contemporary spirituality, labor precarity, and entrepreneurialism, with an emphasis on the role of the laboring body. Karen cofounded the CUNY Digital Labor Working Group and her work has been published in Women’s Studies Quarterly, Women and Performance, The Journal of Interactive Technology and Pedagogy, and Contexts.

Joss Winn

jwinn@lincoln.ac.uk @josswinn

Joss Winn is a senior lecturer in the School of Education at the University of Lincoln, UK. His research extends broadly to a critique of the political economy of higher education. Currently, his writing and teaching is focused on the history and political economy of science and technology in higher education, its affordances for and impact on academic labor, and the way by which academics can control the means of knowledge production through co-operative and ultimately post-capitalist forms of work and democracy. His article, “Writing About Academic Labor,” is published in Workplace 25, 1-15.

Details at: http://josswinn.org/2014/12/call-for-papers-marx-engels-and-the-critique-of-academic-labor/

See also: http://blogs.ubc.ca/ices/2014/11/30/cfp-marx-engels-and-the-critique-of-academic-labor-ices-criticaltheory-criticalpedagogy-frankfurtschool/

Karl Marx

Karl Marx

**END**

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

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

Education Crisis 7GOVERNING ACADEMIC LIFE: PROVISIONAL PROGRAMME

Conference at the London School of Economics & The British Library

25th and 26th June 2014

 

Provisional Programme

(Some of the details below are subject to change, and more will be added later)

Website: http://www.governing-academic-life.org/provisional-programme/

 

 

Wednesday, 25th June

 

09.30-10.45: Refreshments

10.45-11.00: Welcome and opening remarks

 

11.00-12.30: Opening Plenary

Gurminder Bhambra (Warwick), ‘The Neoliberal Assault on the Public University’
Wendy Brown (Berkeley) ‘Between Shareholders and Stakeholders: University Purposes Adrift’
Mike Power (LSE) ‘Accounting for the Impact of Research’

 

12.30-13.30: Lunch

 

13.30-15.00: Parallel Sessions

 

A. (Anti-)Social Science, the neoliberal art of government, and higher education

John Holmwood (Nottingham) , ‘Neo-liberalism as a theory of knowledge and its implications for the social sciences and critical thought’
Nick Gane (Warwick), ‘Neoliberalism: How Should the Social Sciences Respond?’
Andrew McGettigan (Critical Education blog), ‘Human Capital in English Higher Education’

 

B. What is an author, now? Futures of scholarly communication and academic publishing

Roundtable discussion with Steffen Boehm (Essex), Christian Fuchs (Westminster), Gary Hall (Coventry), Paul Kirby (Sussex)

Chair: Jane Tinkler (LSE)

 

15.00-15.15: Refreshments

 

15.15-17.00: Parallel Sessions

 

A. Feminism and the knowledge factory
Convenor: Valerie Hey, Centre for Higher Education and Equity Research (CHEER, University of Sussex)

Barbara Crossouard (CHEER), ‘Materializing Foucault?’
Valerie Hey (CHEER), ‘Neo-Liberal Materialities and their Dissident Daughters’
Louise Morley (CHEER), ‘Researching the Future: Closures and Culture Wars in the Knowledge Economy’

 

B. Co-operative higher education
Convenor: Joss Winn (Lincoln)

Richard Hall, ‘Academic Labour and Co-operative Struggles for Subjectivity’
Mike Neary (Lincoln), ‘Challenging the Capitalist University’
Joss Winn (Lincoln), ‘The University as a Worker Co-operative’
Andreas Wittel (Nottingham Trent) ‘Education as a Gift’

 

18.15-20.00: Pay bar at Terrace Room, British Library

 

18.30-20.00: Remember Foucault? (Terrace Room, British Library)

Mitchell Dean (Copenhagen Business School), ‘Michel Foucault’s “apology” for neoliberalism’
Lois McNay (Oxford) ‘Foucault, Social Weightlessness and the Politics of Critique’

Chair: Peter Miller (LSE)

 

 

Thursday, 26th June

 

09.30- 11.00: Parallel Sessions

 

