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Critical Education

Critical Education

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 11 NUMBER 4 (2013)

JCEPS: http://www.jceps.com

The Journal for Critical Education Policy Studies (JCEPS) is a peer-reviewed international scholarly journal published by The Institute for Education Policy Studies (IEPS). The free, online version is published in association with the University of Athens (Greece). The print version (available on subscription or purchase – click on the Subscriptions and Purchasing link is published by IEPS). JCEPS will have three issues per annum, as from 2013. The journal website is www.jceps.com Enquiries should be addressed to dave.hill@ieps.org.uk or naomi.hill@ieps.org.uk

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies, new public managerialism and academic / non-academic labour, and empowerment/ disempowerment.

 

CONTENTS

Volume 11, Number 4:
November 2013

Curry Malott, Dave Hill, Grant Banfield: Neoliberalism, Immiseration Capitalism and the Historical Urgency of a Socialist Education

Mark Cresswell, Zulfia Karimova, Tom Brock: Pedagogy of the Privileged: Elite Universities and Dialectical Contradictions in the UK

José García, Noah De Lissovoy: Doing School Time: The Hidden Curriculum Goes to Prison

Roberto Ribeiro Baldino, Tânia Cristina Baptista Cabral: The productivity of students’ schoolwork: an exercise in Marxist rigour

Brad J. Porfilio, Debangshu Roychoudhury, Lauren Gardner: Ending the ‘War Against Youth:’ Social Media and Hip-Hop Culture as Sites of Resistance, Transformation and (Re) Conceptualization

Nisha Thapliyal: Reframing the public in public education: The Landless Workers Movement (MST) and adult education in Brazil

Dimitris Tsoubaris, Aleksandros Georgopoulos: Gauging the Potential of Socially Critical Environmental Education (EE): Examining Local Environmental problems through children’s perspective

Selda Polat: Neo-liberal education policies in Turkey and transformation in education

Dereje Tadesse Birbirso: Technology for Empowering or Subjugating Teachers: Analysis of Ethiopia’s Education Reform Discourse Practice

Sara Zamir, Tamar Horowitz: The manifestation of the value of patriotism among Israeli trainee teachers – natives and immigrants: how will they educate their pupils in the light of this value?

Ulas Ozer: The Song of the Other/ Public Space as a Learning Environment and Gypsy Musicians in Turkey

Alan Hodkinson: Inclusion ‘All present and correct?’ A critical analysis of New Labour’s inclusive education policy in England

 

Capitalist Nightmare

Capitalist Nightmare

**END**

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

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

Posted here by Glenn Rikowski

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

Education and Economy

Education and Economy

Professor Dave Hill

Professor Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES (JCEPS) – VOLUME 11 NUMBER 3 (JULY 2013)

Now Out!

JCEPS: http://www.jceps.com

ISSN 1740-2743 Online version / ISSN 2051-0959 Print version

The Journal for Critical Education Policy Studies (JCEPS) is a peer-reviewed international scholarly journal published by The Institute for Education Policy Studies (IEPS). The free, online version is published in association with the University of Athens (Greece). The print version (available on subscription or purchase – click on the Subscriptions and Purchasing link is published by IEPS). JCEPS will have three issues per annum, as from 2013. The journal website is www.jceps.com Enquiries should be addressed to dave.hill@ieps.org.uk or naomi.hill@ieps.org.uk

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies, new public managerialism and academic / non-academic labour, and empowerment/ disempowerment.

For Style Guidelines please click on the ‘Submissions and Style Guidelines’ link

Contact: dave.hill@ieps.org.uk and dave.hill@anglia.ac.uk

 

Journal for Critical Education Policy Studies

Volume 11, Number 3: July 2013

 

CONTENTS:

Lauren E. McDonald: In Their Own Words: U.S. Think Tank “Experts” and the Framing of Education Policy Debates

Eleni Prokou: Equity and efficiency in Greek higher education policies in the past three decades: a shift of emphasis to the issue of efficiency / “quality assurance” in the 2000s.

