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Glenn Rikowski

Glenn Rikowski

SILENCE ON THE WOLVES: WHAT IS ABSENT IN NEW LABOUR’S FIVE YEAR STRATEGY FOR EDUCATION

My paper Silence on the Wolves: What is Absent in New Labour’s Five Year Strategy for Education – is now on Academia.

Although some of the content might seem dated, the business takeover of schools in England goes on apace. This is what the paper is really about; it is not just a narrow ‘education policy’ critique. Furthermore, there is some analysis of human capital theory, labour power and employers’ labour power needs in section 3 of the paper. Those interested in Marxist analyses of education will find the paper of interest over-and-above any education policy concerns.

Silence on the Wolves is available at: https://www.academia.edu/9150947/Silence_on_the_Wolves_What_is_Absent_in_New_Labours_Five_Year_Strategy_for_Education

 

Reference:

Rikowski, G. (2005) Silence on the Wolves: What is Absent in New Labour’s Five Year Strategy for Education, University of Brighton, Education Research Centre, Occasional Paper, May 2005, online at: https://www.academia.edu/9150947/Silence_on_the_Wolves_What_is_Absent_in_New_Labours_Five_Year_Strategy_for_Education

 

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

Capitorg

Capitorg

HEATHWOOD PRESS REPUBLISHES ‘CAPITORG’

The Heathwood Institute has republished my paper ‘Capitorg: Education and the Constitution of the Human in Contemporary Society’ through their Heathwood Press website.

I originally presented the paper to the Praxis & Pedagogy Group in The Graduate School of Creative Arts & Media, Dublin, on 23rd May 2011. See: http://www.heathwoodpress.com/capitorg-education-and-the-constitution-of-the-human-in-contemporary-society/

Further details on the paper can be found at: https://rikowski.wordpress.com/2011/09/08/capitorg-education-and-the-constitution-of-the-human-in-capitalist-society/

Heathwood Institute & Press: http://www.heathwoodpress.com/

Glenn Rikowski

London, 12th June 2013

**END**

Heathwood Press

Heathwood Press

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

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

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

Glenn Rikowski

Glenn Rikowski

Clive Harber

EDUCATION, DEMOCRACY AND DEVELOPMENT

Education, Democracy and Development: Does education contribute to democratisation in developing countries?

A new book by CLIVE HARBER & VUSI MNCUBE

Symposium Books

2012 paperback 190 pages US$48.00
ISBN 978-1-873927-71-7

 
DUE IN STOCK OCTOBER 22  

Click here to view further information and to order this book

Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.  

Contents

Preface

CHAPTER 1 Politics, Democracy and Political Development
Politics and Democracy; The Idea of Development; Political Development Theory; Democracy as Development; Conclusion

CHAPTER 2 Education, Democracy and Political Development
Education and Politics; Education and Democracy; Education and Democracy: is there any evidence?; Conclusion

CHAPTER 3 Education for Democracy?
Introduction; What Does a Democratic School Look Like?; India: Neel Bagh School and Sumavanam School; Ecuador: the Pestalozzi School; UNICEF Child Friendly Schools; Education Policy; Leadership, Management and Pupil Voice in Decision-Making in Schools; Curriculum, Learning and Teaching; Teacher Education and Professional Identity; Initial Teacher Education; In-service Teacher Education; Action Research and Reflective Practice in In-service Teacher Education; Taught Programmes in Education for Democratic Citizenship; Assessment; School Inspection: a case study; Conclusion

CHAPTER 4 Obstacles to Greater Democracy in Education
Introduction; The Bureaucratic Legacy in Schools in Developing Countries; The Authoritarian Legacy; Whole School Organisation, Ethos and Culture; School Discipline and Corporal Punishment; Classroom Methods and Assessment; Teacher Education; Politics, Resources and Culture; Conclusion

CHAPTER 5 The Roles of Education in Relation to Political Development: South Africa as a case study
Introduction: development goals for education in post-apartheid South Africa; Modernisation or Disorganisation?; Democracy and Peace or Authoritarianism and Violence?; A Democratic Curriculum?; Democratic Structures: school governing bodies; Continuing Non-Democratic Features of South African Education; Contradictions and Tensions in Post-apartheid Education and Development; Conclusion

CHAPTER 6 Democratic Educational Change?

