Mass Intellectuality of the Neoliberal State: Mass Higher Education, Public Professionalism, and State Effects in Chile

A new book by Nicolas Fleet

Palgrave Macmillan, 2021

Palgrave Studies on Global Policy and Critical Futures in Education

ISBN 978-3-030-77192-8

ISBN 978-3-030-77193-5 (eBook)

https://doi.org/10.1007/978-3-030-77193-5

From the Publisher:

This book engages with post-Marxist views on the productive and social transformations of post-industrial societies into cognitive capitalism. It provides extensive original analysis on the political roles that intellectual labour assumes in the post-bureaucratic organisation of the neoliberal state. It invigorates debates on state theory, cognitive capitalism, and student movements in Chile and Latin America.

In his book, Nicolas Fleet addresses the political effects of the massification of higher education and intellectual labor in the neoliberal state. Using the case of Chile, the author argues that public professionalism emerges in the mass university system, producing excesses of knowledge which infuse the state with political purpose at many levels. The emergence of the student movement in 2011, then the major social mobilization against the neoliberal state since the restoration of democracy in 1990, provided a clear manifestation of the politicization and ideological divisions of the mass university system. In conditions of mass intellectuality, public professionals mobilize their political affinities and links with society, eventually affecting the direction of state power, even against neoliberal policy. Through several interviews with academics, public professionals, and other documentary and statistical analyses, the book illustrates the different sites of political socialization and the ideological effectiveness of the emergent mass intellectuality of the neoliberal state.

Reviews:

“Fleet’s main contribution is to identify the key role played by a totally unexpected actor: a large mass of highly educated public servants, who are the product of the explosive expansion of education and for decades have also contested the neoliberal state from within.”

—Patricio Silva, Professor of Modern Latin American History, Leiden University, The Netherlands

“This highly original and readable study is going to re-invigorate debates on state theory and enliven current discourses on cognitive capitalism and the knowledge economy.  The author’s insightful investigation of the Chilean university student and secondary school student movements is eye-opening and vitally relevant to the current struggles in Chile and all of Latin America today.”

—Stefano Harney, Honorary Professor, Institute of Gender, Race, Sexuality and Social Justice, University of British Columbia, Canada

“Nicolas Fleet shows how a mass intelligentsia grew out of a segregated education system in the world’s only truly neoliberal state. His masterly account of the bureaucracy, of education and of the clientelistic party system, offers a highly original explanation of the explosions of youth protest that opened the way to an unprecedented national consensus for the refoundation of the state in a Constitutional Assembly.”
—David Lehmann, Emeritus Reader in Social Science and former Director of the Centre of Latin American Studies, University of Cambridge, UK

The Author:

Nicolas Fleet is Dean of Social, Legal and Economic Sciences at the Universidad Católica Silva Henríquez, Chile. He received his PhD in Sociology from the University of Cambridge, UK. His research focuses on political sociology and higher education.

For more information and Table of Contents, see: https://link.springer.com/book/10.1007/978-3-030-77193-5

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Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value

Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value

A new book by John Preston

New York: Routledge

https://doi.org/10.4324/9781003081654

eBook ISBN9781003081654

ABSTRACT

Using Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university.

Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies.

Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI’s role in Higher Education. It will be of interest to those working or researching in Higher Education.

The book is free to read on Creative Commons, @ https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003081654/artificial-intelligence-capitalist-university-john-preston

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THE FUNNELLING: HIGHER EDUCATION FOR LABOUR-POWER PRODUCTION IN THE SHADOW OF COVID-19

The Funnelling: Higher Education for Labour-power Production in the Shadow of Covid-19

This paper – recently published in The Journal for Critical Education Policy Studies – is now available at ResearchGate and Academia.

