Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptures

Glenn Rikowski

CRISES, COMMODITIES AND EDUCATION: DISRUPTIONS, ERUPTIONS, INTERRUPTIONS AND RUPTURES

Dr. Glenn Rikowski

RESEARCH IN CRITICAL EDUCATION STUDIES (RiCES) SEMINAR

RiCES @LincsCritEd

University of Lincoln

School of Education
Brayford Pool, Lincoln, Lincolnshire, UK, LN6 7TS

Thursday November 19th 1.30-4.00pm in room BH1201:

Dr Glenn Rikowski, Independent Scholar

Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptures

ABSTRACT

After a brief analysis of the concept of crisis (drawing on the work of Roitman, 2014) and following an outline and critique of some previous work (Rikowski, 2014) – on the Classical Theory of Education Crisis (in the light of Sarup, 1982) and philosophical perspectives on education crises – Rikowski explores the notion of crisis in relation to phenomena pertaining to the social forms of capitalist education. Starting out from Marx’s analysis of the ‘two great classes of commodities’ (following Adam Smith), Rikowski charts what ‘crisis’ might mean, and could be, in terms of the two commodity forms pertaining to educational processes in capitalist society. The final part of the paper explores actual and possible empirical manifestations of these crises of the commodity form in terms of the notions of disruption, eruption, interruption and rupture. It is argued that last two of these forms of crisis pose particular problems for the continuance and development of capitalism in general and the national capital and capitalist education in particular.

Note: A paper will be written prior to the event and posted to Academia. Meanwhile, it would be useful for those interested in coming to the seminar, or for those reading the paper on Academia, to read in advance the following paper (which is on Academia). This is because Rikowski’s paper prepared for the RiCES Seminar builds on and goes beyond this paper:

Rikowski, G. (2014) Crises in Education, Crises of Education, A paper prepared for the Philosophy of Education Seminars at UCL Institute of Education, 2014-15 Programme, 22^nd October 2014, 20 Bedford Way, London, online at Academia: http://www.academia.edu/8953489/Crises_in_Education_Crises_of_Education

For further information contact Dr. Cassie Earl at: CEarl@lincoln.ac.uk

RiCES – About – People – Research: http://www.lincoln.ac.uk/home/education/research/researchincriticaleducationstudies/

Research in Critical Education Studies (RiCES) blog: http://criticaleducation.blogs.lincoln.ac.uk/

Glenn Rikowski

***END***

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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Higher Education in Crisis: Critiquing Alternatives to the Public University

Education Crisis

HIGHER EDUCATION IN CRISIS: CRITIQUING ALTERNATIVES TO THE PUBLIC UNIVERSITY

Call for Papers

This is a stream of the London Conference in Critical Thought 2013

For full details on the conference, see: http://londonconferenceincriticalthought.files.wordpress.com/2013/02/lcct-2013-call-for-papers.pdf

Stream organiser: Joyce Canaan

 

Numerous critical authors have recently observed that higher education is: in ‘crisis’ (Thorpe 2008); under ‘assault’ (Bailey and Freedman 2011); at its ‘end’ (Vernon 2010) or ‘in ruins’ (Readings 1996). These observations capture critical academics’ efforts to evaluate how processes of privatisation, marketisation and financialisation have impacted northern and southern university systems during the past 40 years and have led to a nearly ‘complete subordination of intellectual life to instrumental values and, most brutally, to the measure of money’ (Thorpe 2008).

Recent resistance to government policies on university has taken two forms: student-led demonstrations, occupations and actions and the emergence of ‘free’ or ‘alternative’ universities. This stream seeks to explore the latter, less explored alternatives, guided by Brown’s (2005:5) observation that the concept of critique comes from the Greek word ‘krisis’, used to explain the processes of ‘judging and rectifying an alleged disorder in or of the democracy’. The contemporary meaning of critique as ‘temporal rupture and repair’ (2005:7) contains elements of this earlier meaning; it entails and presumes a certain urgency to reconsider and rebuild, or to create an alternative to, that which has been torn asunder. Critique might also benefit from insights from historical materialism. Brown (2005:13), building on Benjamin, notes that the historical materialist reroutes ‘by rethinking the work of history in the present, stilling time to open time’. Stilling the seeming inevitability of the trajectory from past to present opens up the present and past to: ‘act[s] of reclamation’, re-viewing and thereby potentially reworking for a more emancipatory future.

Papers for this stream are thus asked to explore how emergent alternative universities today can be seen to operate as acts of reclamation—and might do so more effectively in future. Questions for consideration include:

• What perceived limits of the public university impel a group to build an alternative?
• Which theoretical and activist traditions inform their project?
• What vision(s) of critical theory and/or historical materialism guide them?
• What understandings of critical education shape their efforts to overcome/avoid perceived limits to the public university?
• What theories of radical pedagogy inform their practices?
• To what degree do insights from social movement theories and practices inform their theories / practices? And, in addition, contribute to the social movement literature?
• What kinds of spaces do they seek to meet, teach and act in? Why?
• How do they negotiate problems? What theories and practices inform these negotiations?
• What are their strategies for reaching others as teaching and/or researching partners and how effective are they?
• How central is praxis to their project?

Please send abstracts for 20-minute papers to londoncriticalconference@gmail.com with the subject as: ‘Higher Education Submission’.

 

**END**

Posted here by Glenn Rikowski

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

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

 

A paper on the crisis in higher education, by Glenn Rikowski:

Rikowski, G. (2012) Life in the Higher Sausage Factory, Guest Lecture to the Teacher Education Research Group, The Cass School of Education and Communities, University of East London, 22nd March, online at: http://www.flowideas.co.uk/?page=articles&sub=Life%20in%20the%20Higher%20Sausage%20Factory

For more on this paper, see: https://rikowski.wordpress.com/2012/08/28/life-in-the-higher-sausage-factory-the-paper/

Marxism Against Postmodernism in Educational Theory

 

 

 

 

Life in the Higher Sausage Factory – The Paper

Glenn Rikowski

LIFE IN THE HIGHER SAUSAGE FACTORY – THE PAPER

LIFE IN THE HIGHER SAUSAGE FACTORY

Dr. Glenn Rikowski, School of Education, University of Northampton

Guest Lecture to the Teacher Education Research Group

22nd March 2012, The Cass School of Education and Communities, University of East London

At last, I have found the time to html code ‘Life in the Higher Sausage Factory’ and put it on The Flow of Ideas website.

