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Tag Archives: Marxism and Education

Derek Ford

PEDAGOGY IN THE POST-TRUTH ERA: AN ANTI-TRUMP PRO-TEST!

 

 

 

 

 

A Seminar by Derek R. Ford (Assistant Professor of Education Studies, DePauw University, USA)

 

University of East London

Stratford Campus

Cass School of Education & Communities

17th October 2018

12.30 – 2.00pm

Room: ED201

 

Abstract: Those who are in shock that truth doesn’t seem to matter in politics today miss the mark, for politics has never corresponded with truth. Instead, political struggle is about the formulation and materialization of new truths. In this sense, the “post-truth” era offers a new opportunity to articulate and fight for a new political reality. Yet rather than embrace this opportunity, the mainstream anti-Trump “resistance” aims to suture this opening and re-stabilize the political superstructure. This paper focuses instead on the left-wing resistance that’s organizing and mobilizing to force a new world into being. After articulating the coordinates of our “post-truth” moment, it investigates the educational logic of the protest. Specifically, I propose that the protest is when movements test their political line, their organizational capacity, and the existing order of things.

Biographical details: Derek R. Ford is Assistant Professor of Education studies at DePauw University, USA. His research emerges from the nexus of subjectivity, pedagogy, and revolutionary struggles. He has written and edited seven books, including Communist Study and Politics and Pedagogy in the “Post-Truth” Era: Insurgent Philosophy and Praxis. He is education chair at The Hampton Institute (a working-class think tank), an organizer with the Answer Coalition, and co-editor of LiberationSchool.org.

 

Seminar details: This seminar is organised by Dr Alpesh Maisuria, Senior Lecturer Education Studies, part of the International Centre for Public Pedagogy (ICuP) and the Marxism and Education and Education: Renewing Dialogues Series (MERD Co-Convenors Alpesh Maisuria and Tony Green).

 

Links:

Derek Ford’s book: Politics and Pedagogy in the “Post-Truth” Era: https://www.bloomsbury.com/…/politics-and-pedagogy-in-the-…/

Dr. Alpesh Maisuria: https://alpeshmaisuria.academia.edu/

ICPuP: https://www.uel.ac.uk/…/the-international-centre-for-public…

MERD facebook:https://www.facebook.com/groups/202497469816639/?fb_dtsg_ag=AdyC300tngNeUAmV0YiduaY9LBrsFhpfgYWjBZ2UgPpmVQ%3AAdxyQFjUkbZvsBPJUuFuTTHZ2ccCxx-oTjFqw4SAjWZD1g

Tony Green’s Marxism and Education Palgrave book series https://www.palgrave.com/gb/series/14811

 

All welcome. No registration required.

Please share widely.

Communist Study

 

 

 

 

 

 

 

 

 

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Glenn Rikowski

MARXISM AND EDUCATION: FRAGILITY, CRISIS, CRITIQUE, NEGATIVITY, AND SOCIAL FORM(S)

 

 

 

This is a paper I prepared for the International Conference on Critical Education VIII, University of East London, Stratford Campus, 25 – 28 July 2018. The Abstract is below, and the paper itself can be viewed at Academia and at ResearchGate.

Glenn Rikowski

 

ABSTRACT

Why Marxism? Why Marxist educational theory? Through addressing these questions, this paper proclaims the importance of Marxism as a theory that intellectually disrupts and ruptures capitalist society and its educational forms. With reference to the work of John Holloway, it is argued that the significance of Marxism resides in its capacity to pinpoint fragilities and weaknesses in the constitution of capital. Grasping these fragilities in the rule of capital in contemporary social life sharpens the critical edge of any politics aimed at social transformation. Marxist educational theory plays an important role in this enterprise. These points are illustrated through consideration of the following ideas and phenomena: fragility, crisis, critique, negativity and social form(s). It is argued that fragility must be the starting point as Marxism is primarily a theory of capitalist weaknesses, and not the opposite: a theory of capitalist domination. Following Holloway, Marxism is a theory against society, rather than just another mainstream theory of society. Against Holloway, it is argued that the forms that fragilities for labour take also need to be understood. Paradoxically, our strength vis-à-vis capital is also the place for apprehending the fragilities and dependencies of labour. This vicious duality also exists in terms of crises in capitalism, and this flows into the phenomena of critique and negativity too. Finally, on the basis of this theorisation, the doors of capitalist hell are opened through a consideration of social forms in general and commodity forms in particular and their relations to educational processes and institutions. It is at this point that Marxist educational theory enters the stage, although in a transfigured form. In 1997, I wrote an article for the British Journal of Sociology of Education called ‘Scorched Earth: Prelude to Rebuilding Marxist Educational Theory’. Twenty-one years later, this paper can be viewed as my definitive first element in a programme of rebuilding Marxist educational theory.

