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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

 

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

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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

Dave Hill

JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES – VOLUME 10 NUMBER 1 (APRIL 2012)

Now out at: http://www.jceps.com

Special Conference Edition (International Conference on Critical Education, University of Athens, 12-16 July 2011)

CONTENTS:

Jerrold L. Kachur, University of Alberta, Canada: The Liberal Virus in Critical Pedagogy: Beyond “Anti-This-and-That” Postmodernism and Three Problems in the Idea of Communism

Giorgos Tsimouris, Panteion University, Athens, Greece: The task of critical educator in the era of globalized immigration: a view from the European periphery

Periklis Pavlidis, Aristotle University of Thessaloniki, Greece: The Rise of General Intellect and the Meaning of Education. Reflections on the Contradictions of Cognitive Capitalism

Dimitris Zachos, Aristotle University of Thessaloniki, Greece: Institutional Racism? Roma children, local community and school practices

Nathalia E. Jaramillo, University of Auckland, New Zealand: Occupy, Recuperate and Decolonize

Charlotte Chadderton, University of East London, London, England: UK secondary schools under surveillance: What are the implications for race? A Critical Race and Butlerian analysis

Marnie Holborow, Dublin City University, Ireland: Neoliberalism, human capital and the skills agenda in higher education – the Irish case

Panagiotis Sotiris, University of the Aegean, Mytilene, Lesvos, Greece: Theorizing the Entrepreneurial University: Open questions and possible answers

George Pasias, University of Athens, and Yannis Roussakis, National Education Research Centre, Greece: “Who marks the bench?” A critical review of the neo-European educational “paradigm”

Ira Papageorgiou, Hellenic Open University, Athens, Greece: Educational activities in campaign organisations: Promoting migrants’ socio-political involvement through language education

Panagiotis Maniatis, University of Athens, Athens, Greece: Critical Intercultural Education Necessities and Prerequisites for its development in Greece

Anastasia Liasidou, Roehampton University, London, England: Inclusive education and critical pedagogy at the intersections of disability, race, gender and class

Anastassios Liambas, University of Thessaloniki, Greece, and Ioannis Kaskaris, 37th Primary School of Thessaloniki, Greece: Dialog and the love in the work of Paulo Freire

Christopher A. Warren, Purdue University, Indiana, USA: The Effect of Post-Racial Theory on Education

Evgenia Flogaitis, Christina Nomikou, Elli Naoum, and Christina Katsenou, University of Athens, Greece: Investigating the possibilities of creating a Community of Practice. Action Research in three educational institutions

Karen François, Free University Brussels, Belgium and Charoula Stathopoulou, University of Thessaly, Greece: In-Between Critical Mathematics Education and Ethnomathematics. The Case of a Romany Students’ group Mathematics Education

Zeynep Mine Derince, Marmara University, Turkey: Reflections on Teaching Practices through Conditionings in Turkey

Tzina Kalogirou and Konstantinos Malafantis, National and Kapodistrian University of Athens, Greece: Do I dare / disturb the universe?  Critical Pedagogy and the ethics of resistance to and engagement with literature

Matina Balampekou and Georgis Floriotis, National and Kapodistrian University of Athens, Greece: Antonio Gramsci, Education and Science

Vicki Macris, University of Alberta, Calgary, Canada: Towards a Pedagogy of Philoxenia (Hospitality): Negotiating Policy Priorities for Immigrant Students in Greek Public Schools

Alessandra Troian, UFRGS – Brazil, and Marcelo Leandro Eichler, UFSC – Brazil: Extension or communication? The perceptions of southern Brazilian tobacco farmers and rural agents about rural extension and Framework Convention on Tobacco Control

Konstantinos Avramidis, National Technical University of Athens, Greece, and Konstantina Drakopoulou, University of Athens, Greece: Graffiti Crews’ Potential Pedagogical Role

**END**

‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo  

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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

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

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

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

MySpace Profile: http://www.myspace.com/glennrikowski

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Volumizer: http://glennrikowski.blogspot.com

Taweret

POST-RACIAL IMAGINARIES

Darkmatter Journal is Calling for Papers for a …

Special Issue on Post-racial Imaginaries

http://www.darkmatter101.org/

Increasing reference to the notion of ‘post-race’ is suggestive of an emergent discursive framework in critical approaches to race and racism. ‘Post-race’, ‘post-racial’, ‘post-black’, and associated ideas, are being mobilized in various theoretical, cultural and political discourses to describe new racial formations. Post-race requires us to question in new ways the precepts of race thinking, positing the end of race as a point with which to think racial futures. The imprecise nature of much ‘post-’ talk means there has yet to be a rigorous assessment of the significance of post-race and its cognate terms, beyond simple endorsement or dismissal.

This special issue of darkmatter Journal is interested in delineating the contours of the ‘post-racial’ turn by asking: what is the post-racial? What are the conditions of its emergence? What assumptions and claims does it make about the logics of racism? What critical and political work is the term doing? What does the ‘post’ in post-race mean? How is racism theorized in post-race? What is the relationship between colonial history and the post-racial? When and where is the post-racial? Who claims post-raciality?