I have added a short Preface to explain the provenance and development of the paper.

Here is the link to the paper: http://www.flowideas.co.uk/?page=articles&sub=Life%20in%20the%20Higher%20Sausage%20Factory

Here is the full reference:

Rikowski, G. (2012) Life in the Higher Sausage Factory, Guest Lecture to the Teacher Education Research Group, The Cass School of Education and Communities, University of East London, 22nd March, online at:  http://www.flowideas.co.uk/?page=articles&sub=Life%20in%20the%20Higher%20Sausage%20Factory

If you would like a Word version of this paper then send an email to Rikowskigr@aol.com and I will send it via email attachment.

Best wishes

Glenn Rikowski, London, 28^th August 2012.

“Capitalist production is not merely the production of commodities, it is essentially the production of surplus-value. The labourer produces, not for himself, but for capital. It no longer suffices, therefore, that he should simply produce. He must produce surplus-value. That labourer alone is productive, who produces surplus-value for the capitalist, and thus works for the self-expansion of capital. If we may take an example from outside the sphere of production of material objects, a schoolmaster is a productive labourer, when, in addition to belabouring the heads of his scholars, he works like a horse to enrich the school proprietor. That the latter has laid out his capital in a teaching factory, instead of a sausage factory, does not alter the relation. Hence the notion of a productive labourer implies not merely a relation between work and useful effect, between labourer and product of labour, but also a specific, social relation of production, a relation that has sprung up historically and stamps the labourer as the direct means of creating surplus-value. To be a productive labourer is, therefore, not a piece of luck, but a misfortune” (Karl Marx, Capital, Volume I).

 

Update 12th February 2014

This paper can now also be found at Academia (in a Word document): http://independent.academia.edu/GlennRikowski

 

**END**

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

Posted here by Glenn Rikowski

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

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

Marxian Analysis of Society, School and Education SIG #157 (MASSES) – AERA 2013

Marxism and Education

MARXIAN ANALYSIS OF SOCIETY, SCHOOL AND EDUCATION SIG #157(MASSES) – AERA 2013 

American Educational Research Association

Annual Meeting

San Francisco, California

April 27 – May 1, 2013

 

Marxian Analysis of Society, School and Education SIG #157

CALL FOR PAPERS

AERA 2013

The global financial crisis detonated in the West in 2007 has highlighted long-standing structural faults within capitalism, especially in its financialization of the economy – something that Marx and his predecessors already predicted. The current economic genocidal policies in nations such as Ireland, Greece, Portugal, Spain, Italy, and Cyprus, along with the bailouts to specific US corporations, and the slow down of China’s ‘new economy’, present a credibility check in the recognition of the predatory policies and practices of capitalism’s third hegemonic momentum. In fact such financialization of the economy, with its the recurrent and increasingly devastating financial debacles assailing the world’s capitalist economies, has been incapable of producing sustainable growth in any sector while creating economic genocide, and has resulted in driving societies towards social foreclosures strong-armed through painful strangulation of austerity policies that are asphyxiating public institutions and transforming the very notion of public good and democracy itself!

The 2013 Marxian Analysis of Society, School and Education SIG program asks scholars, educators and graduate students around the globe who are profoundly committed to the struggle for social and cognitive justice to help us examine the transformative role of education and schools in addressing the contemporary crises, as well as, addressing the role of educators in helping to resolve the contradictions of the present and to contribute to a better future for schools, education and society.

Therefore, we ask scholars, educators and graduate students to contribute papers, posters or symposium that utilize a Marxist/Class analysis that will critically address the impact of the late capitalism’s financialization of the economy on questions of schools, education and society and how to move from pre-history to history proper to create a more and just democratic society and education.

Note: All submissions will be reviewed without author identification.

Please submit them without author names on the abstracts or summaries.

Proposals that bear the names of the authors and/or participants will not be considered for review and, consequently, will not be considered for the SIG #157 program for the 2013 AERA Annual Meeting.

Thank You, Dr. Sheila Macrine, 2013 Program Chair

Sheila L. Macrine Ph.D, is Chair of the Teaching & Learning Department University of Massachusetts Dartmouth 285 Old Westport Road North Dartmouth, MA 02747 – Phone: 508-999-8262, Fax: 508-910-6916, Email: nmacrine@aol.com

**END**

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

‘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

Cold Hands & Quarter Moon: http://www.myspace.com/coldhandsmusic

Volumizer: http://glennrikowski.blogspot.com

Educating from Marx: Race, Gender, and Learning – by Sara Carpenter and Shahrzad Mojab

Educating from Marx

EDUCATING FROM MARX: RACE, GENDER, AND LEARNING – BY SARA CARPENTER AND SHAHRZAD MOJAB

Series: Marxism and Education

Palgrave Macmillan

ISBN-10: 0230115810

ISBN-13: 978-0230115811

270 pages; hardback

 

This text is an articulation of a renewed Marxist-feminist framework for adult education. In recent years adult educators have been working to develop an important body of literature on neo-liberalism, capitalism, and imperialism. Many of these analyses draw on various strands of Marxist theorizing. With the exception of Jane Thompson’s work as an early socialist feminist, a Marxist-Feminist framework has yet to be articulated for adult education. This text combines original empirical studies with literature review from critical adult education and feminist theory to examine the sites, theories, and practices of adult education from a Marxist-Feminist perspective.  