Richard Hall: Educational technology and the enclosure of academic labour inside public higher education

Esther Milu: Critical Perspectives on Free Primary Education in Kenya: Towards an Anti-Colonial Pedagogy

Sophie Ward: Creativity, Freedom and the Crash: how the concept of creativity was used as a bulwark against communism during the Cold War, and as a means to reconcile individuals to neoliberalism prior to the Great Recession

Leonidas Maroudas and Evangelos Nikolaidis: Institutional changes and the expansion of flexible forms of employment in higher education: the case of Greek Universities

Ahmet Yildiz, Derya Ünlü, Zeynep Alica, Dogus Sarpkaya: Remembering Mahmut Hoca in a Neoliberal Age: “I am not a tradesman but a teacher.”

Angelo Letizia: Battle for the Enlightenment: Neoliberalism, Critical Theory and the role of Circumvential Education in Fostering a New Phase of the Enlightenment

Mark Stern: Bad Teacher: What Race to the Top Learned From the “race to the bottom”

Robert FitzSimmons and Satu Uusiautti: Critical Revolutionary Pedagogy Spiced by Pedagogical Love

Brittany Aronson and Ashlee Anderson: Critical Teacher Education and the Politics of Teacher Accreditation: Are We Practicing What We Preach?

Maria Vaina, Evaggelia Katidioti, and Antonis Ktiti: Teaching the Banking System according to Critical Education. A Study of a Schoolbook on Economics in Greece

Tim Rudd: The Ideological Construction of a New Form of Digital Exclusion: Computer Science as Latin or Total Deus Ex Machina?

YiShan Lea: Travel as a Ritual Toward Transformative Consciousness: Juxtaposing Che Guevara’s Biography and Teacher Candidates’ Narratives

Kirsi-Marja Saurén and Kaarina Määttä: The Ritualization of Progress—the Schooled Imagination

Joshua A. Cuevas: A Reflection on Belief

 

**END**

 

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

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

 

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

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

 

Education Crisis

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES: VOLUME 10 NUMBER 2 (2012)

Volume 10, Number 2: October 2012 – Now Out!

Some excellent and timely articles in this issue of Journal for Critical Education Policy Studies: Glenn Rikowski

See: http://www.jceps.com

ISSN 1740-2743 Online version / ISSN 2051-0959 Print version

The Journal for Critical Education Policy Studies (JCEPS) is a peer-reviewed international scholarly journal published by The Institute for Education Policy Studies (IEPS). The free, online version is published in association with the University of Athens (Greece). The print version (available on subscription or purchase – click on the Subscriptions and Purchasing link is published by IEPS). JCEPS will have three issues per annum, as from 2013. The journal website is www.jceps.com 

Enquiries should be addressed to dave.hill@ieps.org.uk or naomi.hill@ieps.org.uk

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education. JCEPS seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies, new public managerialism and academic / non-academic labour, and empowerment/ disempowerment.

Contact: dave.hill@ieps.org.uk and dave.hill@anglia.ac.uk

 

CONTENTS:

Dave Hill: Immiseration Capitalism, Activism and Education: Resistance, Revolt and Revenge

Frank Truth: Pay Big to Publish Fast: Academic Journal Rackets

Mike Neary and Sarah Amsler: Occupy: a new pedagogy of space and time?

Periklis Pavlidis: The Antinomic Condition of the University: “Universal Labour” Beyond “Academic Capitalism”

Curry Malott: Rethinking Educational Purpose: The socialist challenge

Jennifer de Saxe: Conceptualizing Critical Feminist Theory and Emancipatory Education

Mike Cole: ‘Abolish the white race’ or ‘transfer economic power to the people’? : Some educational implications

Mike Neary: Teaching Politically: Policy, Pedagogy and the New European University

Ravi Kumar: The Charge of Neoliberal Brigade and Higher Education in India

Dionysios Gouvias: The Post-modern Rhetoric of Recent Reforms in Greek Higher Education

Babak Fozooni: The Politics of Encyclopaedias

Gun-Marie Frånberg and Marie Wrethander: The rise and fall of a social problem: Critical reflections on educational policy and research issues

Imed Labidi: Arabizing Obama: Media’s Racial Pathologies and the Rise of Postmodern Racism

Maria Nikolakaki: Building a Society of Solidarity Through Critical Pedagogy: Group Teaching as a Social and Democratic Tool

Navin Kumar Singh: Exploration of Praxis through Personal and Professional Journey: Implications

Olli-Jukka Jokisaari: A Philosophy for Education in the World of Technology

Reza Pishghadam and Elham Naji Meidani: A Critical Look into Critical Pedagogy

Geraldine Mooney Simmie: The Pied Piper of Neo Liberalism Calls the Tune in the Republic of Ireland: An Analysis of Education Policy Text from 2000-2012

 

**END**

 

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

 

Glenn Rikowski’s paper, Critical Pedagogy and the Constitution of Capitalist Society has been published at Heathwood Press as a Monthly Guest Article for September 2012, online at: http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

Dave Hill

 

Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 8 NUMBER 2 (DECEMBER 2010)

The latest edition of JCEPS (The Journal for Critical Education Policy Studies) is now online.

