Notes on Commodity Forms and the Business Takeover of Schools

Glenn Rikowski

NOTES ON COMMODITY FORMS AND THE BUSINESS TAKEOVER OF SCHOOLS

 

 

 

 

 

 

 

These notes are for a seminar with second year Education Studies students at the University of East London, Stratford Campus, on 20^th November 2019.

 

Introduction

Commodification, marketisation, monetisation (the increasing scourge of money), and competition, commercialisation (advertising and selling-centred image manipulation) in education: how do we challenge and terminate these developments, if we wish to? Do we rely on the state to protect us from these insurgencies by capitalist interests and motivations in contemporary education? Will pressure from below, from us, urge the state to curb and end the role of business in education? Do we hope for a victory of Corbyn’s Labour Party in the forthcoming General Election to end the business takeover of education?

These notes indicate a way forward regarding posting answers to these questions. It is argued that we need to attack the business takeover of education at the micro level: at the level of the commodity, first and foremost.

The first Part of these notes focuses on this micro-level: commodity forms, the basic, elemental phenomena of capitalist society. Part Two explores one of these commodity forms, the general class of commodities, in terms of its development in contemporary schools. The focus is on how the general class of commodities, through the business takeover of schools, grows and spreads. The examples explored in Part Two come from schools in England, though, as Verger, Fontdevilla and Zancajo (2016) demonstrate, what they call the ‘global education industry’ (which is roughly equivalent to what I take as the business takeover of education) is a world-wide phenomenon, not confined to the UK, the US or Europe.

The perspective of these notes rests on Marxism; the ideas of Karl Marx and those who embrace his critique of capitalist society and its social scientific armoury. There are many forms of Marxism, and I stand within what has been called ‘Open Marxism’ – based on the work of people such as John Holloway and Werner Bonefeld. For 40 years, I have studied and organised around what has become known as Marxist educational theory.

 

The rest of these Notes can be found at Academia, in my ‘Teaching Documents’ section: https://www.academia.edu/40918435/Notes_on_Commodity_Forms_and_the_Business_Takeover_of_Schools

 

Glenn Rikowski

14 November 2019

 

More of Glenn Rikowski’s publication and papers can be found at:

Academia: http://independent.academia.edu/GlennRikowski

ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski

 

Privatisation in Education and Commodity Forms

Glenn Rikowski

 

 

 

 

Glenn Rikowski, Visiting Fellow, College of Social Science, University of Lincoln, UK

 

My article, Privatisation in Education and Commodity Forms has now been published in Journal for Critical Education Policy Studies, Volume 15 Number 3, December 2017, pp.29-56.

The Abstract for the article is below.

The article can be accessed at: http://www.jceps.com/archives/3620

and http://www.jceps.com/wp-content/uploads/2017/12/15-3-2.pdf

 

ABSTRACT

To date research and scholarship on privatisation in education lacks critical depth and intensity. Stock concerns occupy contributions to the field: the effects of privatisation in education on teachers’ labour, pay and conditions of service; educational expenditure; resultant problems of planning at local and national levels; corruption (systemic, and by teachers); and on the curriculum and pedagogy. Additionally, many accounts have been largely descriptive, focusing on how privatisation takes place, or on threats to privatisation, or its insertion within education systems. Many case studies have been undertaken in this light, with sectoral, country-wide and local cases. There has been less emphasis on why privatisation in education occurs. Resistance to educational privatisation has been another common theme. Finally, work on educational commodification has been substantially dissociated from studies on privatisation in education. This paper builds on this last point. Writing and research on privatisation in education has largely avoided what it represents and calls forth: the development of capital, the deeper capitalisation of education. Furthermore, discussion on educational privatisation typically ignores its implication in the social production of labour-power. Therefore, with reference to Karl Marx, this contribution drives the critique of privatisation in education forward by focusing on commodity form(s) in education and their relations to the capitalisation of educational services. Consequently, the points of resistance to privatisation in education are sharpened as anti-capitalist weapons.

 

The URL for the whole issue is: http://www.jceps.com/archives/3644

The journal website is: http://www.jceps.com

 

***END***

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Glenn Rikowski

How Public is Public Education?

Education Not for Sale

HOW PUBLIC IS PUBLIC EDUCATION?

TRED Conference 2014

How Public is Public Education?