Contents:

PART I: MARXIST-FEMINISTS ORGANIZING KNOWLEDGE

Introduction: A Specter Haunts Adult Education: Crafting a Marxist-Feminist Framework for Adult Education & Learning; Sara Carpenter & Shahrzad Mojab

Ideology, Science, and Social Relations: A Reinterpretation of Marx’s Epistemology; Dorothy E. Smith

Building from Marx: Reflections on ‘Race’, Gender, and Class; Himani Bannerji

PART II: MARXIST-FEMINIST PRAXIS

Examining the Social Relations of Learning Citizenship: Citizenship and Ideology in Adult Education; Sara Carpenter

Learning to Mentor Young People: A Saintly Vocation or an Alienating Experience?; Helen Colley

Exploring the Social Relations of Class Struggle in the OntarioMinimum Wage Campaign; Sheila Wilmot

The Ideological Construction of ‘Canadian Work Experience’: Adult Education and the Reproduction of Labor and Difference; Bonnie Slade

PART III: MARXIST-FEMINISM, IMPERIALISM, AND CULTURE

Adult Education in/and Imperialism; Shahrzad Mojab

Materiality and Memory: A Marxist-Feminist Perspective on the ‘Cultural Turn’ in Adult Education; Tara Silver 

Epilogue: Living Revolution, Learning Revolution, Teaching Revolution; Shahrzad Mojab & Sara Carpenter

 

SHAHRZAD MOJAB Professor in the Department of Adult Education and Counselling Psychology at the University of Toronto’s Ontario Institute for Studies in Education (OISE), Canada.
SARA CARPENTER is a PhD Candidate in the Department of Adult Education & Counselling Psychology at theUniversity ofToronto’s OISE,Canada.

“Congratulations to the editors and other outstanding contributors to this exemplary text. The collaborative project that underpinned and drove the production of this work is clearly evident throughout: therefore, in one text we find the critically analytical/theoretical coherence one expects from a single-authored text with the added benefit of that coherence being brought to bear on a multiplicity of contexts that only a multiple-authored text can provide. An amazing contribution to critical revolutionary praxis inspired and informed by Marx” — Paula Allman, author of Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education

At Palgrave Macmillan: http://us.macmillan.com/book.aspx?isbn=9780230115811

At Amazon.com: http://www.amazon.com/Educating-Marx-Learning-Marxism-Education/dp/0230115810/ref=sr_1_1?s=books&ie=UTF8&qid=1333664978&sr=1-1

At Amazon.co.uk: http://www.amazon.co.uk/Educating-Marx-Learning-Marxism-Education/dp/0230115810

**END**

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

‘The Lamb’ by William Blake – set to music by Victor Rikowski: http://www.youtube.com/watch?v=vw3VloKBvZc

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Life in the Higher Sausage Factory

Glenn Rikowski

LIFE IN THE HIGHER SAUSAGE FACTORY

Dr. Glenn Rikowski, School of Education, University of Northampton

Guest Lecture to the Teacher Education Research Group

Glenn Rikowski will talk about Capital in a Crisis of Higher Education, and Higher Education in a Crisis of Capital

22nd March 2012, 5.00pm, The Cass School of Education and Communities, Room 2.02, University of East London, Water Lane, London E15 4LZ

“Capitalist production is not merely the production of commodities, it is essentially the production of surplus-value. The labourer produces, not for himself, but for capital. It no longer suffices, therefore, that he should simply produce. He must produce surplus-value. That labourer alone is productive, who produces surplus-value for the capitalist, and thus works for the self-expansion of capital. If we may take an example from outside the sphere of production of material objects, a schoolmaster is a productive labourer, when, in addition to belabouring the heads of his scholars, he works like a horse to enrich the school proprietor. That the latter has laid out his capital in a teaching factory, instead of a sausage factory, does not alter the relation. Hence the notion of a productive labourer implies not merely a relation between work and useful effect, between labourer and product of labour, but also a specific, social relation of production, a relation that has sprung up historically and stamps the labourer as the direct means of creating surplus-value. To be a productive labourer is, therefore, not a piece of luck, but a misfortune” (Karl Marx, Capital, Volume I).

 

UPDATE, 5th March 2014: The paper can now be downloaded from Academia. There are many other of my papers there too. See: https://independent.academia.edu/GlennRikowski

 

**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

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

Policy Futures in Education: Volume 9 Number 5 – 2011

Paula Allman

POLICY FUTURES IN EDUCATION: VOLUME 9 NUMBER 5 – 2011

Now available at: 

http://www.wwwords.co.uk/pfie/content/pdfs/9/issue9_5.asp

POLICY FUTURES IN EDUCATION
Volume 9 Number 5 2011  ISSN 1478-2103

CONTENTS:

Gert Biesta & Carl Anders Säfström. A Manifesto for Education

Henry A. Giroux. Living in the Age of Imposed Amnesia: the eclipse of democratic formative culture

Henry A. Giroux. Business Culture and the Death of Public Education: Mayor Bloomberg, David Steiner, and the politics of corporate ‘leadership’

David Hursh & Andrew F. Wall. Repoliticizing Higher Education Assessment within Neoliberal Globalization

Engin Karadağ, Nuri Baloğlu & Abdullah Çakir. A Path Analysis Study of School Culture and Teachers’ Organisational Commitment

Alberto de Oliveira & Gilberto Abrantes Filho. Education and the Labour Market inBrazil

Anne Pirrie & James Benedict Brown. Field/Work, Site, and Other Matters: exploring design practice across disciplines

Khalida Tanvir Syed & Anne Hill. Awakening to White Privilege and Power inCanada

Anki Bengtsson. European Policy of Career Guidance: the interrelationship between career self-management and production of human capital in the knowledge economy

W. John Morgan & Grigori A. Kliucharev. Non-formal Education and Civil Society in Post-Soviet Russia: what is the relationship?

Tom Are Trippestad. The Rhetoric of a Reform: the construction of ‘public’, ‘management’ and the ‘new’ in Norwegian education reforms of the 1990s

Marilyn Leask. Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools

 

OBITUARY

Dr Paula Allman

 

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

PERSONAL SUBSCRIPTION (single user access). Subscription to the January-December 2012 issues, which includes full access to ALL back numbers (including those of 2011), is available to individuals at a cost of US$54.00. If you wish to subscribe you may do so immediately at: www.wwwords.co.uk/subscribePFIE.asp

LIBRARY SUBSCRIPTION (institution-wide access). If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription so access is provided throughout your institution; full details for libraries can be found at: www.symposium-journals.co.uk/prices.html

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Michael A. Peters (mpeters@waikato.ac.nz).

