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Henry Giroux

Henry Giroux


Liverpool Hope University

Dates of Event: 12th June 2014 – 13th June 2014

Last Booking Date for this Event: 30th April 2014



Conference includes, refreshments, two lunches and conference dinner, no drinks are included.

If you require accommodation, you can add this further along with your booking.

Conveners: Alex Guilherme, David Lewin, Morgan White and David Lundie

Keynote Speakers:

Paul Smeyers (University of Leuven)

Gert Biesta (University of Luxembourg)

John Holmwood (University of Nottingham)

Craig Calhoun (LondonSchool of Economics)

From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty. If there are laws for the age of maturity, there ought to be laws for infancy, teaching obedience to others: and as the reason of each man is not left to be the sole arbiter of his duties, government ought the less indiscriminately to abandon to the intelligence and prejudices of fathers the education of their children, as that education is of still greater importance to the State than to the fathers: for, according to the course of nature, the death of the father often deprives him of the final fruits of education; but his country sooner or later perceives its effects. Families dissolve but the State remains. (Rousseau, A Discourse on Political Economy, 1755: 148-9)

More Information

Critical pedagogy and Philosophies of Education can be traced as far back as to the time of Plato and Socrates. These two Greek philosophers recognised the importance of dialogue for human interaction and for education. In the Republic, Socrates challenged his student, Plato, to think critically about educational, social and philosophical issues, and advocates overtly, through the figure of philosopher-kings, that philosophers are a ‘special kind’ for their capacity to critically analyse issues. It is arguable Rousseau’s Emile is, after Plato’s Republic, the next most influential text on education if we follow a historical timeline. In this work, Rousseau deals with the relationship between individual and society, and how the individual might retain its original innate goodness while being part of a corrupting community – which are views he already expressed in the Social Contract.

This tradition of critical thinkers in education remains strong and influential, and has in the likes of Paulo Freire and John Dewey two of its most important proponents and educationists of the 20th century. Michael Apple and Henry Giroux are, perhaps, the most recent proponents of this school of thought. That said, is there a lack of attention being paid by governments and the wider society to the thought of dominant thinkers on the relations between the individual and state, and its implications for education?





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Cognitive Capitalism


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.


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. 


“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’).


‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: (recording) and (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: (recording) and (live, at the Belle View pub, Bangor, north Wales)  

‘Cheerful Sin’ – a new song by Victor Rikowski:

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Marx and Education – Jean Anyon


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:

The Era of Neoliberal Deform: A Review of Marx and Education, by Jean Anyon – Part Two,  29th May 2011, at:


Schooling in Capitalist America: Dispatches on Marxism and Education, is at:


 For an outline of Marx and Education by Jean Anyon, see:  


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

Ken McGrew’s review of Marx and Education, details at:

A review by an anonymous author on, known as m310, see:  


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Economic Crisis


Just published at:
Volume 9 Number 3    ISSN 1478-8047


Cathy Fagan. Editorial

Catherine Broom. Conceptualizing and Teaching Citizenship as Humanity

Thomas A. Lucey, Doug Hatch & Duane Giannangelo. In Search of Understandings: knowledge of US history up to 1877 among preservice teachers at three universities

Ian Davies, Mitsuharu Mizuyama & Gillian Hampden Thompson. Citizenship Education inJapan

Thuwayba Al Barwani, Abdo Al Mekhlafi & Otherine Neisler. Addressing the Challenges of Cross-Cultural Understanding through Service Learning in Higher Education: the Oman experience

Lisbeth Lindström. Citizenship and Empowering Processes: a study of youth experiences of participation in leisure activities

Timothy Wai Wa Yuen & Yan Wing Leung. How an Advocacy NGO Can Contribute to Political Socialization: a case study in Hong Kong

Ann Jordan, with Derval Carey-Jenkins, Sue Irving, Alan Perrigo, Paul Taylor & Sarah Wilkes. Trainee Teachers’ Perceptions of the Values behind the Primary Curriculum inEngland and the Potential Significance for Future Professional Development


Still Not Easy being British: struggles for a multicultural citizenship (Tariq Modood), reviewed by Grisel María García Pérez

Global Crises, Social Justice, and Education (Michael Apple, Ed.) reviewed by Sabre Cherkowski

Creating Democratic Citizenship through Drama Education: the writings of Jonothan Neelands (Peter O’Connor, Ed.) reviewed by Thomas A. Lucey

Teachers and Human Rights Education (Audrey Osler & Hugh Starkey), reviewed by Karen Ragoonaden

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 18 months after publication.