Call for Proposals
The Transformative Researchers and Educators for Democracy (TRED) will be holding its third Annual Conference, “How Public is Public Education?”, November 14 and 15, 2014, at the University of Massachusetts Dartmouth.

Founded in 2011, UMass Dartmouth’s Department of Educational Leadership and Policy Studies has grown to four cohorts of future transformative leaders. Ph.D. and Ed.D. candidates in the program have sought to provide a public space for educational researchers and practitioners to engage in critical and transformative dialogues. Through forums, presentation sessions, panel discussions, and informal gatherings, TRED continues its ambition to place the discussion of educational leadership and policy within the dynamics of ideological production that reflect existing power imbalances that perpetuate inequalities within society.

The theme of the 2014 conference, How Public is Public Education?, reflects the critical elements within and beyond the field of education that need to be discussed, heard, and analyzed as we search for solutions. Professors, students, educational leaders, and the public are all welcome to submit proposals and to attend the conference.

Submitting Proposals

Proposals can be submitted to TREDconf@umassd.edu
If you have any questions, please contact us at TREDconf@umassd.edu
Like us on Facebook and look for any new information at Facebook.com/TRED.UMassD
ALL PROPOSALS MUST BE RECEIVED BY: Tuesday September 30th 2014.

Guidelines

TRED will be accepting presentation proposals for papers, symposiums, and research-in-progress roundtables. Upon submission of your proposal, please identify it to one of the following strands:
A. K-12; charter schools, innovation schools
B. Higher Education; adjunct faculty, campus based women’s, gender and cultural centers
C. Public Policy; Race to the Top, high-stakes standardized testing
PAPERS
Paper sessions provide individuals an opportunity to present a condensed version of their study. The research may focus on, but is not limited to, a question from an empirical or theoretical perspective. After all papers within a session have been presented, those in attendance will have the opportunity to dialogue with panelists.
RESEARCH IN PROGRESS ROUNDTABLE
Roundtable sessions are to open critical and insightful dialogue from colleagues familiar with a subject matter to support a developing study. Roundtables will be organized and led by a facilitator.
SYMPOSIUM
Symposiums consist of an integrated set of presentations with a similar topic as the focal point. This format of presenting will be limited to at least three, but no more than five, presentations. The proposal should identify who will be lead discussant or organizer, and, upon review, a TRED committee member may be named as the chair. Proposal Requirements (For all submissions)
1. Cover Page
a. Title
b. Researcher(s)
c. Contact Information
d. Organization/University
e. Panel Category
2. Abstract(300 word limit, not included in 1,000 word limit for proposal)
3. Individual Proposal (1,000 word limit)
a. Presenters (Identify who is the main contact person)
b. Theoretical Framework and Connections to Conference Theme;
c. Purpose;
d. Research Design/Methods;
e. Conclusion/Findings;
f. References
4. Symposium Group Proposal (1,500 word limit)
a. A common objective or theme should be outlined, providing perspectives on the particular topic.
i. 1-2 paragraphs in which the purpose of the symposium and connections among presenter paper’s is defined;
ii. Overview of each paper being presented including: methods, theoretical framework, research topic, and findings;
iii. Briefly describe the format and structure of the symposium
*If your symposium proposal is accepted, only the first author will be notified, and the first author is responsible for notifying all other co-authors*

For questions or comments, please contact
TREDconf@umassd.edu

TRED: http://www.umassd.edu/educationalleadership/delevents/tredconference/

Education Crisis

**END**

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

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

 

European Educational Research Journal – Volume 12 Number 4

Critical Education / Education is Critical

EUROPEAN EDUCATIONAL RESEARCH JOURNAL – VOLUME 12 NUMBER 4

Just published at: www.wwwords.eu/EERJ/content/pdfs/12/issue12_4.asp

EUROPEAN EDUCATIONAL RESEARCH JOURNAL
Volume 12 Number 4  2013   ISSN 1474-9041

SPECIAL ISSUE
THE GOVERNING OF EDUCATION IN EUROPE: Commercial actors, partnerships and strategies
Guest Editors: MAARTEN SIMONS, LISBETH LUNDAHL & ROBERTO SERPIERI

 

Maarten Simons, Lisbeth Lundahl and Roberto Serpieri. Introduction. The Governing of Education in Europe: commercial actors, partnerships and strategies OPEN ACCESS

Emiliano Grimaldi. Old and New Markets in Education: austerity, standards and ICT as pushes towards privatisation(s) in Italy