A. Governing academic freedom

Stephen J. Ball (Institute of Education: University of London) ‘Universities and “the economy of truth”’
Penny Jane Burke (Roehampton) and Gill Crozier (Roehampton), ‘Regulating Difference in Higher Education Pedagogies’
Rosalind Gill (City University), ‘The Psychic Life of Neoliberalism in the Academy’

 

B. Teaching the ungovernable: rethinking the student as public

Convenor: Carl Cederström (Stockholm Business School, Stockholm University)

Sam Dallyn (Manchester Business School, Manchester University), ‘Management Education: Critical Management Myopia and Searching for an Alternative Public’
Carl Cederström (Stockholm Business School, Stockholm University), ‘The Student as Public’
Matthew Charles (Institute for Modern and Contemporary Culture, University of Westminster), ‘The Ungovernable in Education: On Unintended Learning Outcomes’
Mike Marinetto (Cardiff Business School, Cardiff University), ‘The Ungovernable Syllabus: Social Science Fiction and the Creation of a Public Pedagogy’

 

11.00-11.30: Refreshments

 

11.30-13.00: Parallel Sessions

 

A. Measurement, management and the market university

Elizabeth Popp Berman (SUNY Albany), ‘Quantifying the Economic Value of Science: The Production and Circulation of U.S. Science & Technology Statistics’
Isabelle Bruno (University of Lille 2), ‘Quality management in education and research: an essay in genealogy’
Christopher Newfield (UC Santa Barbara), ‘The Price of Privatization’

 

B. Para-academic Practices: becoming ungovernable?
Convenor: Paul Boshears

Paul Boshears (European Graduate School; continent), ‘Rudderless Piloting, Unwavering Pivoting, Governing without Coercion’
Fintan Neylan (Dublin Unit for Speculative Thought), ‘The Logic of Para-Organisation’
Robert Jackson (Lancaster) ‘Para-academia and the Education of Grownups’
Eileen Joy (Punctum Books), ‘Amour Fou and the Clockless Nowever: Radical Publics’ (by weblink)

 

13.00-14.30: Lunch

14.30-16.45: Final Plenary: Beyond the Neoliberal Academy

Convenor: Des Freedman (Goldsmiths): Participants tbc.

 

16.45-17.00: Closing remarks

 

*****END*****

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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskpoint.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

CRITICAL PEDAGOGY AND THE CONSTITUTION OF CAPITALIST SOCIETY

Critical Pedagogy and the Constitution of Capitalist Society was a paper I wrote originally for the ‘Migrating University: From Goldsmiths to Gatwick’, held at Goldsmiths College, University of London, on 14th September 2007. It has now been republished at Heathwood Press as the Monthly Guest Article for September 2012. Some of the links do not now work for the original paper, which was posted to The Flow of Ideas website in 2007. These have been rectified for the Heathwood Press version.

You can view the Heathwood Press republishing of Critical Pedagogy and the Constitution of Capitalist Society at: http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

Heathwood Press is the publishing arm of the Heathwood Institute – An Independent Institute for Critical Thought: a ‘radical academic collective of authors and researchers whose aim is to continuously and normatively break new grounds of intellectual and political thought’ (Heathwood website).

This is an exciting initiative: the sort of development that yields hope for the future.  

Heathwood Press can be viewed at: http://www.heathwoodpress.com

Glenn Rikowski, London 22nd September 2012

 

References as:

Rikowski, G. (2012) Critical Pedagogy and the Constitution of Capitalist Society, Monthly Guest Article or September 2012, Heathwood Press, online at: http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

Rikowski, G. (2007) Critical Pedagogy and the Constitution of Capitalist Society, A paper prepared for the ‘Migrating University: From Goldsmiths to Gatwick’ Conference, Panel 2, ‘The Challenge of Critical Pedagogy’, Goldsmiths College, University of London, 14th September 2007, online at: http://www.flowideas.co.uk/?page=articles&sub=Critical%20Pedagogy%20and%20Capitalism

 

**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

 

 

 

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

 

Marxism and Education

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

American Educational Research Association

Annual Meeting

San Francisco, California

April 27 – May 1, 2013

 

Marxian Analysis of Society, School and Education SIG #157

CALL FOR PAPERS

AERA 2013

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

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

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

Note: All submissions will be reviewed without author identification.