 

Available from:

The full paper can be downloaded from Academia, at: https://www.academia.edu/37095004/Marxism_and_Education_Fragility_Crisis_Critique_Negativity_and_Social_Form_s_

The full paper can be downloaded from ResearchGate, at: https://www.researchgate.net/publication/326545788_Marxism_and_Education_Fragility_Crisis_Critique_Negativity_and_Social_Forms

 

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Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

 

 

Glenn Rikowski

Deturpações: Notas críticas sobre Mercadorias e Educação

 

 

 

 

 

 

My article Deturpações: Notas críticas sobre Mercadorias e Educação has been published in Curriculo sem Fronteiras (Vol.18 No.1), a Brazilian journal.

 

The Resumo / Abstract are below, and you can get the article from either Academia of ResearchGate.

Glenn Rikowski

 

Resumo

Este artigo argumenta que as tentativas de entender a mercantilização da educação e da pesquisa educacional, sem recorrer ao maior pensador sobre as formas de mercadoria – Karl Marx -, inevitavelmente levam a confusões e a deturpações na teoria educacional. Isso é demonstrado por meio de uma crítica a um artigo recente de David Bridges (2017), no qual o autor se concentra na mercantilização na pesquisa educacional. Ao ignorar as ideias de Marx, e também de teóricos marxistas contemporâneos, que escrevem sobre a mercadoria e a mercantilização, Bridges não realiza distinções cruciais na análise da mercantilização e, além de confundir conceitos, confunde os fenômenos que lhes são correspondentes, os quais deveriam ser tratados separadamente. No caso, Bridges e outros teóricos educacionais convencionais, que evitam a referência à Marx e à teoria marxista, acabam criando uma série de falsas declarações em suas análises sobre a mercantilização educacional. Tais abordagens camuflam a capitalização da educação; isto é, os processos pelos quais as instituições educativas “se tornam capital”, o devenir do capital. Essas teorizações são superficiais e politicamente enganosas.

Palavras-chave: mercantilização da educação, marxismo, pesquisa educacional.

 

Abstract

This paper argues that attempts to understand commodification in education and educational research without recourse to the greatest thinker on commodity forms – Karl Marx – inevitably leads to confusion and misrepresentation in educational theory. This is demonstrated through a critique of a recent paper by David Bridges (2017) where he focuses on commodification in education research. By ignoring the ideas of Marx, but also contemporary Marxist theorists writing on the commodity and commodification, Bridges fails to make crucial distinctions in the analysis of commodification, and also conflates and confuses concepts and their corresponding phenomena that should be kept separate. In the event, Bridges, and other mainstream educational theorists who avoid reference to Marx and Marxist theory, end up creating a host of misrepresentations in their analyses of educational commodification. Such approaches camouflage the capitalisation of education; that is, educational institutions ‘becoming capital’, the becoming of capital. These theorisations are superficial and politically misleading.

Keywords: commodification of education, Marxism, educational research.

 

At Academia: http://www.academia.edu/36861405/Deturpa%C3%A7%C3%B5es_Notas_cr%C3%ADticas_sobre_Mercadorias_e_Educa%C3%A7%C3%A3o

 

At ResearchGate:

https://www.researchgate.net/publication/325766732_Deturpacoes_Notas_criticas_sobre_Mercadorias_e_Educacao

 

The paper is in English as: Misrepresentations: Critical Notes on Commodities and Education, which is available at Academia @: https://www.academia.edu/35799008/Misrepresentations_Critical_Notes_on_Commodities_and_Education

 

***END***

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

 

 

Glenn Rikowski

INTERVIEW ON MARXISM, CRITICAL PEDAGOGY AND INCLUSIVE EDUCATION: DISCUSSIONS FOR A REVOLUTIONARY DISCOURSE

 

 

 

My interview with Aldo Ocampo Gonzalez, ‘Interview on Marxism, Critical Pedagogy and Inclusive Education: Discussions for a Revolutionary Discourse‘ is now available at Academia.

Aldo Ocampo Gonzalez is Director of the Center for Latin American Studies on Inclusive Education (CELEI), based in Santiago, Chile.

The website for CELEI is: http://www.celei.cl

The interview can be viewed on Academia at:  https://www.academia.edu/36752890/Interview_on_Marxism_Critical_Pedagogy_and_Inclusive_Education_Discussions_for_a_Revolutionary_Discourse

***END***

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Glenn Rikowski

Glenn Rikowski @ ResearchGate

 

 

I have had many articles, papers, reports, presentations and teaching documents at Academia for some years now. But for the last year I have built up my collection of papers, articles etc. at ResearchGate.