Natalie Papanastasiou. Commercial Actors and the Governing of Education: the case of academy school sponsors in England

Eli Ottesen, Birthe Lund, Sarah Grams, Marit Aas & Tine Sophie Prøitz. Educational Methods as Commodities within European Education: a Norwegian–Danish case

Ingela Andreasson & Marianne Dovemark. Transforming Insecurity into a Commodity: using the digital tools Unikum and InfoMentor as an example in Swedish education

Antonio Olmedo, Patrick L.J. Bailey with Stephen J. Ball. To Infinity and Beyond …: heterarchical governance, the Teach for All network in Europe and the making of profits and minds

Bruno Broucker & Kurt De Wit. Liberalisation and Privatisation of Higher Education in Flanders: passing the point of no return? A Case Study

GENERAL ARTICLES
Magali Ballatore & Martha K. Ferede. The Erasmus Programme in France, Italy and the United Kingdom: student mobility as a signal of distinction and privilege

Triin Lauri & Kaire Põder. School Choice Policy: seeking to balance educational efficiency and equity. A Comparative Analysis of 20 European Countries

Peter Kelly, Nick Pratt, Hans Dorf & Ulrike Hohmann. Comparing Pedagogy in Mathematics in Denmark and England

RESEARCH REPORT
Rolf Strietholt, Kerstin Naujokat, Tobias Mai, Sara Kretschmer, Stephan Jarsinski, Martin Goy, Sarah Frahm, Michael Kanders, Wilfried Bos & Inge Blatt. The National Educational Panel Study (NEPS) in Germany: an overview of design, research options and access, with a focus on lower-secondary school

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. There is Open Access for articles that are over three years old.

PLEASE NOTE: to accommodate the increasing flow of quality papers the EERJ will expand to 6 numbers per volume/year as from Volume 13, 2014.

PERSONAL SUBSCRIPTION Subscription to all numbers of the 2014 volume (this includes full access to ALL back numbers, including those of 2013) is available to private individuals at a cost of US$54.00. If you wish to subscribe you may do so immediately at www.wwwords.eu/subscribeEERJ.asp

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.

CALL FOR PAPERS For all editorial matters, including articles offered for publication, please contact the Editor, Professor Martin Lawn (m.lawn@btinternet.com).

In the event of problems concerning subscription, or difficulty in gaining access, please contact the publishers at support@symposium-journals.co.uk

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo   

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

 

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

Nearly Ten Years After: Examining Education Reform Post-Katrina

The Future of Education

NEARLY TEN YEARS AFTER: EXAMINING EDUCATION REFORM POST-KATRINA

CALL FOR PAPERS

Policy Futures in Education

NEARLY TEN YEARS AFTER: examining education reform post-Katrina
Guest Editor: LUIS MIRÓN, Loyola University New Orleans, USA

It has been almost 10 years since Hurricane Katrina devastated the Gulf Coast region of the USA, wreaking in its path billions of dollars of damage and flooding 80% of buildings and homes in New Orleans. At the same time education activists, civic elites, and policymakers seized upon this crisis largely inflicted by the failures of the levee system, to enact unprecedented school reform measures. Today nearly all of the public schools in New Orleans are charter schools, semi privately led entities, which enjoy considerable autonomy to redesign curricula, contract with outside vendors to fiscally manage and operate the schools, hire and fire teachers and school leaders, and set pay scales largely as they see fit. As the New Orleans model gains traction nationally, this near-tenth anniversary of the storm presents an ideal opportunity to assess on balance, whether or not these reform have largely benefited or hurt students, their families, and the communities that their schools serve.

This Special Issue of Policy Futures in Education (www.wwwords.co.uk/PFIE) proposes to examine nearly a decade following Hurricane Katrina, both the educational and social consequences of the devastating man-made disaster, as well as its symbolic meaning. In particular the selection of invited articles will seek to analytically assess the claims of proponents and opponents of school reform and ‘ universal school choice.’ The latter includes the proliferation of charter schools, which, collectively, comprise nearly 90% of all public schools in New Orleans. Nearly Ten Years After will also seek to determine theoretically what these reforms and their long-term societal consequences might mean for specific populations.