JCEPS is a free, online, peer-juried/refereed international scholarly journal.

It is online at: http://www.jceps.com

Dave Hill (Chief/ Founding Editor; Middlesex University, London, UK; Visiting Professor of Education at  Athens University, Greece; Visiting Professor of Critical Education Policy and Equality Studies at the University of Limerick, Ireland)

Journal for Critical Education Policy Studies, Volume 8, Number 2: December 2010

CONTENTS:

Anna-Carin Jonsson and Dennis Beach (University of Borås, Sweden): Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs

Petar Jandric (Polytechnic Graduate School, Zagreb, Croatia): Wikipedia and education: anarchist perspectives and virtual practices

Periklis Pavlidis (Aristotle University of Thessaloniki, Greece): Critical Thinking as Dialectics: a Hegelian-Marxist Approach

Andrew N. McNight (University of Alabama at Birmingham, Alabama, USA): A Pragmatic and pedagogically Minded Revaluation of Historical Materialism

Diana Mulinari and Anders Neergaard (Centre for Gender Studies, Lund University, Sweden; Institute for Migration, Ethnicity and Society, Linköping University, Sweden): The ‘others’ in Sweden. Neoliberal policies and the politics of ‘race’ in education

James Avis (Huddersfield University, UK): Workplace learning, knowledge, practice and transformation

Imed Labidi (University of Minnesota, Minneapolis, USA): Arab Education Going Medieval: Sanitizing Western Representation in Arab Schools

Margaret Kennedy and Martin J. Power (University of Limerick, Ireland): ‘The Smokescreen of meritocracy’: Elite Education in Ireland and the reproduction of class privilege

Magnus Dahlstedt and Mekonnen Tesfahuney (Institute for Research on Migration, Ethnicity and Society), Linköping University, Sweden; University of Karlstad, Sweden): Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden

Jean Leon Boucher (The University of Texas at El Paso, USA): There Will be Struggle: The Development and Operational Issues of Social Justice Programs at State Universities in the United States of America

Knud Jensen and Dirk Michel-Schertges (Aarhus University, School of Education, Denmark): Transforming of Educational Institutions after GATS – Consequences in Social Relations as Corporation, Competition and State Regulation

Donn Short (University of Manitoba, Winnipeg, Manitoba, Canada): Conversations in Equity and Social Justice: Constructing Safe Schools for Queer Youth

Shahrzad Mojab (Ontario Institute in the Studies of Education, University of Toronto, Canada): Pedagogical Possibilities of Class in Culture: Review of: Ebert, Teresa, L. and Mas’ud Zavarzadeh (2008) Class in Culture. Boulder, Colorado: Paradigm Publishers.

Samuel Day Fassbinder (DeVry University. USA): Book Review: Nocella II, Anthony J., Steven Best, and Peter McLaren, eds. Academic Repression: Reflections from the Academic-Industrial Complex. Oakland CA: AK, 2010.

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at www.ieps.org.uk The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Contact: dave.hill@ieps.org.uk and DAVE6@mdx.ac.uk

Posted here by Glenn Rikowski

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Volumizer: http://glennrikowski.blogspot.com

 

Athens, Academy

INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION – UPDATE 6th SEPTEMBER 2010

 

The Department of Education, University of Athens, Greece is hosting the

INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION

12-16 July 2011, Athens, Greece

Organized by the journals:

JOURNAL OF CRITICAL EDUCATION POLICY STUDIES (UK)

CULTURAL LOGIC (USA/CANADA)

KRITIKI (GREECE)

RADICAL NOTES (INDIA)

The venue of the Conference will be the city of Athens and possibly the surrounding areas