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

*****

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

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

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

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

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

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

 

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

 

Posted here by Glenn Rikowski

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

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

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

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

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

7th International Marx & Engels Colloquium

Karl Marx

7^th INTERNATIONAL MARX & ENGELS COLLOQUIUM

Call for Papers
7th International Marx & Engels Colloquium
Marxist Studies Center- Cemarx at University of Campinas-Unicamp
Campinas (SP)
Brazil
July 24 – 27, 2012

The Marxist Studies Center (Cemarx) has started the call for papers for the 7th INTERNATIONAL MARX & ENGELS COLLOQUIUM, which will be held at the Institute of Philosophy and Human Sciences (IFCH) at the University of Campinas, São Paulo, Brazil. Papers should be submitted by February 1st, 2012.

CEMARX: http://www.ifch.unicamp.br/cemarx/

 

General Information

The 7th International Marx & Engels Colloquium welcomes, essentially, two types of papers: those that take the Marxist theory as their subject of research in order to analyze this theory, criticize it or develop it; and papers   that utilize the Marxist theoretical framework in empirical or theoretical researches which fit into the event’s Thematic Groups.

Researchers interested in submitting their papers should indicate which Thematic Group they fit in. Occasionally, the 7th International Marx & Engels Colloquium Organizing Committee might reallocate the papers from one group to another.

The  7th Colloquium’s Thematic Groups are the following:

TG 1 – Theoretical work of Marx and Marxism
Critical examination of Marx and Engels’ work and classical Marxism works in the 19th and 20th centuries. The polemics stimulated by Marx’s theoretical work.
TG 2 – Marxism
Critical examination of the tendencies of Marxist thought and their transformations. The theoretical work of Brazilian and Latin American Marxists. The issue of renovation of Marxism.
TG 3 – Marxism and Human Sciences
Examination of the Marxism’s influence on Economics, Sociology, Political Science, Anthropology, History, International Relations, Law, Geography and Social Work. Examination of the Marxist critique of Human Sciences and the contributions of Human Sciences for the development of Marxism. Marxist theoretical polemics and conceptual developments in these areas of knowledge. The presence of Marxism in the Brazilian and Latin American universities.
TG 4 – Economy and politics in contemporary capitalism
The Marxist approach to economical, political and social transformations of capitalism at the end of the 20th century and the beginning of the 21st century. New accumulation patterns of capital, new imperialist phase, transformations of the State and capitalist democracy. The condition of the dominant and dependent countries: Brazil and Latin America.
TG 5 – Class relations in contemporary capitalism
The Marxist approach to the transformations that have occurred within the organization of work under capitalism and in relation to the structure of classes. Laborers, working class, “new working class” and “middle class”. The petite bourgeoisie. The peasants in current capitalism. The current debate on the decline of class polarization in the end of the 20th century and the beginning of the 21st  century. The working classes and the popular movements. The new configuration of the bourgeoisie. The social classes in Brazil and Latin America. The Marxist concept of social class and class struggle in contemporary capitalism.
TG 6 – Education, capitalism and socialism
The relationships between the educational system and capitalism according to the Marxist perspective: training of workforce; education and social classes; ideology and educational process; educational policy. The Marxist analysis of education in Brazil and Latin America. The cultural apparatuses of capitalism (universities, research centers). The cultural centers created by the socialist movement. Analysis of the innovative educational experiences in the societies emerged in the revolutions of the 20th century. Marxist theory and education.
TG 7 – Culture, capitalism and socialism
Capitalism and cultural production: the new tendencies; plastic arts, literature and cultural industry. Marxist analysis of culture in Brazil and Latin America. Culture and socialism: the cultural movements in the societies originated in the revolutions of the 20^th century. Marxism and cultural production.
TG 8 – Socialism in the 21st century
Marxist analysis of  the 20th century Revolutions. The communist and socialist heritage of the 19th and 20th centuries and the socialism of the 21st century. Marxism and socialism. The issue of renovation of socialism. The theory of transition to socialism. Workers and socialist transition. Strong points and obstacles for the reconstruction of the socialist movement in the 21st century.

Submission of papers
Papers should be submitted by February 1st. Researchers should fill in the on line submission form at Cemarx’s website (www.unicamp.br/cemarx).

Modalities of submission for the presentation of papers

1.Papers
The papers (in Spanish, Portuguese or English) should have between fifteen and twenty-four thousand characters (including spaces and footnotes), consisting of maximum 10 pages in 12 points Times New Roman font format . Submissions must not exceed this limit; otherwise, it will be rejected. Papers should include proposed title, author’s name and position (professor, lecturer, post-graduate student, independent researcher). Papers should clearly define the subject which will be examined, its theses and arguments, and make explicit the debate (theoretical, historiographic or political) within which the paper is inserted. Important! Papers should follow the citation rules displayed at Cemarx’s website. Registration fee: R$ 40.00.

2. Roundtables
A Roundtable is composed of a set of at least four papers included in a TG. A small number of Roundtables will be accepted, privileging submission made by groups or research centers, as well as scientific and cultural associations.  Papers of participants of the Roundtable, formatted according to the previous item, should be sent together with a summary explanation of the table. The proposing institution has to obtain the resources needed for participation of all components.
Registration fee (per component of the Roundtables): R$ 40.00

3. Posters
The 7th International Marx & Engels Colloquium is open for participation of undergraduate students who can present scientific initiation papers, whose subjects fit in one of the Thematic Groups of the colloquium. The abstract of the paper should have between three to five thousand characters (including spaces and footnotes) in Times New Roman font format, 12 points. The paper (in Spanish Portuguese or English) should include proposed title, author’s name and the undergraduate course in which he/she is enrolled. Papers should present the research’s subject and its main ideas and information. The poster submission format will be published at Cemarx’s website. Registration fee: R$ 20.00.

Notification of Acceptance

Accepted papers will be divulged at Cemarx’s website by March 2012 according to the following schedule:

The results will be divulged at least three months before the beginning of the event in order to allow all participants to apply for grants from financial bodies and universities, as Cemarx  will not be able to finance the participants of the event.

 

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Cognitive Capitalism, Education and Digital Labor

Cognitive Capitalism

COGNITIVE CAPITALISM, EDUCATION AND DIGITAL LABOR – MICHAEL PETERS & ERGIN BULUT

Michael A. Peters & Ergin Bulut (eds.)
Cognitive Capitalism, Education and Digital Labor 
Year of Publication: 2011 
Peter Lang Publishing Group
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien,
2011. XLII, 341 pp.
ISBN 978-1-4331-0981-2 pb. 

