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Tag Archives: Education Rights

Education Crisis

Education Crisis


Society for Research into Higher Education

Date – Thursday 8 May 2014: 11.30 – 15.45

Venue – SRHE, 73 Collier Street, LondonN1 9BE

Network – Access and Widening Participation Network



Understanding Forced Marriage: Khatidja Chantler

Drawing on the qualitative components of a research study completed in 2007, this paper presents four key challenges in the forced marriage debate. First, the study illustrates the problematic of defining forced marriage as a distinct and discrete category from arranged marriage. Second, current conceptualisations of forced marriage focus on consent at the entry point into marriage in contrast to survivors of forced marriage, and women’s organisations experienced in providing services to this group, both who attach equal importance to exiting (forced) marriages. Third, within the forced marriage debate, South Asian and Muslim communities are perceived as being largely responsible for forced marriages, whilst our research demonstrates that the range of communities in which forced marriage occurs is much wider. Fourth, forced marriage is often seen as a product of a ‘backward’ culture or religion and bound up with notions of ‘honour’. The narratives of survivors in our study illustrate a much more complex picture in which the interplay between culture, religion, poverty, gender, sexuality and state practices are highly significant in pathways to forced marriage. 

Khatidja Chantler is currently a Reader in the School of Social Work at the University of Central Lancashire, having previously worked at the University of Manchester. My key research interests are around ‘race’ and gender, particularly in relation to violence against women and their intersections with mental health. Prior to academia, I worked in social services and the voluntary sector settings and am also a qualified counsellor and supervisor. Publications include: British, European and International journal articles; book chapters and co-authored books: Attempted Suicide and Self-harm: South Asian Women (2001); Domestic Violence and Minoritisation (2002) and a  co-edited the book Gender & Migration: Feminist Interventions (2010). 


University responses to forced marriage and violence against women: Renate Klein and Marilyn Freeman
This talk examines how British universities address incidents of violence against female students, including forced marriage. Interviews with university staff members focused on whether cases of violence against women or forced marriage are coming to the attention of staff, whether staff members feel equipped to deal with them, and whether universities pursue systematic strategies to address theses issues. The goal was to identify what is working well, what could be better, and how universities could become more proactive. Findings suggest that comprehensive institutional responses are rare and that support for students depends largely on the initiative of individual staff members who may or may not have specialist expertise. Misconceptions about disclosure dynamics were common, in particular with regard to FM. In addition to the interviews, keyword searches of the public pages of university websites suggested that as a topic of research or teaching violence against women is often highly visible, whereas as an issue of university policy or governance it remains nearly invisible.

Renate Klein works for LondonMetropolitanUniversity and the University of Maine, USA, and co-ordinates a European research network on gender and violence. Her recent books include an edited international volume on Framing sexual and domestic violence through language (2013), Palgrave Macmillan, and a monographResponding to intimate violence against women: The role of informal networks (2012). CambridgeUniversity Press.

Marilyn Freeman is Emeritus Professor at LondonMetropolitanUniversity, and Co-Director of The International Centre of Family Law, Policy and Practice. Her specialist areas of research relate to international family law and include child abduction, relocation, and forced marriage.


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Education and Capitalism


Education is a Right!

Not Just for the Rich or White



Date: Saturday, March 24, 2012

Location: Julia Richman Education Complex

317 East 67th Street, New York, NY10065

View Current List of Workshops
To Register: Conference Registration Page

Keynote Speaker: Kevin Kumashiro
Kevin Kumashiro is professor of Asian American Studies at the University of Illinois at Chicago, where he was formerly chair of Educational Policy Studies and interim co-director of the Institute for Research on Race and Public Policy.  He directs the UIC AANAPISI Initiative, funded by $3.9 million from the U.S. Department of Education’s Asian American and Native American Pacific Islander Supporting Institutions (AANAPISI) grants programs.  He has taught in schools and colleges across the United States and abroad, and has consulted for universities, school districts, and state and federal agencies.  He has authored or edited nine books on education and activism, including Troubling Education, which received the 2003 Gustavus Myers Outstanding Book Award; Against Common Sense: Teaching and Learning toward Social Justice; and The Seduction of Common Sense: How the Right has Framed the Debate on America’s Schools.  He is the founding director of the Center for Anti-Oppressive Education, and the president-elect (2010-2012) of the National Association for Multicultural Education.

2012 Conference Overview:

Over the past year, our country and the world have witnessed increasingly visible protests against the influence of private pursuit of profit over our public institutions and interests. This spirit of protest has developed in tandem with the proliferation of spaces for critiquing the injustice of this system and organizing communities of resistance. An ongoing struggle within many of these spaces has been acknowledging the ways in which historical and ongoing racism has caused the pursuit of profit to have far more devastating effects on communities of Color than on White communities. The annual NYCoRE conference seeks to carry out anti-racist work by addressing these disparities in the context of our education system. Our goal is to carry forward the spirit of protest by critiquing the current profit-driven policies and culture of our school system, and specifically identify the ways in which racism is intertwined with those policies. We also seek to be a space for building something new, for taking steps toward the more just, equitable world of which we dream. Through this conference, we hope to build connections, to gain inspiration, and to share practical ideas for creating spaces that work to fight racism rather than ignoring it. To this end, we are seeking workshops that will be of relevance to educators in varied settings that are diverse in their focus topics. Relevant political critiques are welcomed, as are curricular ideas, classroom strategies, presentations on community work, and other ideas for inspiring practice.