PERSONAL SUBSCRIPTION. Subscription to the 2011 issues (this includes access to ALL PAST ISSUES including those of 2010) is available to private individuals at a cost of US$50.00. If you wish to subscribe you may do so immediately at

LIBRARY SUBSCRIPTION (institution-wide access). If you are working within an institution that maintains a Library, please urge them to take out a subscription so that we can provide access throughout your institution; details of subscription rates and access control arrangements for libraries can be found at

CALL FOR PAPERS For all editorial matters, including articles offered for publication, please contact the journal’s Editor Dr Catherine Fagan (

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please email the publishers at


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It starts tomorrow,

When I go to work’

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Marx and Education - Jean Anyon


There was only one Karl Marx, but there have been a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice.

Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy.

By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators.

Selected Table of Contents

Series Editor Introduction


1. Neo-Marxism in Education, 1970s – 1980s

2. Neo-Marxism in Education, 1990 – 2005

3. Current Issues: Economic Problems, Education Policies

4. Extending Marxist Theory and Practice

March 2011 | 120 pages | Paperback: 978-0-415-80330-4


Series: Routledge Key Ideas in Education



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Sara Motta

Mike Cole


A two day workshop organised in collaboration between:

MERD (Marxism and Education: Renewing Dialogues)
CSSGJ (Centre for the Study of Social and Global Justice, University of Nottingham)
CESJ (Centre for Education for Social Justice, Bishop Grosseteste University College, Lincoln)

To be held at the
University of Nottingham
1st – 2nd July 2011

The role of education is increasingly important in the construction of new forms of anti-capitalist politics in Latin America. This is evidenced by the centrality of popular education and other forms of struggle influenced by radical education philosophy and pedagogy, and by social movements in their construction of new forms of participatory politics and mass intellectuality. It is also evidenced in the creation of formal and informal educational programmes, practices and projects that develop varieties of critical pedagogy and popular education with both organised and non-organised marginalised and excluded communities.

Particularly, noticeable in this regard is the centrality of education in the Bolivarian Republic of Venezuela and the move towards 21st Century socialism. At the heart of the politicisation of education are the questions of whose knowledge counts in the process of social transformation and political change and if the ways in which such transformative knowledge is created impact upon the struggle to develop worlds beyond capitalism in the 21st century.

This workshop invites papers which develop theoretically grounded empirical analysis about the politicisation of education in the continent.

Key questions to be addressed are:

How is education politicised in contemporary anti-capitalist struggles?

How has neoliberalism closed down as well as opened up terrains of educational struggle?

What differences are there between the role of education in 20th century socialism and 21st century socialism?

How does Marxism shape such practices of radical pedagogy and how do such practices transform Marxism?

How does the focus on popular education in new forms of popular politics influence and reflect the type of politics developed?

What is the role of autonomous education in social movements in the construction of anti-capitalism?

What is the relationship between formal ‘progressive’ educational programmes and the politics of knowledge and education in informal community/social movement settings?

What can we (outside of the region) learn from Chavez’s concept of Venezuela as a ‘giant school’ and other radical pedagogies and educational practices in Latin America?

What is the role of popular educators within formal schooling in these processes?

Selected papers will be published in an edited collection with Palgrave Macmillan in their Marxism and Education Series.

Contact Sara Motta at and Mike Cole at  if you are interested in helping organise the workshop or would like any further information.

Please submit your paper proposal by March 1st 2011

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Work, work, work




Dr. Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison

Tuesday, October 12, 2010
1:00 – 2:00 pm
OISE Building – 252 Bloor Street West
Second Floor, Room 2-211



January 21-22, 2011
Sutton Place Hotel, Toronto, ON

The Ontario Confederation of University Faculty Associations (OCUFA) will be holding “The Race to Globalize Higher Education” to bring together speakers and participants from universities, research institutes, government, and the private sector in Canada, the United States, and Australia.