Conference Organizing Committee Coordinators

Dave Hill (Middlesex University, UK)

Peter McLaren (UCLA, USA)

Kostas Skordoulis (University of Athens, Greece)

Keynote Speakers:

Peter McLaren (UCLA, USA) • Amrohini Sahay (Hofstra University, New York, USA) • Dave Hill (Middlesex University, UK) • Aristides Baltas (National Technical University of Athens, Greece) • Ravi Kumar (Jamia Milia Islamia University, Delhi, India) and also speakers from the Greek education movement: Lazaros Apekis (Leader of the University Teachers movement against the privatization of university education) • Chrysoula Papageorgiou (Spokesperson of the Unemployed and part-time Teachers Union)

Important Dates:

Participants should submit an abstract of 300 words by: 15 December 2010.

Notification of acceptance of paper presentation by: 15 January 2011.

Full papers should be submitted by: 30 May 2011.

The papers will be peer reviewed and published in the Conference Proceedings.

Selected papers will be published in Special Issues of JCEPS, Cultural Logic and KRITIKI.

Abstracts should be sent by email to the following addresses:

DAVE HILL: dave.hill35@btopenworld.com

KOSTAS SKORDOULIS : kostas4skordoulis@gmail.com

Conference Fee:

The Conference fee is 300 Euros. The fee covers participation in the conference, the book of abstracts, coffee/tea/refreshments

during conference breaks and participation in the conference dinner in a traditional taverna.

The Conference fee for participants from Greece and all those in hardship is 50 Euros

The participation of unemployed and colleagues from the third world is free/no fees.

Please could fees be paid directly into the following bank account:

NATIONAL BANK OF GREECE

Account holders: Katsiampoura Ioanna Nikolaos and Psomiadis Ploutarchos Andreas

Account Number: 719/703258-75

IBAN: GR4401107190000071970325875

SWIFT Code (BIC): ETHNGRAA

LOCAL ORGANIZING COMMITTEE

Kostas Skordoulis, Efthymios Nicolaidis, Efthymis Papademetriou, Yiannis Maistros, Alekos Koutsouris, Spyros Sakellaropoulos, Themis Bokaris, Gianna Katsiampoura, Spyros Themelis, Theodoros Alexiou, Ploutarchos Psomiadis, Kostas Tampakis, Maria Darmou, Yiannis Bitsakis, Laokratia Lakka, Alexandra Lekka, Telis Gkiolmas, Vaggelis Koutalis, Ioanna Stavrou, Kostas Exarchakos, Ilias Boikos

Second Call for Papers: http://www.ieps.org.uk/PDFs/2010-12-06conf.pdf 

Participants’ Papers (added 29th May 2011): http://www.hpdst.gr/events/conferences/critical-education/presentations 

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Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 8 NUMBER 1 (August 2010)

JCEPS 8(1), AUGUST 2010

Table of Contents

1. Re-thinking normative democracy and the political economy of education. Paul R. Carr, Lakehead University (Orillia), Ontario, Canada

2. Neoliberal Ideology and Public Higher Education in the United States. Daniel B. Saunders, University of Massachusetts, Amherst, Massachusetts, USA

3. Full of sound and fury, signifying nothing? a reply to Dave Hill’s ‘Race and Class in Britain: a critique of the statistical basis for critical race theory in Britain’. David Gillborn, Institute of Education, University of London, England

4. The New Assimilationism: The Push for Patriotic Education in the United States Since September 11. Liz Jackson, Educational Policies Consultant, Republic of South Africa

5. Neo-Liberalism and the evolvement of China’s education policies on migrant children’s schooling. Jie Dong, Tilburg University, the Netherlands

6. Freire: Informal Education as Protest. Susanne Butte, Walden University, Minneapolis, Minnesota, USA

7. Some Social Consequences of Faith-based Schooling: A Comparative Study of Denominational Secondary Education in Thanet and Lille. Paul J. Welsh, Canterbury Christ Church University, Canterbury, Kent, UK

8. Access for Whom, Access to What? The Role of the “Disadvantaged Student” Market in the Rise of For-profit Higher Education in the United States. Bonnie K. Fox Garrity, Mark J. Garrison, and Roger C. Fiedler, D’Youville College, Buffalo, New York, USA