References; Notes on the authors

 

Related titles

Languages and Education in Africa: a comparative and transdisciplinary analysis BIRGIT BROCK-UTNE & INGSE SKATTUM

Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya MICHAEL CROSSLEY, ANDREW HERRIOT, JUDITH WAUDO, MIRIAM MWIROTSI, KEITH HOLMES & MAGDALLEN JUMA

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

State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER

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

Globalisation, Enterprise and Knowledge: education, training and development in Africa KENNETH KING & SIMON McGRATH

Developing Schools for Democracy in Europe: an example of trans-European co-operation in education JOHN SAYER

Learning Democracy and Citizenship: international experiences MICHELE SCHWEISFURTH & LYNN DAVIES, CLIVE HARBER

Teachers, Democratisation and Educational Reform in Russia and South Africa MICHELE SCHWEISFURTH

Political and Citizenship Education: international perspectives STEPHANIE WILDE

 

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Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

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

 

Glenn Rikowski

INTERNATIONAL PROFESSIONAL DEVELOPMENT ASSOCIATION CONFERENCE 2011
 
 
IPDA 2011 International Conference

Aston Conference Centre, Aston University, Birmingham, UK

Learning: a Public Good or a Private Commodity?

November 25th – 26th 2011

Welcome to the professional development conference of the year. We are in Birmingham UK again for two days of stimulating debate, high quality research reports, critical discussion and to share ideas, issues and concerns with colleagues from many countries.

Our conference title reflects widespread international interest in discussing the values and purposes of individuals and organisations involved in professional formation and learning at a time of shifting ideologies and value change.

The conference aims to develop a culture of openness, trust and critical friendship amongst IPDA members. Our international keynote speakers will address the conference themes and participants will have the opportunity to follow up issues and challenges in workshops and roundtable discussions.

By the end of the conference we intend to have reportable outcomes that can be developed and acted upon through regional seminars, website interaction and personal networking.

Conference sub themes are:

• The nature and role of learning communities

• Teaching schools: Implications for CPD

• Top Down or Bottom Up? The policy/practice interface

• Values, CPD and the concepts of effectiveness and sustained improvement

• The role of Higher Education in CPD

IPDA 2011 Conference Programme

Friday 26th November

0930- 1000: Registration

1000- 1005: Welcome by IPDA Chair, Cliff Jones

1005- 1100: Formal Opening of Conference and First Keynote Address

Glenn Rikowski, Senior Lecturer, University of Northampton *

Session Chair: Helen Mitchell

 

1100- 1130: Coffee/Tea Break

1130- 1300: Research Papers: Session 1

1300- 1400: Lunch

1400- 1445: Second Keynote Address

Tony Finn, Chief Executive of the General Teaching Council for Scotland

Session Chair: Jim O’Brien

1445-1530: Round Table Responses

1530-1600: Coffee/Tea Break

1600-1700: Research Papers: Session 2

1700-1800: The IPDA Trial

This year the charge is: ‘Educators stand accused of forgetting that they are shaping the values of society’

1930: Conference Dinner followed by presentation of IPDA Prizes & Fellowships

 

Saturday 26th November 2011

0915- 1000: Third Keynote Address

Jackie Main, Director of Learning and Development, Kaplan International Colleges

Session Chair: Cliff Jones

1000 – 1030: Keynote related Workshop

1030- 1100: Coffee/Tea Break

1100–1200: Research Papers: Session 3

1200–1330: Research Papers and Workshops: Session 4

1330-1415: Lunch

1415-1515: Parallel Seminars

Share your research with your peers and a panel of experts and receive constructive responses

How to Get Published Seminar offered by Members of the PDiE Editorial Board

‘Bring us your research issues/problems’ Seminar with Kit Field & Roger Levy

 

1515: Close of Conference: Professor Ken Jones, IPDA President

 

IPDA: http://www.ipda.org.uk/

IPDA 2011 International Conference: http://www.ipda.org.uk/conferences.html

 

END                                     

* I shall speak to the title of ‘Higher Education in Crises of Capital and Labour’. This will be part of my ‘comeback tour’. For three years (since my Rhodes paper in June 2008), I did not write anything substantial or speak in public (apart from my father’s eulogy, and, of course, lectures / seminars with my own students): no conferences, no papers, articles etc. of note – I just wrote blogs in the form of adverts for events I did not attend, but supported and thought interesting and worthwhile. I performed a service.