The substantive issues that this special issue will address include but are not limited to the following:
– Quantitative and qualitative impacts on student achievement.
– The effects of ‘universal choice’ on students and families.
– The use of MGOs (management governance organizations).
– Privatization
– Unionization/collective bargaining
– National/international implications of the New Orleans model
– Spatial dynamics (geographical)
– Comparative case studies (e.g. Detroit and New Orleans)
– Neo-liberal trends
– African-American diaspora
– The meaning of ‘public education’
– The future of school reform

Deadline for the final draft of your paper is January 6, 2014. However, if you would find it helpful, please send a draft of your article by November 15, and the Guest Editor will provide feedback for any suggested revisions.

Please send contributions to: lfmiron@gmail.com

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

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

 

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

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

 

Birmingham Radical Education Development

 

Education Crisis

BIRMINGHAM RADICAL EDUCATION DEVELOPMENT

BRE(A)D

 

ABOUT

We are a newly created group seeking to build and participate in more democratic educational processes;

Our aim is to work together towards higher education experiences that are not consumerist, indebting, authoritarian or judging of individual worth;

We therefore seek to work collectively against the principles that now shape the so-called public university;

Central to the educational experiences we want to create is the idea that students and teachers have much to learn from one another;

Thus all who participate in the Free University-Birmingham are scholars: student-scholars and teacher-scholars;

On our courses learning and teaching entail processes of continuous negotiation to ensure the fullest participation of all, recognising, respecting and celebrating human diversity;

All learning and teaching will be critical—questioning the world as it is to explore how it could be otherwise;

We believe that in order for all learning and teaching to be critical and democratic, dialogue is essential.

All critical, democratic dialogue amongst student-scholars and teacher -scholars should, when possible, not just remain in the classroom;

Thus our ultimate classroom is the wider world; we seek to develop educational processes aiming to build a more socially just and sustainable world.

 

Birmingham Radical Education Development: http://bread4brum.wordpress.com/

 

**END**

 

Education Crisis

‘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

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

 

Low-Fee Private Schooling

Low-Fee Private Schooling

LOW-FEE PRIVATE SCHOOLING: AGGRAVATING EQUITY OR MITIGATING DISADVANTAGE?

Edited by PRACHI SRIVASTAVA

2013 paperback 220 pages US$48.00
ISBN 978-1-873927-91-5

IN STOCK NOW   FREE delivery on all orders
All books are sent AIRMAIL worldwide

Click here to view further information and to order this book

Low-fee private schooling represents a point of heated debate in the international policy context of Education for All and the Millennium Development Goals. While on the one hand there is an increased push for free and universal access with assumed State responsibility, reports on the mushrooming of private schools targeting socially and economically disadvantaged groups in a range of developing countries, particularly across Africa and Asia, have emerged over the last decade. Low-fee private schooling has, thus, become a provocative and illuminating area of research and policy interest on the impacts of privatisation and its different forms in developing countries.

This edited volume aims to add to the growing literature on low-fee private schooling by presenting seven studies in five countries (Ghana, India, Kenya, Nigeria and Pakistan), and is bookended by chapters analysing some of the evidence and debates on the topic thus far.

The book presents research findings from studies across three levels of analysis that have proven relevant in the study of low-fee private schooling: the household, school and state. Chapters address household schooling choice behaviours regarding low-fee private and competing sectors; the management, operation and relative quality of low-fee private schools; and changes to the regulatory frameworks governing low-fee private schools, and the impact of low-fee private schools on those frameworks.

The book does not seek to provide definitive answers since, as an emerging and evolving area of study, this would be premature. Instead, it aims to call attention to the need for further systematic research on low-fee private schooling, and to open up the debate by presenting studies that use a range of methods and, owing to the context specificity of the issue, draw different conclusions. The hope is that these studies may serve as springboards to further research.

Finally, the book does not aim to snuff out the political and vociferous debate surrounding low-fee private schooling and private provision more broadly, or to erase the complications that abound in conducting research in this area, but to engage with them.

The hope is that as the 2015 target date for Education for All and Millennium Development Goals approaches, this book may help us get closer to answering the question: do low-fee private schools aggravate equity or mitigate disadvantage?

 

Contents:

Prachi Srivastava. Low-fee Private Schooling: issues and evidence

Kwame Akyeampong & Caine Rolleston. Low-fee Private Schooling in Ghana: is growing demand improving equitable and affordable access for the poor?

Shailaja Fennell. Low-fee Private Schools in Pakistan: a blessing or a bane?