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

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

Thank You, Dr. Sheila Macrine, 2013 Program Chair

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

**END**

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

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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

We Are the Crisis

ONLINE UNIVERSITY OF THE LEFT

Why a Marxist School?

Karl Marx’s ideas are a common touchstone for many people working for change.  His historical materialism, his many contributions to political economy and class analysis, all continue to serve his core values–the self-emancipation of the working class and a vision of a classless society.  There are naturally many trends in Marxism that have developed over the years, and new ones are on the rise today.  All of them and others who want to see this project succeed are welcome here.

Founder: Carl Davidson

Initial Core Group: Linda Alcoff, Mark Alper, Gar Alperovitz, Burton Lee Artz, Salvatore Babones, Rose Brewer, Renate Bridenthal, Roderick Bush, Dominique Caouette, Orlando Caracas, Dana Cloud, Michael Duff, Jon Gobeil, Larry Hanley, Jerry Harris, Richard Huggins, David Fryett, Mark Johnson, Timothy Johnson, Athina Karatzogianni, Gavin Kitching, Lauren Langman, Marnia Lazreg, Kathy McAfee, Peter Mclaren, Bharat Mehra, Hannah Miyamoto, Gregory Morales, Joshua Morris, Kathleen Newman, Jonathan Nitzan, Juan Pablo Ochoa, Tom O’Donnell, Teresa Pac, William Pelz, Sanjay Perera, Frank Phelan, Garry Potter, Melvin Rothenberg, Saskia Sassen, Ellen Schwartz, Justin Schwartz, David Schwartzman, David Schweickart, Navin Singh, Geoffrey Skoll, William Tabb, Harry Targ, Bharat Thakkar, Joseph Varga, Rob Watts, Richard Wolff.

“This is a radical education and left unity project. All on the left willing to work cooperatively for its success are invited to join and lend a hand” — CARL DAVIDSON

Online University of the Left: http://ouleft.org/

This is a tremendous development — Glenn Rikowski

**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

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

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

TESTING: OUR SCHOOLS AS EDUCATIONAL PLANTATIONS?
By Mark Naison
With a Brooklyn Accent via Alternet

March 23, 2012 – This is a strange time to be involved in education. Either those shaping education policy on the state and federal level — many of whom have never been teachers — are incapable of imagining the consequences of their policies in actual classrooms, or they are cynically trying to destroy public education in the United States.

No better example of this is the now widely practiced policy of rating teachers based on student test scores, and using variations in those scores, through the “value added” formula, as the basis for determining teachers professional standing. All throughout the nation teachers are being told that if they don’t raise student test scores, they could lose their tenure, lose their jobs, and in some places be publicly humiliated as an “incompetent teachers.” If they work in a high poverty school, their school could be closed and their entire teaching staff fired.

For the whole article, see: http://withabrooklynaccent.blogspot.co.uk/2012/03/when-teachers-become-overseers_20.html

From: CCDSLinks E-Letter Archives at: http://archive.constantcontact.com/fs082/1103584185760/archive/1103630604546.html

**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

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Glenn Rikowski’s MySpace Blog: http://www.myspace.com/glennrikowski/blog

Glenn Rikowski

LIFE IN THE HIGHER SAUSAGE FACTORY

Dr. Glenn Rikowski, School of Education, University of Northampton

Guest Lecture to the Teacher Education Research Group

Glenn Rikowski will talk about Capital in a Crisis of Higher Education, and Higher Education in a Crisis of Capital

22nd March 2012, 5.00pm, The Cass School of Education and Communities, Room 2.02, University of East London, Water Lane, London E15 4LZ

“Capitalist production is not merely the production of commodities, it is essentially the production of surplus-value. The labourer produces, not for himself, but for capital. It no longer suffices, therefore, that he should simply produce. He must produce surplus-value. That labourer alone is productive, who produces surplus-value for the capitalist, and thus works for the self-expansion of capital. If we may take an example from outside the sphere of production of material objects, a schoolmaster is a productive labourer, when, in addition to belabouring the heads of his scholars, he works like a horse to enrich the school proprietor. That the latter has laid out his capital in a teaching factory, instead of a sausage factory, does not alter the relation. Hence the notion of a productive labourer implies not merely a relation between work and useful effect, between labourer and product of labour, but also a specific, social relation of production, a relation that has sprung up historically and stamps the labourer as the direct means of creating surplus-value. To be a productive labourer is, therefore, not a piece of luck, but a misfortune” (Karl Marx, Capital, Volume I).