9. “Why Does Wearing A Yellow Bib Make Us Different”?: A Case Study of Explaining Discrimination in a West of Scotland Secondary (High) School. Henry Maitles, University of Strathclyde, Glasgow, Scotland and Erin McKelvie, Classroom teacher, Glasgow City Council, Glasgow, Scotland

10. Manufacturing (il)literacy in Alberta’s classrooms: The case of an oil-dependent state. Albert Hodgkins, University of Alberta, Canada

11.  ‘Media Mediators’: Advocating an Alternate Paradigm for Critical Adult Education ICT Policy. Karim A. Remtulla, Ontario Institute of Studies in Education of the University of Toronto, Toronto, Canada

12. Schooling Ugandan Girls: a policy historiography. Mary Kabesiime, Monash University, Melbourne, Victoria, Australia

13. Transformation of the Turkish Vocational Training System: Capitalization, Modularization and Learning Unto Death. Ergin Bulut, University of Illinois at Urbana Champaign, Illinois, USA

14. Alternative State Formation in Colonial Hong Kong: Patriotic Schools, 1946-1976. Lau Chui Shan, Hong Kong Baptist University, Hong Kong, China

15. American Education Discourse: Language, Values, and U.S. Federal Policy. Chad Becker, Indiana State University, Indiana, USA

16. Book Review Symposium: Peters, Michael, Lankshear, Colin, and Olssen, Mark. (2003). Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang Publishing, Gabriela Walker, Alexander Rakochy, Margaret Fitzpatrick, University of Illinois at Urbana-Champaign, Illinois, USA; Colegio Roosevelt – The American School of Lima, Peru

17. Book Review Symposium: Kahn, Richard (2010).  Critical Literacy, Ecopedagogy, and Planetary Crisis.  New York: Peter Lang. Samuel Day Fassbinder, Greg William Misiaszek, Jorunn Thordarson, DeVry University, Illinois, USA; University of California, Los Angeles, USA; University of North

JCEPS: http://www.jceps.com

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Radical Education against Capital

A RETURN TO EDUCATIONAL APARTHEID? CRITICAL EXAMINATIONS OF RACE, SCHOOLS, AND SEGREGATION

A Critical Education Series

The editors of Critical Education are pleased to announce our second editorial series.  This current series will focus on the articulation of race, schools, and segregation, and will analyze the extent to which schooling may or may not be returning to a state of educational apartheid.

On June 28, 2007, the Supreme Court of the US by a 5-4 margin voted to overturn Jefferson County’s four decade old desegregation plan.  The Meredith case from Jefferson County was conjoined with the Parents Involved in Community Schools case from Seattle, WA, for which a group comprised primarily of white parents from two neighborhoods alleged some 200 students were not admitted to schools of their choice, based on “integration tie-breakers,” which prevented many from attending facilities nearest to their homes.

In Justice Roberts plurality opinion, he argued, “The parties and their amici debate which side is more faithful to the heritage of Brown [v. Board of Education, 1954], but the position of the plaintiffs in Brown was spelled out in their brief and could not have been clearer: ‘The Fourteenth Amendment prevents states from according differential treatment to American children on the basis of their color or race’.  What do racial classifications at issue here do, if not accord differential treatment on the basis of race?”  And, later, “The way to stop discrimination based on race is to stop discrimination on the basis of race.”

Aside from the fact that the plaintiff in the Louisville case ultimately won her appeal in the Jefferson County system, placing her white child into precisely the school she wanted based on her appeal to the district, demonstrating that the system worked, it is the goal of this series to investigate the extent to which Justice Roberts and the other concurring justices have taken steps to erode the civil rights of the racially marginalized in order to serve the interests of the dominant racial group.  It took just a little over 50 years (of monumental effort) to get a case to the Supreme Court to overturn Plessy v. Ferguson. Now, has it taken just a little over 50 years to scale that decision back with the overturning of voluntary desegregation plans in Jefferson County and Seattle School District 1?

In 2003, with a different make-up, the Supreme Court foreshadowed this 2007 verdict by rendering a ‘split decision’ regarding the University of Michigan admission policies. In the Gratz v. Bollinger case, the Supreme Court decided 6-3 that the University of Michigan needed to modify their admission criteria, which assigned points based on race.  However, in the Grutter v. Bollinger case, the Supreme Court decided 5-4 to uphold the University of Michigan Law School’s ruling that race could be one of several factors when selecting students because it furthers “a compelling interest in obtaining the educational benefits that flow from a diverse student body.”