Abstract

This article explores how the UK Conservative Government’s Department for Education is taking advantage of the Covid-19 pandemic to restructure higher education in England towards labour-power production. There is nothing new in UK governments seeking to reshape higher education for labour-power development. But under cover of apparent concern for students’ well-being in the pandemic, the consequences for higher education institutions viewed as slacking or heel-dragging regarding their labour-power production drives have never been greater following the publication of Establishment of a Higher Education Restructuring Regime in Response to Covid-19 (DfE, 2020a): market exit and closure. The Great Interruption in labour-power production generated by Covid-19 can pose the question of whether we continue to assent to our labour-power being shaped for capital, or whether we redirect flows of labour-power development in directions of post-capitalist futures. 

Keywords: Covid-19, higher education, labour-power, educational restructuring, Great Interruption

@ ResearchGate: https://www.researchgate.net/publication/354723043_The_Funnelling_Higher_Education_for_Labour-power_Production_in_the_Shadow_of_Covid-19 and http://www.researchgate.net/profile/Glenn-Rikowski

@ Academia: https://www.academia.edu/53201438/The_Funnelling_Higher_Education_for_Labour_power_Production_in_the_Shadow_of_Covid_19 and http://independent.academia.edu/GlennRikowski

Glenn Rikowski

London

16 October 2021

The Student As Producer: How Do Revolutionary Teachers Teach?

Student As Producer

 

A forthcoming book by Mike Neary

Zer0 Books

31 July 2020

 

Student as Producer brings critical theory to life in a contribution to the dynamic, emerging genre of critical higher education studies.

It is for students and teachers who want to change the world through critical pedagogy and popular education.

 

Synopsis:

Mike Neary’s account finds itself set in a particular moment of time: between the student protests and urban riots that erupted in England in 2010-2011 and the 2017 General Election, during which students and young people played a significant role by protesting the politics of austerity and by supporting the politics of Corbynism. The revolutionary curriculum in this book is framed around unlearning the law of labour and the institutions through which the law of labour is enforced, including the capitalist university which, more and more, seeks growth and expansion for the sake of growth, neglecting the intellectual and educational needs of students in favour of the needs of the capitalist state.

Through thought experiments and reference to the work of the Soviet legal theorist, Evgeny Pashukanis, Student as Producer searches for solutions to how cooperatives might be brought about by a sense of common purpose and social defense. This is a practical, probing response to the ongoing assault on higher education by the social power of Money and the State. Mike Neary grounds his answers in a version of Marx’s social theory known as ‘a new reading of Marx’, as advanced by authors such as Werner Bonefeld and Moishe Postone. The theory is applied to various aspects of pedagogy, criminology, and political sociology to create a curricula for revolutionary teaching that will aid activists and those involved with co-operative movements who are seeking ways in which to engage critically with higher education.

 

To Pre-order The Student As Producer:

Paperback: 978-1-78904-238-2, £16.99 || $27.95

e-Book: 978-1-78904-239-9, £13.99 || $22.99

See: https://www.johnhuntpublishing.com/zer0-books/our-books/student-as-producer

 

***END***

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Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Mike Neary

Reviewing Our History and Making Plans: The Social Science Centre – Lincoln

Social Science Centre

REVIEWING OUR HISTORY AND MAKING PLANS

THE SOCIAL SCIENCE CENTRE

LINCOLN

Saturday 27th August 2016

10.00 – 4.00

St. Swithin’s Community Centre

Croft Street

Lincoln

LN2 5AZ

 

Location: https://goo.gl/5Q5NNl

St. Swithin’s Community Centre: http://www.stswithinscroftstreet.org.uk/

 

The Social Science Centre (SSC), Lincoln is hosting an event to look back at its activities since it was founded in 2011 and to make plans for its future.

 

10:00–12:00: SSC on Reflection, 2011–2016 (SSC members only)

 

A chance for all past and present members of the Social Science Centre to reflect on their experiences in the Centre, our activities, roads we have not taken, changes we should make and hopes for the future. Highlights to be shared with others later in the day.

 

12:30–1:30: Lunch (Public, everyone welcome)

 

Please join us for lunch!

