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School

School

IN DEFENCE OF THE SCHOOL

Philosophy of Education Society of Great Britain (PESGB)

London Branch

One Day Conference

In Defence of the School
Jan Masschelein and Maarten Simons (Katholieke Universiteit Leuven)
Friday 19 June
Institute of Education, UCL, 20 Bedford Way
Room 728
10:30-16:30
All are welcome. Further details attached here.
RSVP:  syun@ioe.ac.uk

The day will comprise an initial presentation by the authors, Jan Masschelein and Maarten Simons (Laboratory for Education and Society, Katholieke Universiteit Leuven), small group discussion, and then in the afternoon papers in response from Nick Peim (University of Birmingham) and Paul Standish (UCL Institute of Education), feedback from group discussion and responses from the authors.

*In Defence of the School is published as an e-book and is freely available here:
http://ppw.kuleuven.be/home/english/research/ecs/les/in-defence-of-the-school/jan-masschelein-maarten-simons-in-defence-of-the.html
To facilitate discussion participants are encouraged to read the following chapters in advance: sections 1-5 (intro), 6-7-8-9 (suspension, profanation, world, technology), 14 (politicisation), and the final section (experimentum scholae).

***END***

End of the School?

End of the School?

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William Godwin

ANARCHIST PEDAGOGIES

CALL FOR CHAPTER PROPOSAL SUBMISSIONS

For a book entitled

Anarchist Pedagogies

Editor: Robert Haworth PhD

University of Wisconsin-La Crosse

Overview:

Anarchist movements have a long history of resisting traditional schooling and authoritative pedagogical practices, while at the same time, attempting to construct transformative educative processes. Examples include Francisco Ferrer’s (1913) work entitled, Origins of the Modern School and the creation of the Escuela Moderna schools in Spain, the Modernist Schools in the United States (Emma Goldman, Voltaraine de Cleyre, Alex Berkman and others) during the early 20th century as well as contemporary anarchists who are experimenting in participatory informal learning spaces. These examples are important to acknowledge within radical notions of teaching and learning being that they are experiences that enable activists and scholars to critically re-imagine education and build theories on “how” and “where” individuals experiment in constructing knowledge through differing learning spaces (Coté, Day & Peuter, 2007; de Leon, 2008, Malott, forthcoming).

Moreover, as totalizing efforts of the nation-state continue to develop standardized curriculum, efficiency models and data driven outcomes, anarchist pedagogies attempt to construct ongoing collective learning environments that can be described as ‘disciplined improvisation’ or ‘spontaneous’ in nature (Goldman, 1969; Haworth, forthcoming; Sawyer, 2003; Ward, 1972). Furthermore, these informal learning spaces create new ways of exposing illegitimate corporate and state power, as well as participating in the ‘coming communities’ (Day, 2007).

This edited book calls on international scholars (15 single authored or collectively authored chapters) in anarchist studies to critically reflect on historical and contemporary experimentations in anarchist pedagogies. Scholarly efforts will focus on what we have learned from past anarchist experiences and current transformative learning environments — where individuals are engaged in collective, participatory, voluntary and mutual efforts that contest global capitalist structures.

The edited collection responds to the need to reflect on anarchist pedagogies and will highlight three major themes. Authors in the first section will be encouraged to focus on historical discussions surrounding anarchism and education. The authors will give introspective critiques of historical practices, including theories of teaching and learning and alternatives to compulsory public schools. Authors in the second section will construct philosophical and theoretical frameworks evolving from contemporary anarchists, particularly through individuals participating in cooperatives, independent media collectives, infoshops, political zines, open source projects, DIY, direct action networks and other autonomous and cultural spaces.

Continued efforts to construct theoretical and philosophical discussions surrounding anarchism have also provided opportunities to build affinities and tensions with frameworks outside of anarchist writings (Cohn, 2007). The third section will encompass anarchist theories of teaching and learning. Authors will be asked to construct linkages and apprehensions to theories surrounding critical pedagogies and critical theory, autonomous Marxism, postmodernity and poststruturalism.

Proposed sections:

Forward:

Zack de la Rocha

1) Introduction

2) Section 1: Anarchism & Education: Historical experimentations

a. Anarchist perspectives on education

b. Modern Schools; Spain and the United States

c. Pedagogical practices: teacher/student relationship

d. Issues of the state and compulsory education

e. Connection and/or tensions between progressive education and social reconstruction

f. What have we learned?

3) Section 2: Anarchist Pedagogies in the “here and now”

a. Contesting power through multiple fronts: Movements against neoliberalism and learning through collective processes: Infoshops, cooperatives, autonomous spaces, zines, DIY

b. Teaching and learning in non-hierarchical, mutual and voluntary spaces — issues surrounding race, class, gender, LGBT

c. Technology: Issues surrounding the use of technology: open source, listservs, blogs & discussion boards

4) Section 3: Anarchism: Theoretical Frameworks on Teaching & Learning

a. Affinities: Anarchism & Critical pedagogies. Relationship to Postmodernism and Poststructuralism-Postanarchism

b. Informal learning spaces

c. De-schooling

d. Anarchism & the role of the university

e. Pedagogical practices

Audience:

Anarchist Pedagogies will draw upon and make connection to contemporary anarchist studies literature, particularly in education. The book will be important for scholars in anarchist studies, critical pedagogy, as well as undergraduate students and activists who are interested in building philosophical, theoretical, historical and contemporary discussions and imaginations beyond traditional forms of education.