Pauline Dixon, James Tooley & Ian Schagen. The Relative Quality of Private and Public Schools for Low-income Families Living in Slums of Nairobi, Kenya

Jonathan M.B. Stern & Stephen P. Heyneman. Low-fee Private Schooling: the case of Kenya

Joanna Härmä & Folasade Adefisayo. Scaling Up: challenges facing low-fee private schools in the slums of Lagos, Nigeria

Yuki Ohara. The Regulation of Unrecognised Low-fee Private Schools in Delhi: potential implications for India’s Right to Education Act

Salman Humayun, Rizwana Shahzad & Roger Cunningham. Regulating Low-fee Private Schools in Islamabad: a study in policy and practice

Geoffrey Walford. Low-fee Private Schools: a methodological and political debate

 

Related titles

Education in South-East AsiaCOLIN BROCK & LORRAINE PE SYMACO

The Globalisation of School Choice? MARTIN FORSEY, SCOTT DAVIES & GEOFFREY WALFORD

Teacher Education in Sub-Saharan Africa: closer perspectives ROSARII GRIFFIN

Education, Democracy and Development: does education contribute to democratisation in developing countries? CLIVE HARBER & VUSI MNCUBE

The Changing Landscape of Education in Africa: quality, equality and democracy DAVID JOHNSON

School Leadership in the Caribbean: perceptions, practices, paradigms PAUL MILLER

Private Schooling in Less Economically Developed Countries: Asian and African perspectives PRACHI SRIVASTAVA & GEOFFREY WALFORD

 

SYMPOSIUM BOOKS
PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom
info@symposium-books.co.uk
Specialist publishers of Comparative and International Education.
Please see our online catalogue at www.symposium-books.co.uk for bibliographical details, contents pages, and a secure order form.

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)

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

 

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

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

 

University for Strategic Optimism

University for Strategic Optimism

UNIVERSITY FOR STRATEGIC OPTIMISM

A university based on the principle of free and open education, a return of politics to the public, and the politicisation of public space.

About

Our basic public services, we are told, are simply too expensive. They must be thrown under the wheels of the megalithic debt that bears down upon us. They must be privatised, corporatised and commodified. All this so we can ensure the continuation of a system that funnels wealth into the hands of a privileged few. This failed and flailing market system, we are told, is the only one that is possible, drastic cuts the only alternative, the fairest thing to do. Any deviation from the path laid out for us will unleash the worst imaginable, a media-imagined Worst that threatens from our darkened skies.

The UfSO offers an emphatic No! to this description of our current situation, and sees instead a magnificent opportunity, a multiplication of possibilities, the opening of a space in which we might think about, and bring about, a fairer and and more fulfilling society for all. In short: Many good reasons for strategic optimism! We urge a rampant questioning of the ideological basis for the relentless privatisation and privation of our lives: Are these cuts incoherent, as some have said? Or is this a specific move/set of moves on the part of neoliberal capital? Are labour, education, healthcare, and the environment, mere commodities, to be consumed by those who will redeem them as more capital? Can the opposition to cuts begin moving towards a society ‘fit for purpose’? Is it still easier to imagine The End-of-the-World than The End-of-Capitalism?

University for Strategic Optimism: http://universityforstrategicoptimism.wordpress.com/

**END**

 

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

‘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

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

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

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

 

 

Protest Against Profit in Education

Education Crisis

PROTEST AGAINST PROFIT IN EDUCATION

Wednesday 16th May the Academies Show will be held inOlympia. It will be a privatisation jamboree with for-profit providers touting their wares.

As Michael Gove forces increasing numbers of schools to become academies, the edu-businesses are queuing up to cash in. Every day businesses looking to profit from education are emailing academies show attendees advertising their services.

The Anti Academies Alliance wants to ask these people some questions. That’s why will protesting at the conference. Join us.

9am Wednesday 16th May
Olympia Two
West Hall – Upper Level, Blythe Rd (off Hammersmith Rd) London W14 8UX

Click here to download the protest flyer

Protest against profit in education

Original source, the Anti Academies Alliance: http://antiacademies.org.uk/2012/03/protest-keep-the-fat-cats-out-of-our-schools/

AAA: http://antiacademies.org.uk

**END**

‘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

Posted here by Glenn Rikowski

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

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

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

What is the Way Forward? Forum for Promoting 3-19 Comprehensive Education – Volume 54 No.1 (2012)

Education Crisis

WHAT IS THE WAY FORWARD? FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – VOLUME 54 NO.1 2012

Just published online at
http://www.wwwords.co.uk/forum/content/pdfs/54/issue54_1.asp
[printed copies will be posted mid-April]

FORUM: for promoting 3-19 comprehensive education
Volume 54 Number 1, 2012, ISSN 0963-8253

WHAT IS THE WAY FORWARD?