The first part of my ‘comeback tour’ was my talk on ‘Capitorg: Education and the Constitution of the Human in Contemporary Society’, at the Graduate School of Creative Arts and Media (GradCAM) in Dublin, on 25th May 2011.

See https://rikowski.wordpress.com/2011/05/23/capitorg-education-and-the-constitution-of-the-human-in-contemporary-society-glenn-rikowski/ and http://www.gradcam.ie/glenn_rikowski.pdf   

 

Glenn Rikowski

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

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

Education

IRELAND INTERNATIONAL CONFERENCE ON EDUCATION (IICE 2011)

CALL FOR PAPERS

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Ireland International Conference on Education (IICE-2011)
October 3-5, 2011, Dublin, Ireland (www.iicedu.org)
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The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education.

The IICE promotes collaborative excellence between academicians and professionals from Education.

The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE 2011 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

The topics in IICE-2011 include but are not confined to the following areas:

*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Competitive Skills
*Continuing Education
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*E-Manufacturing
*ESL/TESL
*E-Society
*Geographical Education
*Geographic information systems
*Health Education
*Higher Education
*History
*Home Education
*Human Computer Interaction
*Human Resource Development
*Indigenous Education
*ICT Education
*Internet technologies
*Imaginative Education
*Kinesiology & Leisure Science
*K12
*Language Education
*Mathematics Education
*Mobile Applications
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Reading Education
*Writing Education
*Religion and Education Studies
*Research Assessment Exercise (RAE)
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*Ubiquitous Computing
*Virtual Reality
*Wireless applications
*Other Areas of Education

 

Important Dates:

*Extended Abstract (Work in Progress) Submission Date: June 15, 2011 
*Research Paper, Student Paper, Case Study, Report Submission Date: June 30, 2011
*Proposal for Workshops: July 15, 2011 
*Notification of Workshop Acceptance/Rejection: July 20, 2011 
*Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: June 25, 2011
*Notification of Research Paper, Student Paper, Case Study, Report Acceptance /Rejection: June 25, 2011
*Camera Ready Paper Due: July 10, 2011
*Early Bird Registration Deadline (Authors and Participants): June 1, 2011- July 31, 2011 
*Late Bird Registration Deadline (Authors and Participants): July 31, 2011 – September 15, 2011
*Conference Dates: October 03-05, 2011

 
For further information please visit IICE-2011 at www.iicedu.org

 

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

Capitorg

CAPITORG: EDUCATION AND THE CONSTITUTION OF THE HUMAN IN CONTEMPORARY SOCIETY – GLENN RIKOWSKI

The Praxis and Pedagogy Group of GradCAM present:

Glenn Rikowski

“Capitorg: Education and the Constitution of the Human in Contemporary Society”

Wednesday May 25th 2011

6.00 – 8.00pm

Henry Clarke Room, NCAD, 100 Thomas Street, Dublin

Our lives are increasingly constrained by the social relations that capital coordinates. The educational discourse of neoliberalism; promoting literacy for job opportunities, economic advancement, and individual success are of paramount importance to producing human capital rather than human beings. Neoliberal literacy includes training students and workers to accept “a new work discipline” and conditioning their will to maximise the accumulation of capital and wealth. As students increase their marketability, they are “always already shaped by the labyrinthine circuits of capitalist desire” (Peter McLaren and Ramin Farahmandpur, 2002)

We not just learning, teaching, and living in neoliberal capitalist societies, but are becoming “a new life-form: human-capital” through “the capitalization of humanity” (Glenn Rikowski, 2002).

Flyer for the event: http://www.gradcam.ie/glenn_rikowski.pdf

The Capitorg: http://www.ccfi.educ.ubc.ca/publication/insights/v10n02/html/kim/kim.html (Many thanks to Soowook Kim: Glenn)

Dr. Glenn Rikowski is a Senior Lecturer in Education Studies in the School of Education at the University of Northampton

Now is the time to ask questions.

