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Tag Archives: Marxist Sociology of Education

Grant Banfield

Grant Banfield

CRITICAL REALISM FOR MARXIST SOCIOLOGY OF EDUCATION

By Grant Banfield

Routledge

Series: New Studies in Critical Realism and Education (Routledge Critical Realism)

September 22nd 2015 | 978-0-415-62906-5 | Hardback (Routledge)

 

This book offers a critical realist intervention into the field of Marxist Sociology of Education. Critical realism, as developed by British philosopher Roy Bhaskar, is known for its capacity to serve as a conceptual underlabourer to applied fields like education. Indeed, its success in clarifying and resolving thorny issues of educational theory and practice is now well established. Given critical realism’s sympathetic Marxist origins, its productive and critical engagement with Marxism has an even longer history. To date there has been little sustained attention given to the application of critical realism to Marxist educational praxis. The book addresses this gap in existing scholarship.

Its conceptual ground clearing of the field of Marxist Sociology of Education centres on two problematics well-known in the social sciences: naturalism and the structure-agency relation. Marxist theory from the days of Marx to the present is shown to also be haunted by these problematics. This has resulted in considerable tension around the meaning and nature of, for example, reform, revolution, class determinism and class struggle. With its emergence in the 1970s as a child of Western Marxism, the field continues to be an expression of these tensions that seriously limit its transformative potential. Addressing these issues and offering conceptual clarification in the interests of revolutionary educational practice, Critical Realism for Marxist Sociology of Education provides a new perspective on education which will be of interest to students, scholars and practitioners alike.

Recommend to a Library: http://www.sponpress.com/resources/librarian_recommendation/9780415629065/

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

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Work & Days

Work & Days

EDUCATION FOR REVOLUTION

“Education for Revolution,” is a special issue collaboration of the journals Works & Days and Cultural Logic that has just been launched. 

Works & Days, published by the English Department at Indiana University of Pennsylvania, explores problems of cultural studies, pedagogy, and institutional critique, especially as they are impacted by the global economic crisis (http://www.worksanddays.net).

Cultural Logic has been online since 1997 and is a non-profit, peer-reviewed, open access, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition (http://clogic.eserver.org).

This is the second collaboration between the two journals. 

Cultural Logic will be publishing an expanded, open access, version of this issue in the coming months. The expanded edition of the issue will include new articles addressing education for revolution in Greece, Turkey, and India. 

Read Works & Days editor David B. Downing’s “Foreword to the Revolution” here:

http://blogs.ubc.ca/ross/files/2013/12/WD-Front-pages.pdf

 

Works & Days + Cultural Logic

Education for Revolution

E. Wayne Ross & Rich Gibson (Editors)

 

Table of Contents

 

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor

Rich Gibson, San DiegoStateUniversity

 

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship [Available online: http://goo.gl/lm2PIl ]

E. Wayne Ross, University of British Columbia

Kevin D. Vinson, University of The West Indies

 

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy

Julie Gorlewski, State University of New York, New Paltz

Brad Porfilio, LewisUniversity

 

Learning to be Fast Capitalists on a Flat World

Timothy Patrick Shannon, The OhioStateUniversity

Patrick Shannon, PennStateUniversity 

 

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge

Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

 

Schooling for Capitalism or Education for Twenty-First Century Socialism?

Mike Cole, University of East London

 

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context

Curry Stephenson Malott, West ChesterUniversity of Pennsylvania

 

The Pedagogy of Excess

Deborah P. Kelsh, The College of Saint Rose 

 

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm

John Maerhofer, RogerWilliamsUniversity

 

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch

Grant Banfield, FlindersUniversity of South Australia

 

The Illegitimacy of Student Debt

David Blacker, University of Delaware

 

Hacking Away at the Corporate Octopus

Alan J. Singer, HofstraUniversity

 

A Tale of Two Cities — and States

Richard Brosio, University of Wisconsin, Milwaukee

 

SDS, The 1960s, and Education for Revolution

Alan J. Spector, PurdueUniversity, Calumet

 

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

Critical Educationwww.criticaleducation.org
Cultural Logicwww.eserver.org/clogic
Workplace: A Journal for Academic Laborwww.workplace-gsc.com

 

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

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

The Falling Rate of Learning

The Falling Rate of Learning

Critical Pedagogy

CRITICAL PEDAGOGIES IN THE TWENTY-FIRST CENTURY: A CONFERENCE ON TRANSFORMATIVE PEDAGOGIES

Call for Papers

Critical Theories in the Twenty First Century: A Conference of Transformative Pedagogies

West Chester University of Pennsylvania

Conference Founders: Curry Malott, John Elmore, and Brad Porfilio

November 18th and 19th 2011

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending prooposals is August 31, 2011. The Steering Committee will email acceptance or rejection notices by September 8, 2011. The proposal formats available to the presenters are as follows:

The general purpose of the West Chester Critical Theory Conference is to promote and support critical scholarship within students, and to advance critical theory and pedagogy more generally. By “advance” we mean to expose more people to critical practices and understandings as part of the process of the development of theory.

Through this focus we hope to work toward unifying and strengthening the sub-genres of critical pedagogy from Marxism, critical race theory, to critical neo-colonial studies. This goal is approached through the conferences internal pedagogy and therefore through a horizontal rather than a vertical organizing structure; by including students and classroom teachers in the critical pedagogical work dominated by professors; and by attempting to create a space where criticalists who do not usually work together can create meaningful unity, respect, and common goals. Since the dominant form of power in the twenty first century—neoliberal capitalist power—is both multicultural and global, critical pedagogy must too become more multicultural and global if it is to pose a significant challenge to it for a more democratic life after capitalism.