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54297&concordeid=310981

Contents: 

Antonio Negri: Foreword 

Michael A. Peters & Ergin Bulut: Introduction 

Timothy Brennan: Intellectual Labor 

George Caffentzis: A Critique of Cognitive Capitalism

Silvia Federici: On Affective Labor 

Christian Fuchs: Cognitive Capitalism or Informational Capitalism? The Role of Class in the Information Economy 

Jonathan Beller: Cognitive Capitalist Pedagogy and Its Discontents 

Ergin Bulut: Creative Economy: Seeds of Social Collaboration or Capital’s Hunt for General Intellect and Imagination? 

Mark Coté / Jennifer Pybus: Learning to Immaterial Labour 2.0: Facebook and Social Networks 

Emma Dowling: Pedagogies of Cognitive Capitalism – Challenging the Critical Subject 

Alex Means: Creativity as an Educational Problematic within the Biopolitical Economy

Toby Miller: For Fun, For Profit, For Empire: The University and Electronic Games 

Michael A. Peters: Algorithmic Capitalism and Educational Futures 

Alberto Toscano: The Limits of Autonomy: Cognitive Capitalism and University Struggles 

Nick Dyer-Witheford: In the Ruined Laboratory of Futuristic Accumulation: Immaterial Labour and the University Crisis 

Tahir Wood: The Confinement of Academic Freedom and Critical Thinking in a Changing Corporate World: South African Universities 

Cameron McCarthy: Afterword. The Unmaking of Education in the Age of Globalization, Neoliberalism and Information

About the author(s)/editor(s)

Michael A. Peters is Professor of Education at the University of Waikato (New Zealand) and Emeritus Professor at the University of Illinois at Urbana-Champaign. He is the executive editor of Educational Philosophy and Theory and editor of two international e-journals, Policy Futures in Education and E-Learning. His interests are in education, philosophy and social policy and he has written over fifty books, including Creativity and the Global Knowledge Economy (Lang, 2009) (with Simon Marginson and Peter Murphy).

Ergin Bulut is a PhD candidate at the Institute of Communications Research at the University of Illinois at Urbana-Champaign. He is interested in political economy of labor and its intersection with education, communication and culture. 

Reviews

“Cognitive Capitalism, Education and Digital Labor’ provides us with a series of very thoughtful and provocative analyses of the relationship among political economy, education and new forms of knowledge and labor. It is definitely worth reading and then discussing its implications at length.” (Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison)

“This volume is a ‘tour de force’. Through its chapters, a new space is opened for understanding education in the contemporary world. With an magisterial introduction by its indefatigable editor, Michael A. Peters, and his colleague Ergin Bulut, ‘Cognitive Capitalism, Education and Digital Labor’ implicitly shows the limitations of postmodernism and offers a large conceptual framework that will surely be mined and critically examined for some years to come.” (Ronald Barnett, Emeritus Professor of Higher Education, Institute of Education, London)

“‘Cognitive Capitalism, Education and Digital Labor’ is extraordinarily instructive in studying the living bestiary of capitalism, a provocative text that enervates capitalism through helping us cultivate our critical faculties creatively and exultantly in the service of its demise. An important advance in our understanding the production of subjectivity in capitalist societies.” (Peter McLaren, School of Critical Studies in Education, Faculty of Education, University of Auckland)

“This valuable, lithe volume explores the ever-evolving, mutating forms of capitalism. It is a work of craft, intelligence and provocation. It reflects on some of the most important subterranean trends in contemporary societies. These unite the material and the immaterial, biology and power, economics and education. The contributors parse the intersections of intellectual and physical labour, paid and unpaid work, labour and pedagogy, research and gaming, free information and multi-national corporations, autonomy and liberalism, accumulation and enclosure, class and creativity. They do so with verve, steel and tenacious insight.” (Peter Murphy, Professor of Creative Arts and Social Aesthetics, James Cook University)

“If you read just a single book in the field of educational theory this year, make sure it’s this one. Drawing on the rich tradition of Marxist autonomism, the contributors pinpoint what the transmutation of labor and opening of new domains of class struggle under cognitive capitalism mean for education. The editors have assembled an impressive team, all accomplished scholars adept at envisioning changes in the sites and forms of knowledge-making, acquisition and contestation. For anyone interested in the educational implications of technologically-driven shifts in capitalism’s socio-economic structures, this is the volume to buy. Brimming with insight, balanced and lively – it will attract attention from scholars and students well beyond the confines of education faculties.” (James Reveley, Associate Professor, Faculty of Commerce, University of Wollongong)

“We have now for some time been undergoing intense technological and social revolutions that transformed the nature of labor, education and the capitalist economy. Peters and Bulut and their collaborators in ‘Cognitive Capitalism, Education and Digital Labor’ chart out the changes in the new economy and social life and explore its consequences for education. All educators and those concerned with transformations of contemporary culture and society should be concerned with these issues and learn from this book.” (Douglas Kellner, UCLA; Author of ‘Guys and Guns Amok’ and ‘Media Spectacle and the Crisis of Democracy’)

“The mainstream discourse of the knowledge economy is empty. The digital-Taylorist routinisation of much of the work that was once the preserve of knowledge workers and the offshoring of knowledge jobs to countries where skilled labour is much cheaper have given the game away. But it would be wrong to assume that the electronic/IT revolution has not changed our lives and our labour when it clearly has. This outstanding collection raises fundamental questions about knowledge, the role of education and labour in the digital world. It brings current debates to a new level and should be read by students, academics and policy makers across the globe.” (Hugh Lauder, Professor of Education and Political Economy, University of Bath)

“’Cognitive Capitalism, Education and Digital Labor’ presents a new theory of capitalism and digital labor. It is a very valuable resource and will spark an industry of debate and elaboration. This book presents such a wealth of diverse material that any reader will find something new and challenging, and each chapter in this collection makes a welcome contribution to the growing literature in the field.” (George Lazaroiu, Principal Research Fellow, Institute of Interdisciplinary Studies in Humanities and Social Sciences, New York)