 

1:30–4:00: Co-operative Higher Education in Lincoln (Public, all welcome)

 

Ideas and making plans for the term/year. It has already been suggested we run courses on Brexit and the co-operative movement in Lincoln and the UK

 

What is the SSC?

The SSC  organises higher education that explores the everyday experiences of its members – who are both students and teachers – through concepts and ideas developed in the social sciences. This includes making critical sense of social problems (like ‘austerity’, racism and nationalism or the privatisation of schools) and important local and global events like ‘Brexit’, learning how they affect us and how we might have an effect on them. Our past courses – The Social Science Imagination, Co-operation and Education, and Know How: Do-It-Ourselves Higher Education – all offered different approaches to this learning.

We are a co-operative organisation that is owned and run by our members. This means that we not only have an experience of higher education, but can decide together what this education should be, how it works and why it matters. All our members can help run the Centre by taking part in democratic decision-making processes and collective ownership and responsibility. No one pays for learning or gets paid for teaching at the SSC because we do not believe knowledge should be for sale. Members with financial means make small monthly contributions to the co-operative to pay for room hire and other running costs.

For more information about the SSC, visit our website: http://socialsciencecentre.org.uk

 

***END***

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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

 

Teaching for Democracy and Justice in an Age of Inequality

TEACHING FOR DEMOCRACY AND JUSTICE IN AN AGE OF INEQUALITY

THE ROUGE FORUM CONFERENCE – 2016

May 27-28, 2016

St Mary’s University

14500 Bannister Road SE Calgary, Alberta, Canada T2X 1Z4

 

Website: https://rougeforumconference.wordpress.com/2012/06/11/hello-world/

Location: St. Mary’s University [map]

 

Keynote: Adam Renner Education for Social Justice Memorial Lecture
E. Wayne Ross, University of British Columbia

 

Conference Program: https://rougeforumconference.files.wordpress.com/2016/05/rouge-forum-program.pdf

Registration: https://rougeforumconference.wordpress.com/rf-2014-registration/

Flyer for the Conference: https://rougeforumconference.files.wordpress.com/2016/05/rouge-forum-program.pdf

 

The Rouge Forum is a group of educators, students, and parents seeking a democratic society. We are concerned about questions like these: How can we teach against racism, national chauvinism and sexism in an increasingly authoritarian and undemocratic society? How can we gain enough real power to keep our ideals and still teach–or learn? Whose interests shall school serve in a society that is ever more unequal? We are both research and action oriented. We want to learn about equality, democracy and social justice as we simultaneously struggle to bring into practice our present understanding of what that is. We seek to build a caring inclusive community which understands that an injury to one is an injury to all. At the same time, our caring community is going to need to deal decisively with an opposition that is sometimes ruthless. We hope to demonstrate that the power necessary to win greater democracy will likely rise out of an organization that unites people in new ways–across union boundaries, across community lines, across the fences of race and sex/gender. We believe that good humor and friendships are a vital part of building this kind of organization, as important as theoretical clarity. Friendships allow us to understand that action always reveals errors–the key way we learn. We chose Brer Rabbit as a symbol to underline the good cheer that rightfully guides the struggle for justice. Every part of the world is our briar patch. We had modest success in defeating the standardized test, the MEAP, in Michigan. We work in faculty organizations and unions to deal with the racism and sexism in academia. We try to press forward questions of class size, curricular freedom, anti-racist pedagogy, real inclusion, and a just tax system. As part of the Whole Schooling Consortium, we have sponsored forums in the U.S., uniting hundreds of people for democracy and equality.

The Rouge Forum holds meetings on a regular basis at both local and national levels. The national conferences have been held on a more or less annual basis; all meetings are action-oriented and the national conferences usually include workshops for teachers and students; panel discussions; community-building and cultural events; as well as academic presentations. Many prominent voices for democracy and critical pedagogy have participated in Rouge Forum meetings. On its website you’ll find the latest information about upcoming Rouge Forum meetings and conferences as well information on past conferences, including abstracts, papers, and videos.