Because critical theory is concerned with not only understanding the world, but with transforming it, the conference is focused on not only understanding the consequences of an unjust social and economic system (i.e. corporate take-over of schools, high stakes testing and behaviorist pedagogy, micro classroom aggressions and bullying, poverty, racism, sexism, white supremacy, homophobia, perpetual war, ableism, etc.), but with transforming or dissolving their root causes (i.e. neoliberal capitalism and settler-state, Euro-centric oppression and their patriarchal, homophobic, racist, etc. hegemonies). As part of this goal the conference will hopefully provide introductory discussions and presentations on critical pedagogy and critical theory.

SUBMISSIONS
Proposal Formats

Individual Proposal: (45 minutes)
The conference committee welcomes individual paper proposals, with the understanding that those accepted will be grouped together around common or overlapping themes, Presenters will have approximately 45 minutes to present or summarize their individual papers. Individual paper submissions will be considered for panels with the same topic/theme. If you would prefer to present your paper/research individually you should consider the alternative format proposal. A 300-500 word abstract of the paper will be peer reviewed for acceptance to the conference.

Symposium Proposal: (90 minutes)
Presenters are also welcomed to submit proposals for a symposium. A symposium is typically composed of a chair and discussant and three to five participants who present or summarize their papers. Each symposium is organized around a common theme. Each participant will have between 15 and 45 minutes to present their papers, depending upon the number of participants involved in the symposium. A 300-500 word abstract of the symposium will be peer reviewed for acceptance to the conference.

Panel Proposal: (90 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their scholarly work within the context of a dialogue or conversation on a topic or theme related to the conference theme. Typically, each panelist is given 10-15 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed. In addition to the chair, we encourage (but do not require) organizers of panels to include a discussant who responds to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 300-500 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (90 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations, and round-table dialogues, are encouraged. We also welcome proposals for the organization of special interest groups. A 150-250 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Email proposals to conference coordinators Brad Porfilio (porfilio16@aol.com) and Curry Malott (currymalott@hotmail.com) by August 31, 2011.

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Marx and Education – Jean Anyon

THE PIONEERS OF MARXIST THOUGHT IN EDUCATION: A REVIEW OF ‘MARX AND EDUCATION’ BY JEAN ANYON, IN TWO PARTS

This is a two-part review of Jean Anyon’s Marx and Education (Routledge, 2011) – in the Routledge ‘Key Ideas in Education’ Series. The Series editors are Greg Dimitriadis and Bob Lingard.

For the two-part review by the ‘Schooling in Capitalist America’ blogger, see:

The Pioneers of Marxist Thought in Education: A Review of Marx and Education, by Jean Anyon – Part One, 29th May 2011, at: http://schoolingincapitalistamerica.wordpress.com/2011/05/24/the-pioneers-of-marxist-thought-in-education-a-review-of-marx-and-education-by-jean-anyon-part-one/

The Era of Neoliberal Deform: A Review of Marx and Education, by Jean Anyon – Part Two,  29th May 2011, at: http://schoolingincapitalistamerica.wordpress.com/2011/05/29/the-era-of-neoliberal-deform-a-review-of-marx-and-education-by-jean-anyon-part-two/

 

Schooling in Capitalist America: Dispatches on Marxism and Education, is at: http://schoolingincapitalistamerica.wordpress.com/

 

 For an outline of Marx and Education by Jean Anyon, see: https://rikowski.wordpress.com/2011/03/29/marx-and-education-jean-anyon/  

 

For other reviews of Marx and Education by Jean Anyon, see:

Ken McGrew’s review of Marx and Education, details at: https://rikowski.wordpress.com/2011/05/06/review-of-marx-and-education-by-jean-anyon/

A review by an anonymous author on Amazon.com, known as m310, see: https://rikowski.wordpress.com/2011/04/19/marx-and-education-misleading-title-and-confusing-narrative/  

 

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Karl Marx

MARXISM AND INTERNATIONAL POLITICAL ECONOMY: NEW CRITICAL ENGAGEMENTS

CALL FOR PAPERS

For Proposed International Sociological Association 2012 Panel:

Title: Marxism and IPE: New Critical Engagements

Abstract:

Accumulation through dispossession, new enclosures, rent becoming profit, general intellect, immaterial labor, multitudes and the common. All of these are Marxist concepts of some variety or another which although prevalent in geography, sociology, anthropology and cultural studies still have not made their way into International Political Economy, where Marxist perspectives remain marginal and somewhat parochial (limited to historical materialist and world-systems analyses).

This panel calls for papers interested in exploring issues of global capital and empire from fresh theoretical angles such as those offered by autonomist Marxists like Hardt & Negri, Christian Marazzi, Sandro Mezzadra, Franco Berardi (bifo), and Silvia Federici, normative Marxists like George Caffentzis, Massimo de Angelis, David Graeber, and Harry Cleaver and Marxist geographers like Saskia Sassen, David Harvey, and Jamie Peck.

We welcome both theoretical engagements with questions of accumulation and valorization in internation al politics as well as more specific studies of the politics of everyday life, e.g., financialization, labor, education, consumption, culture, identity and ecology.    

Please submit your papers titles and abstracts to the conveners, Wanda Vrasti wndvrst@googlemail.com and Nicholas Kiersey kiersey@ohio.edu, by May 25th.

Note, please, that we intend to make this panel the basis of an edited book volume, should it be accepted. Thank you!

International Sociological Association: http://www.isa-sociology.org/

Universities in Crisis (an ISA blog): http://www.isa-sociology.org/universities-in-crisis/

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‘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)

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