Graduate School of Creative Arts and Media, Dublin: http://www.gradcam.ie

Glenn Rikowski

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

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

No Future

CENTRE FOR THE STUDY OF EDUCATION AND WORK – UPDATE 3rd JANUARY 2011

EVENTS

SOCIAL ECONOMY CENTRE 2010-2011 WORKSHOP SERIES

January: Marketing in Non-Profit and other Social Purpose Organizations with Sharon Wood and Trish Krauss, The Belmont Group

Friday, January 28, 2011
9:30 am – 4:00 pm
Ontario Institute for Studies in Education, Room 5-240
252 Bloor Street West, Toronto (St. George subway station)

Cost: $140 + HST. Each additional participant from the same organization will receive a $15 discount, as will those who register for more than one workshop. Student rate available.
Refreshments, coffee & tea served,  but lunch not provided.

To Register:  Access the online registration form at http://www.surveymonkey.com/s/FY65KMM, or contact Lisa White at secworkshops@gmail.com, or 416-978-0022
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FREE SCREENING OF ‘WHY WE FIGHT’

January 7, 2011
7:30 – 9:30pm
Centre of Gravity
1300 Gerrard St. East, Toronto

You are invited to a free screening of the film, ‘Why We Fight’ – which deals with the concept and escalation of the ‘military-industrial complex,’ generally, and that phenomenon in the U.S. more particularly.

Helping us through discussions of issues associated with this film will be Dr. Peter Langille, PhD in Peace Studies from the University of Bradford, Advisor to the UN and other governments about issues of international peacekeeping. Dr. Langille also has authored several books, including Changing the Guard: Canada’s Defence in a World in Transition.

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CONFERENCE –  BUILDING THE WORKING CLASS MOVEMENT

January 29 – 30
Ryerson Student Centre – Oakham House
63 Gould Street, Toronto

The Labour Committee of the Greater Toronto Workers Assembly (GTWA) is organizing a conference where activists can come together to talk about the attacks on the working-class in every dimension of our lives, reframe the public discussion and launch a united activist network of workers from all sectors, unions and precarious workers, new immigrants and non-unionized workers to mobilize a new kind of working class movement. 

The conference is a chance to come together to build the fight-back we’ve all been waiting for, but which will never happen unless we make it happen. We need a new kind of fighting working-class movement – a movement that builds across workplaces, communities and unions and the non-unionized majority of the working class.

Registrations are now open! Please visit our website for more details and to register: http://www.workersassembly.ca/callout2011.

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SEMINAR – COMMUNITY INVOLVEMENT IN SEX WORK RESEARCH

January 5
10:00 am – 12:00 noon
208N – North House, Munk School, 1 Devonshire Place, University of Toronto

Speaker: Emily van der Meulen (Lupina Post-Doctoral Fellow)

Sponsored by Comparative Program on Health and Society

Register online at: http://webapp.mcis.utoronto.ca/EventDetails.aspx?eventid=9330

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WORKSHOP –  PARTICIPATORY ACTION RESEARCH USING A SOCIAL ANALYSIS SYSTEMS [SAS2] APPROACH

February 8 – 10, 2011
80 Hayden Street (Bloor and Yonge Streets)
Toronto

Carleton University and PWRDF are pleased to offer a SAS2 Introductory Workshop.

In the workshop you can expect:

* Three days of hands-on learning using Participatory Action Research
* Tools for group-based inquiry and problem-solving
* Time to work on issues and problems that matter to you
* A chance to appreciate and acquire the skills to adapt SAS2 to your context
* Engaging and fun approaches designed to make SAS2 easy to grasp, and even easier to use.

For more information on the workshop click here: http://sas2dialogue.com/SAS2training.html

For information on the SAS2 approach to Participatory Action Research see: http://sas2.net

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NEWS & VIEWS

2011: CALLING TIME ON CAPITALISM

by Richard Wolff, guardian.co.uk

Recent decades have seen a massive redistribution of wealth, imposing the cost of successive crises on the poorest. Enough!

Read more: http://readersupportednews.org/off-site-opinion-section/83-83/4461-2011-calling-time-on-capitalism

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EQUALITY, A TRUE SOUL FOOD

by Nicholas D. Kristof, New York Times

John Steinbeck observed that “a sad soul can kill you quicker, far quicker, than a germ.”

That insight, now confirmed by epidemiological studies, is worth bearing in mind at a time of such polarizing inequality that the wealthiest 1 percent of Americans possess a greater collective net worth than the bottom 90 percent.