***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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

 

Avant-Garde Pedagogies Conference

AVANT-GARDE PEDAGOGIES

Higher Education and Theory (HEAT) Network

The Institute for Modern and Contemporary Culture, and

The Philosophy of Education Research Centre, University of Winchester  

 

At: University of Westminster, London

309 Regent Street, London , W1B 2HW – View Map

8^th and 9^th July, 2016

 

CONFERENCE SCHEDULE

To book your seat for the Avant-Garde Pedagogies conference, please follow this link: Book Now!

 

Schedule (tbc)

 

FRIDAY 8TH JULY 2016

1.15pm – Registration (Foyer, 309 Regent Street)

1.30pm – Panel 1 (Room UG04)

–          Michael Kindellan, University of Sheffield, ‘Charles Olson’s pedagogical poetics’

–          Alan Golding, University of Louisville, ‘“Poetic Ambition on the Semester System”: Ezra Pound’s Avant-Gardism and Teaching Institutions’

2.45pm – Break (Room 209)

3.00pm – Panel 2 (Room UG04)

–          Kerstin Stutterheim, Bournemouth University, ‘Die Idee der Methode: Walter Gropius and the Bauhaus pedagogy’

–          Allan Parsons, University of Westminster, ‘You are Here Now: Design is (not) Dasein’

4.15pm – Break (Room 209)

4.30pm – Panel 3 (Room UG04)

–          Emile Bojesen, University of Winchester, tbc

–          Aislinn O’Donnell, Mary Immaculate College, University of Limerick, ‘How Things Teach Us: Experience and Experimentation in Spinoza’

5.45pm – Drinks reception (Foyer, 309 Regent Street)

 

SATURDAY 9TH JULY 2016

10.00am – Registration (Foyer, 309 Regent Street)

10.15am – Panel 4 (Room UG04)

–          Zlatina Nikolova, Royal Holloway, ‘Development of the Self: Women’s education in Bryher’s Early Prose’

–          Maria Teresa Cruz, New University of Libson (NOVA), ‘Avant-garde and Experimentation in the Age of Hyper Industrialization of Culture’

11.30am – Break (Room 209)

11.45am – Panel 5 (Room UG04)

–          Richard Miles, Leeds College of Art, ‘The School of the Damned: Autonomous Art education and the University Struggles’

–          David Blacker, University of Delaware, ‘The formula of inhumanity: moral challenge and neoliberal nihilism’

1.00pm – Lunch

2.00pm – Panel 6 (Room UG04)

–          Hannah Proctor, Birkbeck, University of London, tbc

–          Steven Cranfield, University of Westminster, ‘“Battles for the mind”: military psychiatry and pedagogic innovation in the ‘Cambridge English’ School

3.15pm – Break (Room 209)

3.30pm – Panel 7 (Room UG04)

–          Alys Moody, Macquarie University, ‘Learning with Brecht and Coetzee’

–          Gary Peters, York St John University, ‘The Music Teacher: The Pedagogy(s) of 20th Century Avant-garde Music’

4.45pm – Coffee Break (Room 209)

5.00pm – Panel 8 (Room UG04)

–          Peter Roberts, University of Canterbury, NZ, ‘Doubt, Despair and Education’

–          Closing Remarks

6.15pm – Conference Ends

 

Registration: https://www.eventbrite.co.uk/e/avant-garde-pedagogies-tickets-25238609360

 

***END***

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Posted here by Glenn Rikowski

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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

PhD Scholarships @ Kingston University London

Kingston University

PhD SCHOLARSHIPS @ KINGSTON UNIVERSITY LONDON

Kingston University London is advertising ten PhD scholarship across the entire university, these are likely to be highly competitive. The scholarships covers a living allowance and UK/EU fees. Deadline is 18th March 2016

More information of the scholarship and the application can be found here: http://www.kingston.ac.uk/research/research-degrees/funding/phd-studentships-2016/

Kingston University is a centre for non-mainstream economics and Political Economy research and has an active Political Economy Research Group (PERG http://fass.kingston.ac.uk/research/perg/). PERG is encouraging applications in all fields of heterodox economics and Political Economy, with particular interest in Post Keynesian and Marxist approaches, and on issues like financialisation, financial instability, stock flow consistent modelling, distribution and growth, development. Interested applicants are welcome to send draft proposal to potential supervisors for comments.