Given the multiple registers of post-race talk, these fundamental questions might be addressed in relation to:
  – The shifts from race to ethnicity, cultural difference and multiculturalism;
  – The ontology and epistemology of race;
  – Obama and the politics of anti-racism;
  – Utopia and the end of racism;
  – Modernity, history, nation and racial memory;
  – After whiteness;
  – Feminism, sexual politics and multiraciality;
  – Neoliberalism, Marxism and class politics;
  – Globalism, Orientalism, anti/post/de-colonialism;
  – Post-black aesthetics, popular culture and politics;
  – Digitalization, bio-technologies, genetic engineering and racial mutations

Submissions: between 1,500 – 8,000 words are welcome, as are alternative formats such as commentaries, reviews, audio, visual and digital contributions. Please email a 400 – 500 word abstract to submit@darkmatter101.org

Please note: submissions to darkmatter are now subject to external peer review. If your contribution is intended for the less formal (and non-peer reviewed) ‘commons’ section, indicate this on your submission.

For further inquiries about the ‘Post-racial Imaginaries’ special issue, email: editors@darkmatter101.org

Deadline for Abstracts: 1st Feb 2011
Deadline for Articles: 1st Aug 2011
Publication date: Nov 2011

Posted here by Glenn Rikowski

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MySpace Profile: http://www.myspace.com/glennrikowski

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

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Volumizer: http://glennrikowski.blogspot.com

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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Critical Pedagogy

INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION

FIRST ANNOUNCEMENT (13 August 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 POLICY EDUCATIONAL 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 and Local Organizing Committee Coordinators:

Dave Hill, (Middlesex University, UK)

Peter McLaren, (UCLA, USA)

Kostas Skordoulis, (University of Athens, Greece)

Keynote Speakers:

To be announced, to include Dave Hill, (Middlesex University, UK), Peter McLaren, (UCLA, USA), Ravi Kumar (Jamia Milia Islamia University, Delhi, India). There will also be keynote speakers from Greece. Key women Marxist writers are being invited as Plenary speakers.

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.

Presentations

There will be 6 plenary presentations (two per day), each plenary session lasting one hour. Other papers will have 30 minutes (inclusive of the paper presentation plus discussion)

Conference Fee

The Conference fee is 300 Euros. (approx $380, or £245). 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.

Participation of unemployed, and of colleagues from the third world is free/ no fees.

Further Information about the Invited speakers will be announced in the second circular. As will the contact address and registration details for the conference. Though in the meantime it would be interesting to see who might intend to offer papers… send me a provisional (non-binding) indication of interest if you like?  (dave.hill35@btopenworld.com and dave6@mdx.ac.uk ) (It’s not mandatory to let me know in advance… … paper abstracts can be submitted until 15 Dec 2010.

Many thanks

Dave Hill, Kostas Skordoulis and Peter McLaren 

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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

Posted here by Glenn Rikowski

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

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

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

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

Journal for Critical Education Policy Studies

New Issue

http://www.jceps.com

 

Volume 6, Number 2:
December 2008

 

Philip E. Kovacs, H.K. Christie
The Gates’ Foundation and the Future of U.S. Public Education: A Call for Scholars to Counter Misinformation Campaigns

 

 

Richard Hatcher
Selling Academies: local democracy and the management of ‘consultation’

 

 

James Avis
Class, economism, individualisation and Post Compulsory Education and Training

 

 

John Walsh
The Critical Role of Discourse in Education for Democracy

 

 

Anthony J. Nocella
Emergence of Disability Pedagogy

 

 

Paul J. Welsh
Social Deprivation, Community Cohesion, Denominational Education and Freedom of Choice: A Marxist Perspective on Poverty and Exclusion in the District of Thanet

 

 

Christian Fuchs and Marisol Sandoval
Positivism, Postmodernism, or Critical Theory? A Case Study of Communications Students’ Understandings of Criticism

 

 

Rachel Hertz-Lazarowitz, Aura Mor-Sommerfeld, Tamar Zelniker, Faisal Azaiza
From ethnic segregation to bilingual education: What can bilingual education do for the future of the Israeli Society?

 

 

Anita Trnavcevic
The imaginary of commodified education: Open days at Slovenian grammar schools

 

 

Stephen P. Gordon, John Smyth, Julie Diehl
The Iraq War, ‘Sound Science,’ and ‘Evidence-Based’ Educational Reform: How the Bush Administration Uses Deception, Manipulation, and Subterfuge to Advance its Chosen Ideology

 

 

Charlie Cooper
Review Essay: Neoliberalism, education and strategies of resistance

 

 

Ashwani Kumar
Review Essay of Ross, E.W., & Gibson, R. (Eds.). (2007). Neoliberalism and Education Reform. Cresskill, NJ: Hampton Press.

 

 

Terry Wrigley
review of E. Wayne Ross and Rich Gibson eds.(2007) Neoliberalism and education reform. Creskill NJ: Hampton Press

 

 

Posted here by Glenn Rikowski

The Rikowski web site, The Flow of Ideas is at: http://www.flowideas.co.uk