Read more: http://www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=1&ref=opinion

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NEW PENSION PLAN JUST ANOTHER LUMP OF COAL

by Ish Theilheimer, Straight Goods

Canada is facing a crisis of seniors’ poverty as millions of Baby Boomers retire from, get forced out of, or simply lose their work. Most privately employed and self-employed Canadians don’t have pensions or adequate savings to retire in security. Adding to the number of seniors in poverty, pensioners from companies like Mitel have seen their pension plans consumed as their companies folded, leaving them with nothing but public benefits.

Read more: http://www.straightgoods.ca/2010/ViewArticle.cfm?Ref=1071&Cookies=yes

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ONTARIO ACADEMIC LIBRARIANS CONCERNED ABOUT SEVERE BUDGET CUTS

Ontario’s university libraries appear to be bearing a sizeable share of the cuts as universities grapple with budget cutbacks. A new report, based on a questionnaire sent to Ontario’s academic librarians, describes widespread staffing reductions, neglect of library collections, and delays in technology investments.

“Ontario’s academic librarians are at the forefront of supporting students and faculty in their research and teaching, tending to extensive collections, and introducing new technology advances to keep up with the demands of the digital world,” said Constance Adamson, an academic librarian at Queen’s University and vice-president of Ontario Confederation of University Faculty Associations (OCUFA).

Read more: http://www.newswire.ca/en/releases/archive/December2010/06/c2731.html

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LOOKING INTO THE CRYSTAL BALL: 2011 PREDICTIONS FROM THE CCPA

by rabble.ca

Happy new year rabble readers! As we round out another decade, thoughts turn to the future, and our partners at the The Canadian Centre for Policy Alternatives have weighed in on the issues facing Canada in the years ahead. They flag the economy, social unrest, drift, democracy, dirty oil and corporate Canada as things to watch in 2011 and beyond.

Read more: http://rabble.ca/news/2011/01/looking-crystal-ball-2011-predictions-ccpa

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PUBLIC SECTOR UNIONS AND THE CONSULTATIONS FOR AUSTERITY

by Jordy Cummings and Patrick D. LeGay, The Bullet

Nearly six months have gone since the G20 Summit in Toronto when we supposedly entered what some have referred to as “permanent austerity” – the “new normal” of capitalist social relations. Whilst using the significant resources of the state to inject liquidity into markets and ensure corporate and banking profits, ruling classes simultaneously are cutting public services across the board, imposing user fees and letting public transit rot, and, in the specific case at hand, kicking labour’s ass while convincing the public bureaucracy that there is no alternative.

Read more: http://www.socialistproject.ca/bullet/446.php

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ONLINE JOURNAL ARTICLES

Changing the Climate: Ecoliberalism, Green New Dealism, and the Struggle Over Green Jobs in Canada
James Patrick Nugent
Labor Studies Journal published 28 December 2010
http://lsj.sagepub.com/cgi/content/abstract/0160449X10392528v1

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“The Very Model of Modern Urban Decay”: Outsiders’ Narratives of Industry and Urban Decline in Gary, Indiana
S. Paul O’Hara
Journal of Urban History published 30 December 2010
http://juh.sagepub.com/cgi/content/abstract/0096144210391613v1

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The Connection Between Latino Ethnic Identity and Adult Experiences
Vasti Torres, Sylvia Martinez, Lisa D. Wallace, Christianne I. Medrano,
Andrea L. Robledo, and Ebelia Hernandez
Adult Education Quarterly published 29 December 2010
http://aeq.sagepub.com/cgi/content/abstract/0741713610392765v1

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Occupations, Human Capital and Skills
Alec Levenson and Cindy Zoghi
Journal of Labor Research
Volume 31, Number 4, 365-386
http://www.springerlink.com/content/74h65v565218v535/

(END)

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ABOUT CSEW (CENTRE FOR THE STUDY OF EDUCATION & WORK, OISE/UT):

Head: Peter Sawchuk
Co-ordinator: D’Arcy Martin

The Centre for the Study of Education and Work (CSEW) brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work.

Our major project is APCOL: Anti-Poverty Community Organizing and Learning. This five-year project (2009-2013), funded by SSHRC-CURA, brings academics and activists together in a collaborative effort to evaluate how organizations approach issues and campaigns and use popular education.