 

UPDATE, 5th March 2014: The paper can now be downloaded from Academia. There are many other of my papers there too. See: https://independent.academia.edu/GlennRikowski

 

**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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

Neoliberalism at Bedtime

FIGHTING NEO-LIBERALISM WITH EDUCATION AND ACTIVISM

By DAVE HILL

This is a revolutionary period in world history. The collapse of finance capitalism, the bankers’ bailouts across the globe, the continuing bankers’ bonuses, and the intrinsic problems of finance capitalism have, under current `bourgeois’ parliamentarist rule, resulted in ordinary families, workers and communities,`paying for the crisis’. All this, while the national and international capitalist classes and organisations impose austerity capitalism on a reeling public and public educational, social, health and welfare systems. This `austerity capitalism’ has led to an eruption of discontent-against political, economic and financial dictatorship, through the Arab Spring, the indignados in Spain, the Occupy movements throughout the world, and the million strong protests against the 13 Feb 2012 austerity programme enforced by the international capitalist `troika’ (European Central bank, International Monetary Fund, and the European Commission) on the Greek people.

These developments raise questions about the nature of bourgeois capitalist parliamentarist democracy as much as they do about the nature and morality and cruel impacts of capitalist economy — of life under/within capitalism. They also raise questions about social and economic inequality, meritocracy, equality and egalitarianism, and the role of education and of political activism. 

A question that must be asked is how does the socio-economic and political system of a country work in complicity with the corporate media and how does this impact the school system? There is no automatic mechanistic and deterministic relationship between an economic structure, such as the capitalist economic structure and resulting social relationships on the one hand, and society’s social and political structures on the other. But there is a relationship, even if not mechanistic and unproblematic. There is resistance, at various levels, by individuals, by groups, in what is a permanent `culture war’ between the ideas of the ruling capitalist class and their mouthpieces, and resistant, counter-hegemonic individuals and groups, such as students, critical intellectuals, and organizations such as workers’ organizations (though many have been `incorporated’ into the system).

It is fair to say, drawing on Althusser’s (1971) and Gramsci’s (1971) Marxist conceptual framework, that the apparatuses of the state do not brook much dissent for long: if it starts to threaten either the riches of the rich, or the capitalist system itself, which is essentially the same thing, then the state steps in, using either the wagging finger warning of repercussions, the iron fist in a velvet glove, or, ultimately the hammer of tear gas, bullets and prison cells.

Schools and universities, echoing Althusser (1971) are ideological state apparatuses whose purpose, for the capitalist class, is to preach and instill pro-capitalist and anti-socialist beliefs and, as Rikowski (for example, 2001, 2004) argues, to re-produce tiered hierarchicalised and socialized / quiescent labour power for the workplace

 

The full article can be read at: http://philosophers.posterous.com/fighting-neo-liberalism-with-education-and-ac

 

Reference as:

Hill, D. (2012) Fighting Neo-liberalism with Education and Activism, Posted at Philosophers for Change, 1st March, online at: http://philosophers.posterous.com/fighting-neo-liberalism-with-education-and-ac

This article first appeared in Philosophers for Change, which can be viewed at: http://philosophers.posterous.com  

**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  

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

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

Red

THE ROUGE FORUM 2012

Dear Friends,

The Rouge Forum Dispatch is updated here  http://www.richgibson.com/blog/

And please note fhe Announcement of the 2012 Rouge Forum Conference and call for proposals. Join us!

Call for Proposals

Rouge Forum 2012
OCCUPY EDUCATION! Class Conscious Pedagogies for Social Change
June  22-24, 2012
Miami University
Oxford, OH

Proposals Due April 15, 2012

The Rouge Forum 2012 will be held at Miami University in Oxford, Ohio. The University’s picturesque campus is located 50 minutes northwest of Cincinnati. The conference will be held June 22-24, 2012.