You can find these documents at: https://www.researchgate.net/profile/Glenn_Rikowski

Here are direct links to a few of my papers and articles:

Education Crises As Crises For Capital (2018) https://www.researchgate.net/publication/322642418_Education_Crises_As_Crises_For_Capital

Privatisation in Education and Commodity Forms (2017) https://www.researchgate.net/publication/322144355_Privatisation_in_Education_and_Commodity_Forms

Capitorg: Education and the Constitution of the Human in Contemporary Society (2011) https://www.researchgate.net/publication/309529786_Capitorg_Education_and_the_Constitution_of_the_Human_in_Contemporary_Society

Education and the Politics of Human Resistance (2006) https://www.researchgate.net/publication/241262665_Education_and_the_Politics_of_Human_Resistance

Education for Industry: A Complex Technicism (2001) https://www.researchgate.net/publication/44837860_Education_for_Industry_A_complex_technicism

 

***END***

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Glenn Rikowski

Misrepresentations: Critical Notes on Commodities and Education

 

 

 

 

Glenn Rikowski

Visiting Fellow, College of Social Science, University of Lincoln, UK

 

This is a paper I wrote in response to a presentation I went to at the 2017 Philosophy of Education Society of Great Britain (PESGB) Annual Conference at Oxford, by David Bridges.

The paper was completed on 3rd October 2017, at is now available at Academia.

 

ABSTRACT

This paper argues that attempts to understand commodification in education and educational research without recourse to the greatest thinker on commodity forms – Karl Marx – inevitably leads to confusion and misrepresentation in educational theory. This is demonstrated through a critique of a recent paper by David Bridges (2017) where he focuses on commodification in education research. By ignoring the ideas of Marx, but also contemporary Marxist theorists writing on the commodity and commodification, Bridges fails to make crucial distinctions in the analysis of commodification, and also conflates and confuses concepts and their corresponding phenomena that should be kept separate. In the event, Bridges, and other mainstream educational theorists who avoid reference to Marx and Marxist theory, end up creating a host of misrepresentations in their analyses of educational commodification. Such approaches camouflage the capitalisation of education; that is, educational institutions ‘becoming capital’, the becoming of capital. These theorisations are superficial and politically misleading.

 

***END***

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

 

Dr. Glenn Rikowski

 

CLASS CONSCIOUSNESS AND EDUCATION IN SWEDEN: A MARXIST ANALYSIS OF REVOLUTION IN A SOCIAL DEMOCRACY

By Alpesh Maisuria

Senior Lecturer at the University of East London, Cass School of Education & Communities, United Kingdom

 

Routledge (December 2017)

 

 

OUTLINE:

Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond. Critically tracing the celebrated so-called ‘Swedish model’ from its inception to its current neoliberalisation, Maisuria explores the contours of class as part of social democratic history, culture and education, especially against the alternatives of communism and fascism. Presenting empirical research on class consciousness within a higher education context, Maisuria analyses student testimonies on their perceptions of social democracy and ‘Swedishness’ with ethno-racial dynamics, which is subjected to a Gramscian and Critical Realist derived explanatory critique for social transformation

See: https://www.routledge.com/Class-Consciousness-and-Education-in-Sweden-A-Marxist-Analysis-of-Revolution/Maisuria/p/book/9781138286009

Series: https://www.routledge.com/Routledge-Studies-in-Education-Neoliberalism-and-Marxism/book-series/RSEN

 

***END***

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

 

Alpesh Maisuria

Glenn Rikowski

EDUCATION CRISES AS CRISES FOR CAPITAL

 

By Glenn Rikowski

Visiting Fellow, College of Social Science, University of Lincoln, UK

 

This is the second of my two papers prepared for the International Seminar for Public Pedagogies on Crisis and Education at the University of East London (Stratford Campus) for 21st February 2018.

The paper shifts the focus on education crisis from a concern with crisis in education as an attack on public, state-financed education towards education crises education as crises for capital, for capitalist development.