In Jonathan Kozol’s 2005 sobering profile of American education, Shame of the Nation: The Restoration of Apartheid Schooling in America, a lamenting follow-up to his earlier work, Savage Inequalities, he already began to illustrate the retrograde process many public school systems have undergone related to racial balance.  His critique of these pre-Brown-like- segregation systems was balanced, ironically, by rather effusive praise of the Jefferson County system, which attempted to keep this balance in check. Does the 2007 decision remove this one shining example?

Though the course toward educational apartheid may not be pre-destined, what is the likelihood that the “path of least resistance” will lead toward racial separation? How does the lingering legacy of residential segregation complicate this issue?  What connections can we draw to and/or how might further racial segregation exacerbate issues of poverty or unemployment?  Further, where do race and class collide?  And, where is a more distinct analysis necessary? Finally, what can we surmise about the ongoing achievement gap if, in fact, apartheid schooling is afoot?

Undoubtedly, at worst, this decision could prove to be a harbinger for the death of a waning democracy.  Without a compelling public education that helps all our children become critical consumers and citizens, what kind of society might we imagine for ourselves?  At best, though, this decision could marshal the sensibilities of a critical cadre of educators, social workers, health care workers, activists, attorneys, business leaders, etc. to stand in resistance to the injustice that is becoming our nation’s public school system. 

In an LA Times opinion piece a few days before this 2007 decision, Edward Lazarus argued, “Although they may have disagreed about Brown’s parameters, most Americans coalesced around the decision as a national symbol for our belated rejection of racism and bigotry.  Using Brown as a sword to outlaw affirmative action of any kind would destroy that worthy consensus and transform it into just another mirror reflecting a legal and political culture still deeply fractured over race.”  As Allan Johnson (2006), in Privilege, Power, and Difference, claims, there can be no healing until the wounding stops.  Likewise, paraphrasing Malcolm X’s provocation about so-called progress, he reminded us that although the knife in the back of African-Americans may once have been nine inches deep, that it has only been removed a few inches does not indicate progress.  Will this decision plunge the knife further?

Series editors Adam Renner (from Louisville, KY) and Doug Selwyn (formerly of Seattle, WA) invite essays that treat any of the above questions and/or other questions that seek clarity regarding race, education, schooling, and social justice.  We seek essays that explore the history of segregation, desegregation, and affirmative action in the US and abroad.  While we certainly invite empirical/quantitative research regarding these issues, we also welcome more qualitative studies, as well as philosophical/ theoretical work, which provide deep explorations of these phenomena. We especially invite narratives from parents or students who have front line experience of segregation and/or educational apartheid. Additionally, and importantly, we seek essays of resistance, which document the struggle for racial justice in particular locales and/or suggestions for how we might wrestle toward more equitable schooling for all children.

Please visit the Critical Education website for submission criteria: http://www.criticaleducation.org. Also feel free to contact the series editors, Adam Renner (arenner@bellarmine. edu) or Doug Selwyn (dselw001@plattsburg h.edu) with any questions. 

E. Wayne Ross, Professor, Department of Curriculum and Pedagogy, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada, 604-822-2830, wayne.ross@ubc. ca, http://www.ewaynero ss.net

Critical Education: http://www.criticaleducation.org

Cultural Logic: http://eserver.org/clogic

Workplace: A Journal for Academic Labor: http://www.workplace-gsc.com

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Capitalist Crisis

A RIGHT PANIC IN EDUCATION!

Apparently, persons at the self-esteemed National Association of Scholars seem a little perturbed and disgruntled regarding the contents of the Journal for Critical Education Policy Studies (JCEPS). One of their eminent amd most dashing of  ‘scholars’, a certain Ashley Thorne, has keyboarded two recent articles ‘revealing’ that the JCEPS publishes Marxist-inspired and other Left-inclined critical analyses of education. Well, I never! What a ‘world exclusive’ of prodigious proportions! First rate journalism!  

Thorne’s ‘arguments’ are wilfully misinforming and pseudo-indignant, but what these articles indicate is that elements on the radical Right are getting a tad jittery about the relative success of Marxist and Left critiques of capitalist schooling. As well they might, given the current crisis of capital and its consequences for education and training in the politics of austerity.  