“Cognitive capitalism is a crucial category for conceptualizing the workings of contemporary globalization. Using the theories of the Italian Autonomist Marxist tradition, or ‘operaismo’, Peters and Bulut along with the other authors in this collection present important, fascinating insights into capitalism, education and labor today. It should be read immediately by anyone concerned about how the daily practices of education prepare the multitude for the travails of their immaterial and material labor.” (Timothy W. Luke, Virginia Polytechnic Institute & State University)

“Peters and Bulut have provided us with a brilliant set of papers that take us to the heart of the political economy. Under ‘cognitive capitalism’ subjectivity is both the realm of freedom and the source of value, raising the stakes in control (governmentality). Hence the continuing fecundity of interpretations at the intersection of Marx/Foucault/Deleuze. We experience both larger productive community and heightened public surveillance, together with unsolvable tensions in education and research. But this book also reminds us that the circuits of cognitive capitalism continue to rest on a mountain of physical commodities, generated largely in the emerging economies and subject to more traditional (and more traditionally Marxist) forms of manufacture, energy consumption and hyper-exploitation of labour.” (Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia)

“Education cannot be understood outside of the diverse national and global forces in which it is situated, including the increasing separation of power from local politics. This book brings together a number of first-rate theorists in making clear the relationship among knowledge, power and digital labor. The book is a tour de force for anyone interested in the new registers of power that are now shaping education on a global level. This is an important book and should be put on the class list of every educator who views education central to politics.” (Henry A. Giroux, Global Television Network Chair Professor, English and Cultural Studies Department, McMaster University)

“The exceptional contributions assembled for this timely volume carefully anatomize – and critically question – the category of cognitive capitalism and its composition. This book is a major resource for a generation of academic workers with a very real stake in developments, conflicts and debates surrounding the edu-factory.” (Greig de Peuter, Co-author of  ‘Games of Empire’).

**END**

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

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

Posted here by Glenn Rikowski

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

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

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

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

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

Marxism and Education: Works by Glenn Rikowski – Version November 2011

Glenn Rikowski

MARXISM AND EDUCATION: WORKS BY GLENN RIKOWSKI – VERSION NOVEMBER 2011

This is a list of the main works on Marxism and Education by Glenn Rikowski, revised and updated on 6^th November 2011:

Online Articles and Papers

Rikowski, G. (1990) The Recruitment Process and Labour Power, unpublished manuscript, Division of Humanities & Modern Languages, Epping Forest College, Loughton, Essex, July. Online at: http://www.flowideas.co.uk/?page=articles&sub=Recruitment%20and%20Labour%20Power

Rikowski, G. (1996) Apprenticeship and the Use-value Aspect of Labour Power, First Paper prepared for the ESRC Seminar Series on ‘Apprenticeship in Work and Education’, Nene Research Centre, Nene College of Higher Education, Northampton, 31st May, at The Flow of Ideas web site: http://www.flowideas.co.uk/?page=articles&sub=Apprenticeship%20and%20the%20Use-value%20Aspect%20of%20Labour%20Power

Rikowski, G. (1996) Revealed Recruitment Criteria Through the Use-value Aspect of Labour-power, Second Paper prepared for the ESRC Seminar Series on ‘Apprenticeship in Work and Education’, Nene Research Centre, Nene College of Higher Education, Northampton, 31st May, at The Flow of Ideas web site: http://www.flowideas.co.uk/?page=articles&sub=Revealed%20Recruitment%20Criteria%20through%20the%20Use-value%20Aspect%20of%20Labour-power

Rikowski, G. (1996) Education Markets and Missing Products, Revised and extended paper first presented at the Conference of Socialist Economists, University of Northumbria, Newcastle, 7-9th July 1995. This revised version dated 18th December 1996: http://www.flowideas.co.uk/?page=articles&sub=Education%20Markets%20and%20Missing%20Products

Rikowski, G. (1998) Three Types of Apprenticeship, Three Forms of Mastery: Nietzsche, Marx, Self and Capital, a Departmental Paper, School of Education, University of Birmingham, 5th June: http://www.flowideas.co.uk/?page=articles&sub=Three%20Types%20of%20Apprenticeship%20-%20Three%20Forms%20of%20Mastery

Rikowski, G. (2000) Why Employers Can’t Ever Get What They Want. In fact, they can’t even get what they need, a paper presented at the School of PCET Staff/Student Seminar, University of Greenwich, Queen Anne’s Palace, 30 Park Row, Greenwich, London, 27 March. Online at The Flow of Ideas: http://www.flowideas.co.uk/?page=articles&sub=Why%20Employers%20Can[a]t%20Ever%20Get%20What%20They%20Want

Rikowski, G. (2000) That Other Great Class of Commodities: Repositioning Marxist Educational Theory, BERA Conference Paper, Cardiff University, 7-10 September. At Education-line:
http://www.leeds.ac.uk/educol/documents/00001624.htm

Rikowski, G. (2000) Messing with the Explosive Commodity: School Improvement, Educational Research and Labour-Power in the Era of Global Capitalism, paper presented at the British Educational Research Association Annual Conference, Cardiff University, 7-10 September. Available from Education-line:
http://www.leeds.ac.uk/educol/documents/00001610.htm

Rikowski, G. (2001) The Importance of Being a Radical Educator in Capitalism Today, Guest Lecture in Sociology of Education, The Gillian Rose Room, University of Warwick, Coventry, 31st May, available at The Institute for Education Policy Studies: http://www.ieps.org.uk.cwc.net/rikowski2005a.pdf

McLaren, P. & Rikowski, G. (2001) Pedagogy for Revolution against Education for Capital: An E-Dialogue on Education in Capitalism Today, Cultural Logic: An Electronic Journal of Marxist Theory and Practice, Vol.4 No.1:
http://clogic.eserver.org/4-1/mclaren%26rikowski.html

Rikowski, G. (2001) After the Manuscript Broke Off: Thoughts on Marx, Social Class and Education, a paper prepared for the British Sociological Association Education Study Group Meeting, King’s College London, 23 June. Available at Education-line: http://www.leeds.ac.uk/educol/documents/00001931.htm

Rikowski, G. (2002) Methods for Researching the Social Production of Labour Power in Capitalism, School of Education Research Seminar, University College Northampton, 7th March, at:
http://www.ieps.org.uk.cwc.net/rikowski2002b.pdf