The Economics’ department guidance of PhD applications (that’s general information, not specific to these scholarships) can be found at http://fass.kingston.ac.uk/downloads/research-guidelines-economics.pdf

 

Political Economy Research Group (PERG)

The Political Economy approach highlights the role of effective demand, institutions and social conflict in economic analysis and thereby builds on Austrian, Institutionalist, Keynesian and Marxist traditions. Economic processes are perceived to be embedded in social relations that must be analysed in the context of historical considerations, power relations and social norms. As a consequence, a broad range of methodological approaches is employed, and cooperation with other disciplines, including history, law, sociology and other social sciences, is necessary. (http://fass.kingston.ac.uk/research/perg and https://www.facebook.com/PERGKingston )

MA Political Economy http://www.kingston.ac.uk/postgraduate-course/political-economy-ma/

MA Economics (Political Economy) http://www.kingston.ac.uk/postgraduate-course/economics-political-economy-ma/

MA International Politics and Economics http://www.kingston.ac.uk/postgraduate-course/international-politics-economics-ma/

MA Philosophy and Political Economy http://www.kingston.ac.uk/postgraduate-course/philosophy-political-economy-ma/

 

First Published in http://www.historicalmaterialism.org/news/distributed/phd-scholarships

 

***END***

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Posted here by Glenn Rikowski

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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

Education, Time-Poverty and Well-Being

Time

EDUCATION, TIME-POVERTY AND WELL-BEING

Philosophy of Education Society of Great Britain

London Branch

Professor John White (UCL Institute of Education) will speak on:

Education, time-poverty and well-being
Wednesday 17 February
Institute of Education, UCL, 20 Bedford Way
Room 903
5:30-7:15

All are welcome.

 

Paper is attached at: here.

https://gallery.mailchimp.com/884bd4ab8bd9964e2855c7409/files/IOE_seminar_J_White_time_poverty_FNL.pdf

Inquiries: sun.yun.14@ucl.ac.uk

Abstract: This paper will present a critical discussion of ‘objective list’ well-being goods, related to the current aims of the English National Curriculum and to problems of time-poverty in the population.

 

***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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

Educational Technology and Social Justice

EDUCATIONAL TECHNOLOGY AND SOCIAL JUSTICE

The SoJo Journal: Educational Foundations and Social Justice

Call for Papers

Special Issue on Educational Technology and Social Justice

The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for a special issue on educational technology and social justice.

The relationship between educational technology and social justice is an abundant and important conversation in educational literature, particularly in critical scholarship, where the perpetuation through technology of social reproduction, authoritarianism, the neo-liberal agenda, and environmental atrocities are exposed and interrogated.  For this special issue, we invite contributions that may incorporate but also move beyond such critiques to explore how educational technology is or can be utilized toward social justice goals.  These goals may include liberation, transformation, experiencing voice, and recognizing as well as challenging dominant discourses, hegemonic constructs, and oppressive conditions.

Contributors may consider questions including:

• What is the meaning of social justice in relation to educational technology?
• How do these two concepts intersect in current educational research and practice?
• How is educational technology being utilized by teachers, teacher-educators, students, and researchers to achieve social justice aims?
• What is required for technology to disrupt social conditions for marginalized individuals and groups?
• What do educational administrators and policymakers need to do to contribute to these changes?

 

Manuscripts for publication consideration for this special issue should address the journal’s mission: to prepare and influence bold, socially responsible leaders who will transform the world of schooling.  Submissions for this issue may include research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word.
Submissions should be submitted electronically via email by attachment by April 30, 2016 to SoJo Associate Editor, Julie Ficarra: jmficarr@syr.edu.