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending proposals is April 15.  The Steering Committee will email acceptance notices by May 1.

Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:
* How are we bringing the principles and actions of the Occupy Wall Street movement into the classroom and other venues such as unions and workplaces?
* In what ways are our classrooms, schools, universities, unions, etc. occupied by capitalism, the military, racism, and inequality? And what do these occupations demand from us pedagogically?
* How do (or can) we occupy our classrooms, schools, universities, and unions in an effort to create education that is in the public interest? How do we, as educators, resist imperialist wars, rising inequalities, racism, capitalist greed? How do we support and foster students’ critical analysis of the world and their agency to act and change the world?
* What can we learn from ongoing and past popular protest movements (e.g., OWS, Arab Spring, Wisconsin 2011, Paris 1968; 1971 May Day Protests) that will strategically and tactically advance efforts to create education for a more equitable and just world?
* How do we take the Occupy metaphor and actions to the next level? What would it mean to TAKE or SEIZE rather than OCCUPY?
* Do we want to “save our schools” as they are now? Indeed: Are the current public schools “our” schools? How can we transform so-called public schools into schools that serve the interests and needs of the majority?
* What does teaching and learning for an equitable and democratic society look like? What are the obstacles that must be overcome to achieve democratic education?

SUBMISSIONS

Proposal Formats

Individual Proposal: (30 minutes)
The Rouge Forum welcomes individual paper proposals, with the understanding that those accepted will be grouped together around common or overlapping themes, Presenters will have approximately 45 minutes to present or summarize their individual papers.  Individual paper submissions will be considered for panels with the same topic/theme. If you would prefer to present your paper/research individually you should consider the alternative format proposal. A 200-500 word abstract of the paper will be peer reviewed for acceptance to the conference.

Symposium Proposal: (90 minutes)
Presenters are also welcomed to submit proposals for a symposium. A symposium is typically composed of a chair and discussant and three to five participants who present or summarize their papers.  Each symposium is organized around a common theme.  Each participant will have between 15 and 45 minutes to present their papers, depending upon the number of participants involved in the symposium. A 200-500 word abstract of the symposium will be peer reviewed for acceptance to the conference

Panel Proposal: (90 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their scholarly work within the context of a dialogue or conversation on a topic or theme related to the conference theme. Typically, each panelist is given 10-15 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed.  In addition to the chair, we encourage (but do not require) organizers of panels to name a discussant to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 200-500 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (90 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations, and round-table dialogues, are encouraged.  We also welcome proposals for the organization of special interest groups. A 150-250 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Email proposals to Joe Wegwert (Joe.Wegwert@nau.edu) by April 15, 2012.

Good luck to our side,
RICH GIBSON

**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)

‘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

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

Volumizer: http://glennrikowski.blogspot.com

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

 

Education Crisis

GLOBAL DISRUPTIONS AND HIGHER EDUCATION

Occupy: A New Pedagogy of Space and Time?

Professor Mike Neary, Dean of Teaching and Learning, Director of Centre for Educational Research and Development,University ofLincoln

Dr Sarah Amsler, Senior Lecturer, Centre for Educational Research and Development,University ofLincoln

Friday 9th March 2012, 15.00 – 16.30, Room 120, Graduate School of Education, University of Bristol, 35 Berkeley Square

Dear All

Welcome to the first SRHE Southwest Higher Education Network Seminar of 2012!  

Full details of the event are attached to this email.

Booking: To book a place or for further information, please contact:  Richard.Budd@bristol.ac.uk

Look forward to seeing you there.

Dr Lisa Lucas

Co-Director Teaching, Learning and Assessment DirectorMPhil/PhD Programme Graduate School of Education University of Bristol, 35 Berkeley Square, Bristol, BS8 1JA, Tel: +44 (0)117 331 4351 (internal number 14351)

Email: Lisa.Lucas@bristol.ac.uk

Webpage: http://www.bris.ac.uk/education/people/person/lisa-lucas/overview.html

**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)

‘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

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

Volumizer: http://glennrikowski.blogspot.com

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