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

Gibson, R. & Rikowski, G. (2004) Socialism and Education: An E-Dialogue, available from The Rouge Forum web site:
http://www.pipeline.com/~rougeforum/RikowskiGibsonDialogueFinal.htm

Rikowski, G. (2005) Distillation: Education in Karl Marx’s Social Universe, Lunchtime Seminar, School of Education, University of East London, Barking Campus, 14th February: http://www.flowideas.co.uk/?page=articles&sub=Distillation

Rikowski, G. (2006) Education and the Politics of Human Resistance, Information for Social Change, Issue No.23 (Summer): http://libr.org/isc/issues/ISC23/B3%20Glenn%20Rikowski.pdf

Gibson, R. & Rikowski, G. (2006) Education for a Socialist Future: An E-Dialogue, Information for Social Change, Issue No.23 (Summer): http://libr.org/isc/issues/ISC23/C1%20Rich%20Gibson%20and%20Glenn%20Rikowski.pdf

Rikowski, G. (2006) On the Capitalisation of Schools in England, a paper prepared for The Flow of Ideas, 1st November:
http://www.flowideas.co.uk/?page=articles&sub=On%20the%20Capitalisation%20of%20Schools%20in%20England

Rikowski, G. (2006) Ten Points on Marx, Class and Education, a paper presented at Marxism and Education: Renewing Dialogues IX Seminar, University of London, Institute of Education, 25th October:
http://www.flowideas.co.uk/?page=articles&sub=Ten%20Points%20on%20Marx,%20Class%20and%20Education

Rikowski, G. (2007) Marxist Educational Theory Unplugged, a paper prepared for the Fourth Historical Materialism Annual Conference, 9-11th November, School of Oriental & African Studies, University of London:
http://www.flowideas.co.uk/?page=articles&sub=Marxist%20Educational%20Theory%20Unplugged

Rikowski, G. (2008) Marx and Education Revisited, 21st April, London, online at: http://www.flowideas.co.uk/?page=articles&sub=Marx%20and%20Education%20Revisited

Rikowski, G. (2008) Marxism and Education Revisited, 25th April, London, online at: http://www.flowideas.co.uk/?page=articles&sub=Marxism%20and%20Education%20Revisited

Rikowski, G. (2011) Capitorg: Education and the Constitution of the Human in Contemporary Society, A paper prepared for the Praxis & Pedagogy Research Seminar, The Graduate School of Creative Arts and Media (GradCAM), Dublin, Ireland, 25th May 2011, available online at ‘The Flow of Ideas’: http://www.flowideas.co.uk/?page=articles&sub=Capitorg

 

Key Chapters in Edited Collections

Rikowski, G. (1998) Only Charybdis: The Learning Society Through Idealism, in: S. Ranson (Ed) Inside the Learning Society, London: Cassell Education.

Rikowski, G. (1999) Nietzsche, Marx and Mastery: The Learning Unto Death, in: H. Rainbird & P. Ainley (Eds.) Apprenticeship: Towards a New Paradigm of Learning, London: Kogan Page.

Rikowski, G. (2000) The Rise of the Student-Worker, in: K. Moti Gokulsing & C. DaCosta (Eds.) A Compact for Higher Education, Aldershot: Ashgate.

Rikowski, G. (2002) Education, Capital and the Transhuman, in: D. Hill, P. McLaren, M. Cole & G. Rikowski (Eds.) Marxism Against Postmodernism in Educational Theory, Lanham, MD: Lexington Books.

Rikowski, (2002) Prelude: Marxist Educational Theory After Postmodernism, in: D. Hill, P. McLaren, M. Cole & G. Rikowski (Eds.) Marxism Against Postmodernism in Educational Theory, Lanham, MD: Lexington Books.

Rikowski, G. (2002) Fuel for the Living Fire: Labour-Power! In: A. Dinerstein & M. Neary (Eds.) The Labour Debate: An Investigation into the Theory and Reality of Capitalist Work, Aldershot: Ashgate.

Rikowski, G. (2004) Labour’s Fuel: Lifelong Learning Policy as Labour Power Production, in: D. Hayes (ed.) The RoutledgeFalmer Guide to Key Debates in Education, London: RoutledgeFalmer.

McLaren, P. & Rikowski, G. (2005) Pedagogy for Revolution Against Education for Capital: An E-Dialogue on Education in Capitalism Today, in: P. McLaren, Red Seminars: Radical Excursions into Educational Theory, Cultural Politics, and Pedagogy, Cresskill, NJ: Hampton Press.

Allman, P., McLaren, P. & Rikowski, G. (2005) After the Box People: The Labor-Capital Relation as Class Constitution and Its Consequences for Marxist Educational Theory and Human Resistance, in: P. McLaren, Capitalists and Conquerors: A Critical Pedagogy Against Empire, Lanham, MD: Rowman & Littlefield.

 

Articles in Journals (not online)

Rikowski, G. (1992) Work Experience and Part-time Jobs in a Recruitment Context, British Journal of Education and Work, Vol.5 No.1, pp.19-46.

Rikowski, G. (1996) Left Alone: End Time for Marxist Educational Theory? British Journal of Sociology of Education, Vol.17 No.4, pp.415-451.

Rikowski, G. (1997) Scorched Earth: Prelude to Rebuilding Marxist Educational Theory, British Journal of Sociology of Education, Vol.18 No.4, pp.551-574.

Rikowski, G. (2001) Education for Industry: A Complex Technicism, Journal of Education and Work, Vol14 No.1, pp.29-49.

 

Books & Booklets

Hill, D., McLaren, P., Cole, M. & Rikowski, G. (Eds.) (1999) Postmodernism in Educational Theory: Education and the Politics of Human Resistance, London: Tufnell Press.

Rikowski, G. (2001) The Battle in Seattle: Its Significance for Education, London: Tufnell Press.

Cole, M., Hill, D., Rikowski, G. & McLaren P. (2001) Red Chalk: On Schooling, Capitalism & Politics, Brighton: The Institute for Education Policy Studies. Available online from The IEPS, at: http://www.ieps.org.uk.cwc.net/redchalk.pdf

D. Hill, P. McLaren, M. Cole & G. Rikowski (Eds.) (2002) Marxism Against Postmodernism in Educational Theory, Lanham, MD: Lexington Books.