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

 

***END***

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Posted here by Glenn Rikowski

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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

The SoJo Journal: Call for Papers – Issue #3

THE SOJO JOURNAL: EDUCATIONAL FOUNDATIONS AND SOCIAL JUSTICE EDUCATION

Call for Papers: The SoJo Journal Issue #3
The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for its third issue.

The journal welcomes manuscripts that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

 

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word.

 
Submission Guidelines

Manuscripts for publication consideration for the third issue should be submitted electronically via email by attachment by April 30, 2016 to SoJo Associate Editor, Julie Ficarra at jmficarr@syr.edu.

 

Journal Contact

 

Bradley J. Porfilio

Editor-In-Chief

The SoJo Journal: Educational Foundations and Social Justice Education

California State University, East Bay

25800 Carlos Bee Blvd, Hayward, CA 94542

Phone: 609-339-5011

Email: bradley.porfilio@csueastbay.edu

 

Julie M. Ficarra
Associate Editor

Cultural Foundations of Education
Syracuse University

Email: jmficarr@syr.edu

 

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

 

***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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Transhumanist Education, Politics, and Design

TRANSHUMANIST EDUCATION, POLITICS, AND DESIGN

Call for Papers

“Transhumanist Education, Politics, and Design”

Confero: Essays on Education, Philosophy and Politics

For this special issue on ‘Transhumanist Education, Politics, and Design’, we welcome contributions from scholars with various disciplinary backgrounds to debate transhumanistic issues in relation to education, politics, and design.

In the soon to come future, technological revolutions are likely to change future societies, bodies and minds in more far-reaching ways than ever before history.

Transhumanism can be described as ‘a new paradigm for thinking about humankind’s future’ (World Transhumanist Association). Transhumanism is a philosophy, a cultural movement and a growing field of study. More specifically, transhumanism is the belief in morphological freedom and the aspiration to enhance human abilities and attributes and thereby transcend human biological limits.

This special issue of Confero encourages contributions that approach and analyse transhumanism transhumanism in relation to education, politics, and design.

 

Topics suitable for this special issue could include, but are not limited to, the following:

• Transhumanism, corporeality and (un)learning
• Transhumanism and disease(s)
• Transhumanism and monstrosity
• Transhumanism and citizenship
• Transhumanism and surveillance
• Transhumanism and cognitive science
• Transhumanism and values (social, economical, ethical, juridical, environmental, moral, instrumental, utilitarian, hedonic etc.)
• Transhumanism and intersectionality (e.g. race, sexuality, gender, ethnicity, able-bodied, crip)
• Human enhancement, prosthesis and extension
• Morphological freedom
• Educating the transhuman
• Queering transhumanism
• Transhumanism and speed
• Transhumanist design
• Definitions, practices and consequences of transhumanism (e.g. bio-hacking and DIY citizenship)
• A battle for/of the anthropocene? Posthumanism vs. transhumanism
• Transhumanism as subversive power

 

Notes for Contributors

We encourage authors to use the Oxford referencing system. To give the essay form and improve its readability, we ask that the essay has a clearly defined topic or theme that is laid out in the introduction of the piece. We also encourage the writer to divide the text into sections, using headings to promote its readability. Authors are encouraged to refrain from selfreferences. The text should be proofread before submission. The journal applies double-blind peer review. Authors will also be invited to review papers for this special issue. Guest editors for this special issue are Mattias Arvola (Linköping University), Lina Rahm (Linköping University), and Jörgen Skågeby (Stockholm university).

The editorial group can be reached at confero@liu.se. A first full draft of the essay should be sent toconfero@liu.se on or before 1 April 2016. The subject line of the submission should read “Submission for SI on transhumanism”.

For further information and instructions, please visit our homepage: http://www.confero.ep.liu.se

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‘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

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Volumizer: http://glennrikowski.blogspot.com

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

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/