The two epic articles can be observed at:

Thorne, A. (2009a) Guided by a Red Star: Ed Schools Bring Frankenstein to the Cradle of Marxism, The National Association of Scholars, 15th December, online at: http://www.nas.org/polArticles.cfm?doc_id=1127

Thorne, A. (2009b) Che Lives? The National Association of Scholars, 29th December, online at: http://www.nas.org/polArticles.cfm?doc_id=1135

You can view the Journal for Critical Education Policy Studies at: http://www.jceps.com

Posted here by Glenn Rikowski

Professor Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES: VOL.7 NO.2

The new edition of The Journal for Critical Education Policy Studies -JCEPS 7(2) is now published online at: http://www.jceps.com

The contents are:

1.Dave Hill (University of Northampton, England, and Middlesex University, London, England): Race and Class in Britain: a Critique of the statistical basis for Critical Race Theory in Britain

2.Tom G. Griffiths (University of Newcastle, Australia), Jo Williams (Victoria University, Australia): Mass schooling for socialist transformation in Cuba and Venezuela

3.Peter McLaren (University of California, Los Angeles, USA): Guided by a Red Star: the Cuban literacy campaign and the challenge of history

4.M. Wangeci Gatimu (Western Oregon University, Monmouth, Oregon, USA): Rationale for Critical Pedagogy of Decolonization: Kenya as a Unit of Analysis

5.Jennifer A. Sandlin (Arizona State University, USA), Richard Kahn (University of North Dakota, USA), David Darts (New York University, USA) and Kevin Tavin, (The Ohio State University, USA): To Find the Cost of Freedom: Theorizing and Practicing a Critical Pedagogy of Consumption

6.Brian Lack (Georgia State University, USA): No Excuses: A Critique of the Knowledge Is Power Program (KIPP) within Charter Schools in the USA

7. Sondra Cuban and Nelly Stromquist (Lancaster University, UK and University of Maryland, USA): It Is Difficult To Be A Woman With A Dream Of An Education: Challenging U.S. Adult Basic Education Policies to Support Women Immigrants’ Self-Determination

8.Bill Templer (University of Malaya, Kuala Lumpur, Malaysia): A Two-Tier Model for a More Simplified and Sustainable English as an International Language

9.Prentice Chandler (Athens State University, United States) and Douglas McKnight (The University of Alabama, United States): The Failure of Social Education in the United States: A Critique of Teaching the National Story from “White” Colourblind Eyes

10.Seçkin Özsoy (Ankara University, Ankara, Turkey): A Utopian Educator from Turkey:Ýsmail Hakký Tonguç (1893-1960)

11.Domingos Leite Lima Filho (Federal Technological University of Paraná UTFPR, Brazil): Educational Policies and Globalization: elements for some criticism on the international organizations’ proposals for Latin America and the Caribbean Islands Countries

12.Andrea Beckmann (University of Lincoln, UK), Charlie Cooper (University of Hull, UK) and Dave Hill (University of Northampton, and Middlesex University, UK): Neoliberalization and managerialization of ‘education’ in England and Wales – a case for reconstructing education

13.Jane-Frances Lobnibe (University of Illinois at Urbana-Champaign, Illinois, USA): International Students and the Politics of Difference in US Higher Education

14.Magnus Dahlstedt (University of Linkoping, Sweden): Democratic Governmentality: National Imaginations, Popular Movements and Governing the Citizen

15.Torie L. Weiston-Serdan (Claremont Graduate University, California, USA): A Radical Redistribution of Capital

16.Brad Porfilio (Lewis University, Romeoville, Illinois, USA) and Greg Dimitriadis (University of Buffalo, New York, USA): Book Review: Marc Pruyn and Luis Huerta-Charles Eds. Teaching Peter McLaren: Paths of Dissent (New York: Peter Lang)

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Contact: dave.hill@ieps.org.uk and DAVE6@mdx.ac.uk.