Clyde Chitty. Editorial. What is the Way Forward?

Caught in the (Education) Act: tackling Michael Gove’s education revolution. Report on 19th November 2011 Conference

Clyde Chitty. A Divided Education System

Melissa Benn. Putting the Alternative Case: a twenty-first-century vision forEngland’s schools

Stephen Ball. Show Me the Money! Neoliberalism at Work in Education

Richard Hatcher. Gove’s Offensive and the Failure of Labour’s Response

Terry Parkin. Do We Need a Middle Tier in Education?

Bernard Barker.ComprehensiveSchools and the Future

Tim Brighouse. Decline and Fall: are state schools and universities on the point of collapse?

Susan Hallam. Streaming and Setting in UK Primary Schools: evidence from the Millennium Cohort Study

Brian Matthews. The Labour Party and the Need for Change: values, education and emotional literacy/intelligence

Clive Griggs. Privatisation in Education: further reflections

Lottie Hoare. Margaret Miles: the educational journey of a comprehensive school campaigner

Paul Dash.SecondaryModernSchool Education: an essay in subjugation and repression

Paul Pettinger. The Evidence Base on the Effects of Policy and Practice in Faith Schools

Theo Creber. The Intersection of Community, Culture and Learning Processes within the Setting of a Chinese Complementary School

BOOK REVIEWS
School Wars: the battle for Britain’s education (Melissa Benn), reviewed by Clive Griggs, Bernard Barker and Derek Gillard
Assessing Children’s Learning (Mary Jane Drummond), reviewed by Michael Armstrong
Education for the Inevitable: schooling when the oil runs out (Michael Bassey) reviewed by Colin Richards
Politics and the Primary Teacher (Peter Cunningham), reviewed by Derek Gillard
To Miss With Love (Katharine Birbalsingh), reviewed by Patrick Yarker

Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription.

PERSONAL SUBSCRIPTION Subscription to the three printed 2012 issues (including online access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £44.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access). If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at http://www.symposium-books.co.uk/downloads/SYM-BOOKS-Rate-List-2012.pdf

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, BromleyBR1 2BL, United Kingdom(clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at support@symposium-books.co.uk
 

**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  

‘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

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

Volumizer: http://glennrikowski.blogspot.com

Testing: Our Schools as Educational Plantations?

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

Marxism in Culture: Programme for the Autumn Term 2011

Cultural Marxism

MARXISM IN CULTURE: PROGRAMME FOR THE AUTUMN TERM 2011

Friday 14 October
Financialisation, Monetisation, Privatisation: Creating the New Market in Higher Education
Andrew McGettigan (Central Saint Martins)

Friday 28 October
Self-emancipation, activity theory, and political deskilling / reskilling: Some thoughts on organising into a big fish
Alex Levant (Wilfred Laurier University)

Friday 25 November
A Socialist Realist Sander: Comparative Portraiture as a Marxist Model in the German Democratic Republic
Sarah James (University College London)

Friday 09 December
Cultures of Marxism 1: Publishing and the Left
Contributors to be confirmed

All seminars start at 5.30pm, and are held in the Court Room (unless otherwise indicated) at the Institute of Historical Research in Senate House, Malet St, London. The seminar closes at 7.30pm and retires to the bar.

Organisers: Matthew Beaumont, Dave Beech, Alan Bradshaw, Warren Carter, Gail Day, Steve Edwards, Larne Abse Gogarty, Owen Hatherley, Esther Leslie, David Mabb, Antigoni Memou,Chrysi Papaioannou, Nina Power, Dominic Rahtz, Pete Smith, Peter Thomas & Alberto Toscano.

For further information, contact Warren Carter, at: w.carter@ucl.ac.uk
or Esther Leslie at: e.leslie@bbk.ac.uk

Cheers,
Warren

Warren Carter
Teaching Fellow
History of Art
University College London
Tel:- 020 3108 4023

 

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

 

Posted here by Glenn Rikowski

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

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

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

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

Volumizer: http://glennrikowski.blogspot.com

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

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