For more information about CSEW, visit: http://www.csew.ca

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

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

Volumizer: http://glennrikowski.blogspot.com

Every Child Scatters

POLICY FUTURES IN EDUCATION: VOLUME 8 NUMBER 6 (2010)

POLICY FUTURES IN EDUCATION
Volume 8 Number 6 2010, ISSN 1478-2103

Now available at: http://www.wwwords.co.uk/pfie/content/pdfs/8/issue8_6.asp

CONTENTS:

Hyun-jun Joo, Beom-ho Oh & Chung-il Yun. An Analysis of the Relationship Between the Quantity and Quality of Education: focusing on Korea and OECD countries

Ariful Haq Kabir. Neoliberal Policy in the Higher Education Sector in Bangladesh: autonomy of public universities and the role of the state

Zane Ma Rhea. Transmorphosis: negotiating discontinuities in academic work

Paul Miller & Gertrude Shotte. Franchising Education: challenges and opportunities for coping with the economic recession and the provision of higher education in the United Kingdom

Doug Morris. Present Nightmares and Realizable Futures

Matteo Pasquinelli. The Ideology of Free Culture and the Grammar of Sabotage

Helena Pedersen. Education Policymaking for Social Change: a post-humanist intervention

Gabriela Walker. Building ‘Special Capital’ for Entrepreneurial Development: special populations as human capital in the context of global development

OCCASIONAL THOUGHTS:

Henry A. Giroux. In Defense of Public School Teachers in a Time of Crisis

Henry A. Giroux. Rethinking Education as the Practice of Freedom: Paulo Freire and the promise of critical pedagogy

BOOK REVIEW:

Why Foucault? New Directions in Educational Research (Michael A. Peters & Tina [A.C.] Besley, Eds), reviewed by Namrata

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

PERSONAL SUBSCRIPTION (single user access). Subscription to the 2011 issues (this includes full access to ALL BACK NUMBERS including those of Volume 8, Numbers 1-6, 2010) is available to individuals at a cost of US$54.00.  If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribePFIE.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; full details for libraries can be found at www.symposium-journals.co.uk/prices.html

For all editorial matters, including articles offered for publication, please contact Professor Michael A. Peters (mpet001@illinois.edu).

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

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

Rikowski, Ruth (2003) Value – the Life Blood of Capitalism: knowledge is the current key, Policy Futures in Education, Vol.1 No.1, pp.160-178: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=1&issue=1&year=2003&article=9_Rikowski_PFIE_1_1&id=195.93.21.68

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=2&issue=3&year=2004&article=10_Rikowski_PFEO_2_3-4_web&id=195.93.21.71

Rikowski, Ruth (2006) A Marxist Analysis of the World Trade Organisation’s Agreement on Trade-Related Aspects of Intellectual Property Rights, Policy Futures in Education, Vol.4 No.4: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=4&issue=4&year=2006&article=7_Rikowski_PFIE_4_4_web&id=205.188.117.66

 Rikowski, Ruth (2008) Review Essay: ‘On Marx: An introduction to the revolutionary intellect of Karl Marx’, by Paula Allman, Policy Futures in Education, Vol.6 No.5, pp.653-661: http://www.wwwords.co.uk/pdf/validate.asp?j=pfie&vol=6&issue=5&year=2008&article=11_Rikowski_PFIE_6_5_web

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Capitalist Crisis

THE UNIVERSITY OF FINANCE

Business and management theorists have so far responded to the financial crisis by centring on the notion of finance as an object of study. The inference here has been that the responsibility for the crisis lies with the flaws of individual managers, and, consequentially, that a sprinkling of Business Ethics (Wayne, 2009) and/or Critique (Currie et al, 2010) to the MBA curriculum is a suitable panacea for the recent excesses. From this we get the characterisation of the crisis as a product of individual misbehaviours in the financial sector: a regression onto the already decisively discredited “bad apple” thesis (e.g. Bakan, 2005). A different but related set of responses has sought to de-emphasize this traditional role of the business school as handmaiden to capitalism and thereby widen the curriculum to include politics, philosophy and cultural studies (e.g. HBR, 2009; Schmidt, 2008).