 

This paper is now available at Academia: https://www.academia.edu/35730140/Education_Crises_As_Crises_For_Capital

It is also available at ResearchGate: https://www.researchgate.net/publication/322642418_Education_Crises_As_Crises_For_Capital

 

Dr. Glenn Rikowski

 

 

 

 

 

 

 

 

***END***

Posted here by Glenn Rikowski

Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Education, Equality and Human Rights

EDUCATION, EQUALITY AND HUMAN RIGHTS – MIKE COLE – BOOK LAUNCH

 

 

 

 

 

 

BOOK LAUNCH

Education, Equality and Human Rights: Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class – Edited by Mike Cole

Professor Mike Cole, is a Professor of Education at the University of East London, UK

This event will be held at: The Cass School of Education and Communities, Room RB.G.13, Stratford Campus, University of East London, Water Lane, London, E15 4LZ

On: 31 January 2018, at 17.00-19.00

 

 

The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum. Written by a carefully selected group of experts, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.

Key issues explored include:

  • Human rights, equality and education
  • Women and equality, historically and now
  • Gender and education perspectives throughout time
  • Racism in the UK from the Empire to the present
  • Racism and education from imperial times to the May government
  • The making and remaking of sexualities
  • The challenges surrounding teaching and learning about sexuality in schools
  • The struggle for disability equality
  • Inclusive education
  • Social class, Marxism and socialism
  • Social class inequality and education.

With an uncompromising and rigorous analysis of education and human rights and a foreword from Professor Peter McLarenEducation, Equality and Human Rights is an essential resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

 

Mike Cole is Professor of Education at the University of East London, UK.

His latest books are Racism: A Critical Analysis (2016); Critical Race Theory and Education: A Marxist Response, Revised Second Edition (2017), and New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity (2017).

 

The Contributors:

Simon Forrest is Professor of Social Sciences in Medicine and Head of the School of Medicine, Pharmacy and Health at Durham University. He has a background in school teaching and research related to young people’s sexual lifestyles, risks, relationships and identities. He has co-authored a book supporting teaching about homosexuality in the context of schools, Talking About Homosexuality in the Secondary School (AVERT, 1997), and has since published numerous papers and other articles in the field of young people’s sexual attitudes and lifestyles. He is Chair of the Board of Trustees at AVERT, a leading global AIDS charity, and contributes to local and national initiatives aiming to support boys and young men.

Jane Kelly taught Art History and Women’s Studies at Kingston University until she retired in 2002. Since then she has been involved in Southwark Day Centre for Asylum Seekers which has three day centres, each open one day a week. In addition, she has recently rejoined the Labour Party.

Alpesh Maisuria is a Senior Lecturer with an expertise in social class and educational policy. His current research is based on the neoliberalisation of education in England, drawing upon Marxism and critical realism to understand these developments as ideologically driven. He also has an interest in Swedish social democracy and communism and education policy. He is also Deputy Editor of the Journal for Critical Education Policy Studies (JCEPS).

Jane Martin is Professor of Social History of Education at the University of Birmingham. Her first book, Women and the Politics of Schooling in Victorian and Edwardian England, won the History of Education Society (UK) Book Prize in 2002. She has published widely in various international journals in the field of gender and education, history of education, sociology of education and women’s history. She is joint editor of the Routledge Progressive Education Series. Her most recent book is Making SocialistsMary Bridges Adams and the Fight for Knowledge and Power, 1855–1939 (Manchester University Press, 2013). Future publications include Gender and Education in England since 1770: A social history to be published in the Palgrave Macmillan Gender and Women’s History Series in 2018; and a biography of author, teacher and socialist Caroline Benn (1926–2000).

Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he serves as Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. He is also Honorary Chair Professor at Northeast Normal University, China, where he serves as Honorary Co-Director of the Center for Critical Pedagogy Research. Professor McLaren is the author and editor of 45 books, and his writings have been translated into 30 languages.

Richard Rieser is a disabled teacher, trainer, writer, speaker, campaigner, film maker, and an international advocate/consultant for inclusive education and disability equality in many countries around the world. He runs World of Inclusion Ltd (www.worldofinclusion.com). As a disabled teacher, Richard taught for 25 years in primary, secondary, FE, and lastly as an Advisory Teacher for Inclusion in the London Borough of Hackney. After this he became full-time Director of the charity Disability Equality in Education, which trained over 120,000 education professionals. All Richard’s work is prompted by disability equality, inclusion and the social model of disability. Richard was UKDPC representative at the Ad hoc Committee framing the UN Convention on the Rights of Persons with Disabilities. He is author of the only handbook on implementing Article 24: Inclusive Education, for the Commonwealth. He has held many positions, including UK Rep on the European Disability Forum from 2004 to 2012, Chair of the Alliance for Inclusive Education and Vice Chair of Council for Disabled Children for 12 years and on various UK government committees. He is Coordinator of UK Disability History Month (www.ukdhm.org). Recently, World of Inclusion won an award at the Zero Conference, 2016 for a series of anti-disablist bullying films

Education, Equality and Human Rights

 

 

 

 

 

 

 

 

 

 

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Glenn Rikowski

PRIVATISATION IN EDUCATION AND COMMODITY FORMS @ ACADEMIA AND RESEARCHGATE

 

My article, Privatisation in Education and Commodity Forms (Journal for Critical Education Policy Studies, Volume 15 Number 3, December 2017, pp.29-56) is now available at Academia and at ResearchGate.