Rikowski, G. (2005) Silence on the Wolves: What is Absent in New Labour’s Strategy for Education, Education Research Centre, Mayfield House, University of Brighton, Occasional Paper, May.

Green, A., Rikowski, G. & Raduntz, H. (Eds.) (2007) Renewing Dialogues in Marxism and Education – Openings,London: Palgrave Macmillan.

 

 

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Marxian Analysis of Society, Schools and Education SIG of the American Educational Research Association (MASSES)

Education Crisis

MARXIAN ANALYSIS OF SOCIETY, SCHOOLS AND EDUCATION SIG OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (MASSES)
CALL FOR PAPERS

2012 Annual Meeting – Vancouver, British Columbia, Canada
Friday, April 13 – Tuesday, April 17, 2012
http://www.facebook.com/l/7ba756tNF7qOe9ItKjSdc1iil3A/www.aera.net/

*Why Marxism? Whose Marxism? Let’s Begin from the Beginning.*

*Rethink Class, Race and Gender Inequalities and Education*

The current global momentum is a profound paradox. On one hand, our era has been witnessing huge and dramatic transformations propelled by the biotech movement including genetic and biotechnological discoveries, as well as, the electronic revolution of communications and information both of which have had a huge impact on the way knowledge has been produced and reproduced.

Despite such progress, on the other hand, global societies have been experiencing, among other things, the shocking exacerbation (and in some cases the return) of horrendous social evils, namely, the return of slavery, legitimization of human genocide, new pandemics, the return of high vulnerability to old sicknesses that seemed to have been eradicated and now appear to be linked to new pandemics like HIV/AIDS, and naturalization of war, the domestication of revolting social inequalities (cf. Sousa Santos, 2005), the need of a more predatory capitalism to sustain neoliberal capitalism, the emergence of a new economy propelled by the need to fight terror(ism) (cf. Giroux, 2011).

Despite the fact that we never had a society that produced as much knowledge as today’s society, the fact is such production not only has been incapable of building a fairer and just society, but also as it has just served to increase and multiply social inequality. Such shocking paradoxes bring to the fore the vitality of (neo)Marxist analyses, as the ‘most rigorous, comprehensive critique of capitalism ever to be launched’ (Eagleton, 2011).

The 2012 Marxian Analysis of Society, School and Education SIG program asks scholars and educators around the globe, profoundly committed with the struggle for social and cognitive justice, to rethinking not only class, race, and gender inequalities and education, but also if the reinvigoration of the (neo)Marxist analyses and contributions to society and education implies the need to ‘begin from the beginning’ (Zizek, 2009). We asked scholars to critically address questions such as why (neo)Marxism and whose (neo)Marxism is a key to rethink and understand the current global disruption of capitalism and its implications of the daily live of teachers and students.

AERA: http://www.area.net

MASSES Yahoo Group (Marx and Education SIG): http://tech.groups.yahoo.com/group/MarxSIG/  

 

Posted here by Glenn Rikowski

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

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

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

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

Volumizer: http://glennrikowski.blogspot.com

Education and Capitalism: Struggles for Learning and Liberation

Education and Capitalism

EDUCATION AND CAPITALISM: STRUGGLES FOR LEARNING AND LIBERATION

EDITED BY JEFF BALE AND SARAH KNOPP

Forthcoming Fall 2011

“This book is a breath of fresh air! The chapters take on central issues in education with a clear vision of what could be. Class, race, language and culture become not just educational ‘problems,’ but tools with which to rethink the future. A stellar addition to books in our field” —Jean Anyon, author of Marx and Education

“At a time when the capitalist class and their corporate allies in the media have waged an all-out assault on teachers, students, and public education, Education and Capitalism responds by speaking truth to power.…Drawing from the lived experiences of the editors and their students, and informed by cutting edge socio-political critique, Education and Capitalism clears the path for a new understanding of the current assault on public schooling and points towards important directions if we are to save it.” —Peter McLaren, author of Che Guevara, Paulo Freire, and the Pedagogy of  Revolution 

In the first decade of the twenty-first century, a conservative, bipartisan consensus dominates about what’s wrong with our schools and how to fix them. In each case, those solutions scapegoat teachers, vilify our unions, and promise more private control and market mentality as the answer. In each case, students lose—especially students of color and the children of the working class and the poor.

This book, written by teacher activists, speaks back to that elite consensus. It draws on the ideas and experiences of social justice educators concerned with fighting against racism and for equality, and those of activists oriented on recapturing the radical roots of the labor movement. Informed by a revolutionary vision of pedagogy, schools, and education, it paints a radical critique of education in Corporate America, past and present, and contributes to a vision of alternatives for education andliberation. Inside are essays that trace Marxist theories of education under capitalism; outline the historical educational experiences of emergent bilingual and African American students; recap the history of teachers’ unions; analyze the neoliberal attack on public schools under Obama; critically appraise Paolo Freire’s legacy; and make the historical link between social revolution and struggles for literacy.

With contributions from:
Rose Aguilar
Megan Behrent
Bill Bigelow
Michele Bollinger
John T. Green
Jesse Hagopian
Adrienne Johnstone
Brian Jones
Jessie Muldoon
Gillian Russom
Adam Sanchez
Keeanga-Yamahtta Taylor
Elizabeth Terzakis
Dan Trocolli

Sarah Knopp is a public high school teacher inLos Angeles and an activist with United Teachers Los Angeles.

Jeff Bale is assistant professor of second language education at Michigan State University. Their work has appeared in Rethinking Schools, International Socialist Review, and CounterPunch

Available Fall 2011 |Trade paper | $17.00 | 220 pages | ISBN: 9781608461646 | Published by Haymarket Books | http://www.haymarketbooks.org | info@haymarketbooks.org | 773-583-7884

For review or desk copies, contact Sarah Macaraeg, sarah@haymarketbooks.org

Book details at: http://www.scribd.com/doc/52611703/EDUCATION-AND-CAPITALISM-STRUGGLES-FOR-LEARNING-AND-LIBERATION

For more information, visit:
http://www.haymarketbooks.org/pb/Education-and-Capitalism

or link to the book’s Facebook page:
http://www.facebook.com/educationandcapitalism

***END***

Posted here by Glenn Rikowski

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

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

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