Posted here by Glenn Rikowski

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

THE JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES

ISSN 1740-2743

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at: http://www.jceps.com

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Volume 7, Number 1:
June 2009

Michael Viola, University of California Los Angeles, USA
The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Mike Cole, Bishop Grosseteste University College, Lincoln, England
On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

Guy Senese, Northern Arizona University, USA
‘Like the Other Kings Have:’ a theory of sovereignty and the persistence of inequality in education

Helena Sheehan, Dublin City University, Ireland
Contradictory transformations: observations on the intellectual dynamics of South African universities

Anastasia Liasidou, Roehampton University, London, England
Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Antoinette Errante, Ohio State University, Columbus, Ohio, USA
Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique’s Education Sector Strategic Plan

Angela C. de Siqueira, Universidade Federal Fluminense, Brazil
Higher Education Reform in Brazil: Reinforcing Marketization

Pierre W. Orelus, New Mexico State University, USA
Beyond Political Rhetoric and Discourse: What type of educational, socio- economic, and political change should educators expect of President Barack Obama?

Sara Zamir, Ben-Gurion University at Eilat, Israel, and Sara Hauphtman, Achva Academic College of Education, Israel
The portrayal of the Jewish figure in Literary Texts Included in the Present Matriculation Curriculum in Hebrew for Students of the Arab Sector in Israel

Phoebe Moore, University of Salford, England
UK Education, Employability, and Everyday Life

Rebecca A. Goldstein, Montclair State University, New Jersey, USA, and Andrew R. Beutel, Ramapo Ridge Middle School, Mahwah, New Jersey, USA
‘Soldier of Democracy’ or ‘Enemy of the State’? The rhetorical construction of teacher through ‘No Child Left Behind’

Stephen Philion, St. Cloud State University, Minnesota, USA
Is Race Really Controversial in the University Classroom?

Michelle Early Torregano and Patrick Shannon, Penn State University, Pennsylvania, USA
Educational Greenfield: A Critical Policy Analysis of Plans to Transform New Orleans Public Schools

Dennis Beach and Margata Carlen, University College Borås, Sweden
New partnerships – New interests: An ethnographic investigation some of the effects of employer involvement in trade union education

Rodolfo Leyva, Kings College London, University of London, UK
No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

Ioannis Efstathiou, Institute of Education, University of London, UK
Enhancing Students’ Critical Awareness in a Second Chance School in Greece: Reality or Wishful Thinking?

Mompati Mino Polelo, University of Botswana, Gaborone, Botswana
The Small State, Markets and Tertiary Education Reform in a Globalised Knowledge Economy: Decoding Policy Texts in Botswana’s Tertiary Education Reform

Posted here by Glenn Rikowski

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

The Institute for Education Policy Studies

Website Update – May 2009

The Institute for Education Policy Studies is an independent Radical Left/ Socialist/ Marxist institute for developing analysis of education policy. It is at http://www.ieps.org.uk . The Institute seeks to develop Marxist analysis of policy, theory, ideology and policy development. It also seeks to develop Marxist transformative education theory, analysis and policy analyse and develop socialist/Marxist transformative policy for schooling and education from a number of Radical Left perspectives, including Freirean perspectives. The IEPS and its journal address issues of Social Class, ‘Race’, Gender and Capital/ism; Critical Pedagogy; New Public Managerialism and Academic / non-Academic labour, and Empowerment/ Disempowerment.

The IEPS critiques global, national, neo-liberal, neo-conservative, New Labour, Third Way, and postmodernist analyses and policy, together with New Public Managerialism . It was set up in 1989 and hosted the formation of the Hillcole Group of Radical Left Educators (1989-2001). The IEPS organises and publicises national conferences and also publishes on-line papers by Radical Left/ Socialist/ Marxist writers.

IEPS publishes an online journal, the Journal for Critical Education Policy Studies (http://www.jceps.com/) twice a year. The editors of JCEPS are Prof Dave Hill (Chief/ Managing Editor), Prof Pablo Gentile (Latin America) and Prof Peter McLaren (North America). The journal welcomes articles from academics and activists throughout the globe. It is a refereed / peer juried international journal.

The Institute for Education Policy Studies has recently updated its web site. In particular, the biographical details of the Institute’s key writers have been updated, for: Dave Hill, Glenn Rikowski, Paula Allman, Mike Cole, Peter McLaren and Sharhzad Mojab. You can view these updates at: http://www.ieps.org.uk/iepsbios.php

 

The Institute for Education Policy Studies: http://www.ieps.org.uk/

 

Posted here by Glenn Rikowski

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

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