For Academia, see: https://www.academia.edu/35540404/Privatisation_in_Education_and_Commodity_Forms

For ResearchGate, see: https://www.researchgate.net/publication/322144355_Privatisation_in_Education_and_Commodity_Forms

 

***END***

Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Glenn Rikowski

Privatisation in Education and Commodity Forms

 

 

 

 

Glenn RikowskiVisiting Fellow, College of Social Science, University of Lincoln, UK

 

My article, Privatisation in Education and Commodity Forms has now been published in Journal for Critical Education Policy Studies, Volume 15 Number 3, December 2017, pp.29-56.

The Abstract for the article is below.

The article can be accessed at: http://www.jceps.com/archives/3620

and http://www.jceps.com/wp-content/uploads/2017/12/15-3-2.pdf

 

ABSTRACT

To date research and scholarship on privatisation in education lacks critical depth and intensity. Stock concerns occupy contributions to the field: the effects of privatisation in education on teachers’ labour, pay and conditions of service; educational expenditure; resultant problems of planning at local and national levels; corruption (systemic, and by teachers); and on the curriculum and pedagogy. Additionally, many accounts have been largely descriptive, focusing on how privatisation takes place, or on threats to privatisation, or its insertion within education systems. Many case studies have been undertaken in this light, with sectoral, country-wide and local cases. There has been less emphasis on why privatisation in education occurs. Resistance to educational privatisation has been another common theme. Finally, work on educational commodification has been substantially dissociated from studies on privatisation in education. This paper builds on this last point. Writing and research on privatisation in education has largely avoided what it represents and calls forth: the development of capital, the deeper capitalisation of education. Furthermore, discussion on educational privatisation typically ignores its implication in the social production of labour-power. Therefore, with reference to Karl Marx, this contribution drives the critique of privatisation in education forward by focusing on commodity form(s) in education and their relations to the capitalisation of educational services. Consequently, the points of resistance to privatisation in education are sharpened as anti-capitalist weapons.

 

The URL for the whole issue is: http://www.jceps.com/archives/3644

The journal website is: http://www.jceps.com

 

***END***

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Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

Glenn Rikowski

Glenn Rikowski

Journal for Critical Education Policy Studies – Volume 15 Number 3, December 2017

 

This is the latest issue of Journal for Critical Education Policy Studies. It includes my article Privatisation in Education and Commodity Forms.

 

 

 

 

Volume 15 Number 3 – December 2017

 

Ravi Kumar
Consensualised Reproduction and Fascisation of Society: Critical Pedagogy in Times of Despair

 

Glenn Rikowski
Privatisation in Education and Commodity Forms

 

Mike Cole
‘A bright future’ for ‘something new and highly significant’ or a bit of a damp squib?: (neo-) Marxist reflections on recent theoretical developments in ‘BritCrit’ in the journal Race, Ethnicity and Education

 

Oskar Szwabowski
Paulina Wężniejewska

An (co)autoethnography story about going against the neoliberal didactic machine

 

Sezen Bayhan
Ayşe Caner 

Schools in the Nexus of Neoliberal Urban Transformation and Education Policy Change

 

Chris Holligan
Corporate Schooling and Decorative Metrics: The Iconography of Academy School Chains in England

 

Dhammika Jayawardena 
The “MacBurger”, Non-State Universities and the Changing Landscape of Higher Education in Sri Lanka

 

Steve Hanson
Language, juridical epistemologies and power in the new UK university: Can alternative providers escape?

 

Cecilia Rikap 
The Differentiated Market-University: is commodification equally affecting all universities?

 

Joseph Cunningham
Rhetorical Tension in the Bureaucratic University

 

Fernando Murillo
Ideology, Curriculum & The Self: The psychic rootedness of ideology and resistance in subjectivity

 

Carl Parsons
Kaia-Marie A. Bishop

Book Review: Mike Cole (2016)Racism: a Critical Analysis. London: Pluto Press.

 

 

Journal for Critical Education Policy Studies: http://www.jceps.com

 

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Posted here by Glenn Rikowski

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

Glenn Rikowski @ ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

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

 

Dave Hill