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Call for Chapter Abstracts

Handbook of Global Educational Reform (Wiley-Blackwell, 2017)

This edited volume examines educational reform from a global perspective. Currently, a number of trends are converging to fundamentally reshape the policy and practice of educational development globally. Transnational institutions such as the Organization for Economic Cooperation and Development (OECD), World Bank, World Trade Organization, and powerful transnational corporations such Pearson, Knowledge Universe, and Edison Learning are promoting an interconnected set of global educational reforms that seek to align national systems of education with the demands of transnational capital and ruling economic and political interests. Foremost, neoliberal rationalities and policy prescriptions that take the market as the dominant organizing principle of human and institutional affairs have rapidly expanded. This has functioned to promote standardization across national educational systems and private sector and market-based models of educational policy. In poor countries, private fee for service educational franchises (many of them owned by transnational actors) are being promoted, while in rich countries public educational systems are being defunded, privatized, commercialized, and subject to new forms of corporate managerialism.

The dominance of neoliberal rationalities in public policy over the last three decades has tended to reshape educational systems in ways that undermine democratic social relationships, institutions, and public spheres that foster cultures of dialogue, dissent, and collaboration necessary for democratic life inside and outside of schools. By situating educational reform in terms of the broader structures and ideological contests animating educational policy and practice, this volume is concerned to examine reform without being “reformist.”  That is, we do not see reform of existing institutional arrangements as being the only or central aim of engagement. Rather, this volume situates reform in the service of broad-based social transformation. In short, what is at stake in comprehending educational reform today is setting the agenda for educational and social development that serves the interests of the public, that fosters cultures of questioning, reflection, engaged self-governance, and egalitarian and sustainable forms of living.

We are interested in abstracts of no more than 300 words that explore a variety of theoretical and empirical issues in global education reform from a critical and transformative perspective. We are particularly interested in abstracts that engage issues across Latin America, Africa, Asia, and the Pacific. Areas of investigation include:

1. The historical, ideological, organizational, and institutional foundations of global education reform policies, networks, movements, actors, institutions, and agendas across diverse international contexts highlighting in particular the intersection of reform and new articulations of power, governance, and contestation.

2. How the ideologies and infrastructures underlying reform are deployed as concrete policy and in educational reform trends locally, nationally and globally through case studies of reform initiatives within specific contexts.

3. The new managerialism in educational reform including the standardization of national systems of educational governance, curriculum, teaching, and learning and new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models.

4. How practical policy is grounded in particular epistemological assumptions such as positivism, standardization, and instrumentalism that are lived through class, race, gender, sexuality, language, culture, and bodies. In other words, the subjective and intersubjective experiential dimensions of educational reforms.

5. Alternative transformative pathways for global, national, and local educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, ecological sustainability, and equality. Of particular interest is how grassroots movements are involved in contesting dominant reform trends and charting new paths for education and sustainable democratic futures.

If you are interested in contributing to this edited collection that is under contract with Wiley-Blackwell please submit an abstract by June 1, 2015 of no more than 300 words to: We anticipate final manuscripts being due June 1, 2016 with early 2017 publication. Manuscripts will be between 8,000-10,000 words.

Information on Co-editors:

Kenneth J. Saltman is Professor of Educational Leadership and Policy Studies at the University of Massachusetts, Dartmouth. His research examines the political economy and cultural politics of public school privatization. He is the author and editor of numerous books on educational policy and politics including Capitalizing on Disaster: Taking and Breaking Public SchoolsThe Gift of Education: Public Education and Venture PhilanthropyThe Edison SchoolsEducation as Enforcement: the Militarization and Corporatization of SchoolsThe Failure of Corporate School ReformThe Politics of Education: A Critical Introduction, and Toward a New Common School Movement.

Alexander J. Means is an Assistant Professor in the Department of Social and Psychological Foundations of Education at SUNY Buffalo State. His research examines educational policy and governance in relation to political economy, urbanization, human security, social inequality, and radical democratic theory and politics. He is the author of Schooling in the Age of Austerity: Urban Education and the struggle for Democratic Life (Palgrave, 2013), which won a 2014 Society of the Professors of Education Book Award, and Toward a New Common School Movement (Paradigm, 2014) with Noah De Lissovoy and Kenneth Saltman. His work has also been published in numerous international research journals such as Critical Sociology, Journal of Education Policy, Educational Philosophy and Theory, Policy Futures in Education, Foucault Studies, Review of Education, Pedagogy, and Cultural Studies, and Critical Studies in Education.


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Henry Giroux

Henry Giroux


Now available at:

Volume 10 Number 6 2012  ISSN 1478-2103


Henry Giroux on Youth Cultural Studies and Critical Pedagogy
Guest Editor: TINA (A.C.) BESLEY

Tina (A.C.) Besley. Introduction. Why Read Giroux? OPEN ACCESS

Peter Mayo. Recuperating Democratic Spaces in an Age of Militarisation and a ‘New Fascism’

David Trend. Henry Giroux and the Arts

Tony Kashani. The Transformative Intellectual: an examination of Henry Giroux’s ethics

Christopher G. Robbins. Disposable Youth/Damaged Democracy: youth, neoliberalism, and the promise of pedagogy in the work of Henry Giroux

Sophia A. McClennen. ‘Young People are No Longer at Risk: they are the risk’. Henry Giroux’s Youth in a Suspect Society

Doug Morris. Pedagogy in Catastrophic Times: Giroux and the tasks of critical public intellectuals

Robin Truth Goodman. The New Taylorism: hacking at the philosophy of the university’s end

Kenneth J. Saltman. Why Henry Giroux’s Democratic Pedagogy is Crucial for Confronting Failed Corporate School Reform and How Liberals Like Ravitch and Darling-Hammond Are Making Things Worse

Michael A. Peters. Henry Giroux on Democracy Unsettled: from critical pedagogy to the war on youth – an interview


Joao M. Paraskeva. Challenging the Neoliberal Global Minotaur (Henry A. Giroux: Education and the Crisis of Public Values: challenging the assault on teachers, students and public education)


Henry A. Giroux. Santorum and God’s Will: the religionization of politics and the tyranny of totalitarianism
Henry A. Giroux. The Scorched Earth Politics of America’s Fundamentalisms
Henry Giroux. Gated Intellectuals and Fortress America: towards a borderless pedagogy in the Occupy Movement


Alan Cottey. Limits to Stability


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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:

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at:

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:

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:

Note: These articles can be accessed without subscription, as they were published more than 3 years ago.




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The Individuality Pr♥test:

Kenneth Saltman 

Education Crisis


2012 Annual Meeting – Vancouver, British Columbia, Canada
Friday, April 13 – Tuesday, April 17, 2012

*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.


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