Timeframe:

1) Proposals due by July 20th, 2010

2) Proposal confirmations: August 20th, 2010

3) Chapter drafts due by October 1st, 2010

4) Editor

5) Review of drafts: November, 2010

Editor will produce a comprehensive introductory and single authored chapter in one of the three sections. The forward will be written by an activist/scholar. Final editing and approval of the formatted version will be submitted December 30th, 2010. Publishing date will be set for early fall, 2011.

Contributors:

Process for submitting proposals:

Interested scholars, researchers, educators, activists and others should send to the editor, by July 20th, 2010, the following:

1) Names, positions, mailing addresses, fax and phone numbers, and email addresses of authors;

2) Title of proposed chapter;

3) Description, of no more than 300 words, of chapter, including type of research, approach, context, connection to the book, and other pertinent information;

4) Biographies of authors of no more than 200 words;

Biography of editor:

Robert Haworth is an Associate Professor in Multicultural Education at University of Wisconsin-La Crosse. He currently serves as the director for the Research Center for Cultural Diversity and Community Renewal. He teaches undergraduate and graduate courses surrounding diversity and education, globalization and neoliberalism. He has published multiple peer reviewed book chapters and presented internationally on anarchism and informal learning spaces, as well as critical social studies education. He co-founded Regeneration TV, along with other research collectives that are directly involved in contesting neoliberal policies at the university level. This is Robert Haworth’s first edited book.

Robert Haworth PhD—Associate Professor University of Wisconsin-La Crosse, haworth.robe@uwlax.edu, 608.385.0891

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Ivan Illich

Ivan Illich

THE INTERNATIONAL JOURNAL OF ILLICH STUDIES

 

A message from Clayton Pierce

Greetings colleagues!

It is with great pleasure that I announce the inaugural publication of The International Journal of Illich Studies (ISSN 1948-4666 / DOI 10.4198), which is freely available online at: http://ivan-illich.org/journal <goog_1257009656050>.  The first issue’s Table of Contents is enclosed below for your convenience.

The International Journal of Illich Studies is a non-profit, interdisciplinary, peer-reviewed publication dedicated to engaging and extending the thought and writing of Ivan Illich and his circle. We will publish twice yearly, and are currently accepting submissions for April, 2010.

Articles are invited on any subject that intersects with the wide range of IIlich’s ideas, or that represent a version of the social critique for which he became famous on matters such as modern developmentalism, industrialized “progress,” institutional bureaucratization, the heuristic role played by historical consciousness, the privatization / publicization of the lay commons, and the necessity of making moral responses in the face of our worldly crisis.

We are also interested in critical essay reviews of potentially relevant literature and media, as well as personal reflections and stories that document the living tradition associated with Illich and his circle.

Each issue will additionally bring forth rare or previously unavailable archival materials of scholarly and intellectual interest.

Please take a moment to investigate our new journal. I welcome your feedback and look forward to your possible submissions.

Clayton Pierce, Ph.D. (clayton.pierce@utah.edu)
Editor

—————————————————————————-

International Journal of Illich Studies Vol.1, No.1 (2009)

Table of Contents

Introduction

Introduction to Volume 1, Number 1
Clayton Pierce – pp. 1-3

Articles

Illich’s Table
Daniel Grego – pp. 4-13
Three Invitations
Dana Stuchul – pp. 14-20
Myth Maker, Story Weaver Ivan Illich: On the Rebirth of Epimetheus
Madhu Suri Prakash – pp. 21-27
Understanding the Logic of Educational Encampment: From Illich to Agamben
Tyson Edward Lewis – pp. 28-36
Critical Pedagogy Taking the Illich Turn
Richard Kahn – pp. 37-49

Book Reviews

Review of Everywhere All the Time: A New Deschooling Reader, Edited by Matt Hern
Kirsten Olson – pp. 50-52
Review of The Virtues of Ignorance: Complexity, Sustainability, and the Limits of Knowledge, Edited by Bill Vitek and Wes Jackson
Jason Lukasik – pp. 53-57
Review of Place-Based Education in the Global Age: Local Diversity, Edited by David Gruenewald and Gregory Smith
J. William Hug – pp. 58-61
Review of Escaping Education: Living as Learning in Grassroots Cultures (2nd Edition), By Madhu Suri Prakash and Gustavo Esteva
T. Francene Watson – pp. 62-66

Documents, Letters, and Other Materials

FOIA Request: Declassified FBI Files of Ivan Illich – End Matter

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The International Journal of Illich Studies

The International Journal of Illich Studies (DOI 10.4198) is a non-profit, interdisciplinary, biannual publication dedicated to engaging the thought and writing of Ivan Illich and his circle.

Articles are invited on any subject that intersects with the wide range of IIlich’s ideas or otherwise advances a version of the social critique for which he became famous. Our first issue is slated for release in September 2009.

The International Journal of Illich Studies Source: http://www.ivan-illich.org

This journal examines the work and critical themes of the social critic, Ivan Illich.

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