Goals of the Conference

* To share information and critical thinking around the conference theme, namely examining the relationship between the influence of private interests and the perpetuation of racial injustice

* To provide stakeholders in the education system with information and new ideas that can strengthen our effectiveness as activists, both within our classrooms (and other sites) and beyond them

* To forge connections between and among educators, researchers, parents, activists, and students, fostering new and innovative partnerships and collaborations

* To develop structures for ongoing discussion and working groups about education and social justice

* To organize a national voice in the ongoing debate over education reform

* To plan actions, advocacy, future meetings

* To bridge the gap between youth and educators by creating a space to make young voices heard.

* To develop and share ideas for inspiring practice, both inside classrooms and in communities

Conference Theme: Education is a Right – Not Just for the Rich or White!

In New York City, public schools have faced merciless budget cuts, resulting in growing class sizes, lack of materials, and huge layoffs. These cuts disproportionately affect schools in communities of Color. Meanwhile, our state and local government continue to award huge contracts to private consulting firms, charter schools, and other corporations. Patterns of resource distribution reveal the values of those making the funding decisions. These patterns are telling in their prioritization of profit over people, as well as in their disregard for communities of Color.

We seek to create opportunities for deepening our understanding of the intersection of racism and the neo-liberal agenda so that we can more effectively organize against them. This is a forum for provocative questioning, for story-telling, for information-gathering, for inspiration, for developing our craft, for activism, for providing new fuel to the ongoing struggle for justice.


Location:Vanguard High School

317 East 67th Street, New York, NY 10065




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Saturday 19th February 2011

Middlesex University

Trent Park, London
Chair, Kevin Morris, Deputy Director of Professional Development


Gary McCulloch, Brian Simon, Professor of History of Education, Institute of Education, London

Spyros Themelis, Lecturer in Education, Middlesex University

John Yandell, PGCE English/Drama Course Leader, Institute of Education, London

Toby Young, Journalist and founder of West London Free School

Toby Marshall, Head of Film and Media, Havering College of FE and HE

Kevin Rooney, Head of Politics and History at Queens School, Bushey

Joyce Canaan, Professor of Sociology, Birmingham City University

Eva Gamarnikow, Senior Lecturer in Sociology and Human Rights, Institute of Education, London

To Book please contact
Kevin Morris :
0208 411 4310
07905 605 207


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Social Justice


This is the title of a new article by Ravi Kumar at Radical Notes:

Ravi Kumar, Ph.D. || Assistant Professor || Department of Sociology || Jamia Millia Islamia University || Maulana Mohammad Ali Jauhar Marg, Jamia Nagar, New Delhi – 110025
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Recent Book: Global Neoliberalism and Education and its Consequences


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Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism

Edited by Sheila Macrine, Peter McLaren and Dave Hill

Palgrave Macmillan, Marxism and Education Series, 2010, ISBN: 978-0-239-60799-6


Preface: Martha Montero-Sieburth

Introduction: Sheila Macrine, Peter McLaren, and Dave Hill


A Wolf in Sheep’s Clothing, or a Sheep in Wolf’s Clothing: Resistance to Educational Reform in Chile: Jill Pinkney Pastrana

Education Rights, Education Policies and Inequality in South Africa: Salim Vally, Enver Motala, and Brian Ramadiro

Taking on the Corporatization of Public Education: What Teacher Education Can Do: Pepi Leistyna

Revolutionizing Critical Pedagogy: The Struggle against the Oppression of Neoliberalism – A Conversation with Peter McLaren: Sebastjan Leban and Peter McLaren


Class, Capital and Education in this Neoliberal and Neoconservative Period: Dave Hill

Hijacking Public Schooling: The Epicentre of Neo Radical Centrism: João Paraskeva

Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory: Wayne Au

Critical Teaching as the Counter-Hegemony to Neo-liberalism: John Smyth

Empowering Education: Freire, Cynicism and a Pedagogy of Action: Richard Van Heertum

Teachers Matter…Don’t They? Placing Teachers and Their Work in the Global Knowledge Economy: Susan L. Robertson

Afterword: After neoliberalism: Which way capitalism? David Hursh

List of Contributors



“An extraordinary emancipatory work: bravely negotiating the globalized toxic ruins of neo-liberalism. This is a liberatory project that embraces building a more just and democratic social world, transforming the ashes of oppressive pedagogical practices into a universe of critical and creative revolutionary possibility.”–Karen Anijar, Professor Emeritus, Arizona State University

“This volume provides both a much-needed political and economic critique of the dominant neoliberal reforms in the economy and education, and a theoretical and pedagogical path towards a democratic society and schools. I commend the contributors for their intellectual and political courage.”–David Hursh, University of Rochester, and author of High-Stakes Testing and the Decline of Teaching and Learning

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