The questions raised in this special issue attempt to push the debate within the university in general, and the business school in particular, on from this concern with finance as an object of study and on towards a concern with finance as a condition of study. This focus upon the notion of finance as condition of study considers the various ways in which students and teachers alike have long been induced to view study through a purely financial logic: as surplus value without underlying production, as “knowledge transfer” without work. Within this special issue, our contributors therefore consider not so much how the curriculum might be changed in light of the crisis. Instead, they consider how the very study of finance as a condition of study might itself form the basis for a collective resistance to the ongoing financial conditioning of study.

http://www.ephemeraweb.org

Ephemera

Volume 9, Number 4 (November 2009)

Editorial

Armin Beverungen, Stephen Dunne and Casper Hoedemaekers: The University of Finance

Articles:

Morgan Adamson: The Human Capital Strategy

Dick Forslund and Thomas Bay: The Eve of Critical Finance Studies

Ishani Chandrasekara: Why is Finance Critical? A dialogue with a women’s community in Sri Lanka

Talk:
Stefano Harney: Extreme Neo-liberalism: An introduction

Roundtable:

Dick Bryan and Michael Rafferty: Sydney Forum on the financial crisis: an introduction

John Roberts: Faith in the numbers

Randy Martin: Whose crisis is that? Thinking finance otherwise

Martijn Konings: The ups and downs of a liberal conciousness, or, why Paul Krugman should learn to tarry with the negative

Dick Bryan and Michael Rafferty: Homemade Financial Crisis

Melinda Cooper and Angela Mitropoulos: The Household Frontier

Fiona Allon: The Futility of Extrapolation: Reflections on crisis, continuity and culture in the ‘Great Recession’

Reviews:

Elizabeth Johnson and Eli Meyerhoff: Toward a global autonomous university

Francesca Bria: A crisis of finance

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High Finance

Wavering on Ether: http://blog.myspace.com/glennrikowski

Alien Baby

Alien Baby

ALIEN BABY

 

This is a video from YouTube on a creature that was found in Mexico in 2007 which is unknown to scientists. Interesting video: alien becomes capital! So it’s no longer truly alien to and for us.

‘Alien Baby in Mexico Stumps Experts’: http://www.youtube.com/watch?v=2WQrGwzLm1E

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THE FUTURE OF EDUCATIONAL MATERIALISM

Call for papers – Educational Philosophy and Theory

Special edition on: The future of educational materialism

Edited by David R Cole, University of Technology, Sydney

This edition of the journal will attend to emerging developments in educational materialism by bringing together international scholars in this area. The basic questions that this edition of the journal will address are: How do educational materialisms work? and: What are the relevant theoretical variations on educational materialism and what are their practical applications?

As a starting point for this discussion one might take this quote from Ray Brassier: “While transcendental orthodoxy wastes time staving off the imminent liquidation of reason, sense, and life, transcendental materialism celebrates the deterritorialization of intelligence.”

There are a least three inter-related strands of educational materialism that this special edition will interrogate:

* Materialist dialectics: Deriving in main from the work of Karl Marx – the basic thesis behind this strand of educational materialism is that teaching and learning systems are directed towards the manipulation of capital. Schools deliver human capital to the markets – that assess and place qualifications, social status and individual capabilities in terms of capital. This situation has been further accelerated and complexified due to the global use of electronic markets and the emergence of virtual capital. This strand of educational materialism may include work on social capital that is often theorised using the ideas of Pierre Bourdieu.

* Transcendental materialism. The second theoretical platform for understanding educational materialism is derived from the work of Gilles Deleuze and Félix Guattari. This strand accepts material dialectics, yet intensifies and broadens the scope in the ways capital transforms situations. This is because capitalism also acts on an irrational level, and this can be clearly seen if one analyses advertising or takes into account the ways in which media systems manipulate emotions. Transcendental materialism looks for escape routes out of situations that might lead to internalisation – and in the case of education, this includes putting contemporary practises such as examinations under erasure.

* Speculative materialism. This recent development in materialist theory reconciles materialism with realism – and avoids the potential for duality between materialism and idealism. The essential thesis of this strand of educational materialism stipulates that the designation of ‘the human’ or ‘the subject’ defines limiting criteria that restrict research. The path to forthright understanding of education therefore requires the elimination of phenomenology or any ‘mentalism’ that might contain and lock up the possibilities of material agency.

Interested scholars should send a 500 word abstract in the first instance to David R Cole at david.cole@uts.edu.au by December 1st 2009

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