The fee for those registering on or before October 30, 2010, is $350.00, which includes continental breakfasts, lunch, refreshments and all materials.  The registration fee after October 30, 2010 is $400.00. The student rate is $150.00.

To register, please visit:



The Pacific Northwest Labour History Association’s (PNLHA) 43rd annual conference, presented in collaboration with the Simon Fraser University Centre for Labour Studies

June 17th – 19th, 2011
Simon Fraser University Harbour Centre, Vancouver, BC

The labour movement goes far beyond unionized workers. Significant struggles for workers’ rights have always involved non-union sectors, both locally and internationally. Some collaborations have been highly successful, others have left lingering distrust.

This conference seeks to find the best historical models for organizing, strategic alliances and coalitions, and to connect these models with contemporary actions to consider how the labour movement can strengthen for the future.

We invite proposals for academic research, panels, individual presentations, interactive workshops, drama, music, art, memorabilia displays and other forms of presentation. Interactive sessions are preferred and the reading of papers is discouraged.

Proposal deadline is January 14, 2011.  Please send a short summary and list of all presenters to Ms. Joey Hartman, PNLHA BC Vice President, by email to, or by mail to #2402 – 6888 Station Hill Drive, Burnaby, BC,
Canada, V3N 4X5.

For further information contact Joey Hartman at 604-540-0245. For updates, check our website:




by Scott Neigh, The Bullet

The 150 members of Unit 2 of Ontario Public Service Employees Union (OPSEU) Local 677 have been on strike since August 16. The office, technical, and administrative workers at the Northern Ontario School of Medicine (NOSM) went on strike after almost a year of negotiations to try and achieve a first collective agreement. At the forefront of the struggle are basic quality-of-work and quality-of-life issues. But lurking in the background are larger questions of how workers in the broader public sector and their employers will position themselves with respect to the austerity agenda declared with such fanfare by world leaders at the G20 summit in Toronto in June, and affirmed in this year’s federal and provincial budgets by the Harper and McGuinty governments.

Read more:



A new report from the Canadian Council on Learning (CCL) provides an unprecedented look at the future state of adult literacy in Vancouver, Toronto, Ottawa and Montreal, from 2001 through 2031. 

Released to coincide with UNESCO International Literacy Day, The Future of Literacy in Canada’s Largest Cities uses statistical projections to generate literacy profiles for the country’s largest metropolitan areas. According to the report, the four cities will experience significant, above-average growth in the number of adults with low literacy in the coming decades.

Read more:



by Mark Brenner, Labor Notes

Larry Hanley was elected president today of the 190,000-member Amalgamated Transit Union, which organizes bus drivers in cities across the U.S. and Canada, by delegates to the ATU Convention.

Hanley helped found the Keep America Moving coalition to build support for mass transit. Labor Notes’ Mark Brenner interviewed Hanley this month about how he would run the ATU differently and organize transit workers together with community members.

Read more:



Social Planning Toronto is working with the Toronto Open Budget Initiative (TOBI) to get the word out to Mayoral and City Council candidates – it’s time to open the City’s budget process! TOBI, a broad-based group of residents and community organizations, is working to make the City’s budget process more open, transparent, inclusive and participatory. At present, residents and groups have only two opportunities to weigh in on the City budget process, both after most of the real decisions have already been made. In response to the lack of opportunity for meaningful civic engagement on the City’s capital and operating budgets, members developed the TOBI Declaration of Principles, Values and Recommended Actions to improve the City’s budget process. Principles and values include: inclusiveness, accessibility, integrity and transparency, influence, accountability, and flexibility and transformation. Recommended actions include changes to the process that would have residents and groups have their say throughout the budget process, starting at the early formative stages.

Are you a candidate for City Hall or a worker, volunteer or board member from a community group? We need to hear from you! Check out our new website at to read over the TOBI Declaration and send in the Statement of Support to endorse these ideas for change. Deadline for submitting endorsements is Wednesday, October 6. After October 6, TOBI will be publicly releasing the list of endorsers. Event details to follow.

For more information or to join TOBI, please contact Beth Wilson at or call (416) 351-0095 x257.



Imagine a no-holds-barred “summit” that comes up with ideas to solve both our job and environmental problems. What might it come up with?

Read more:





Alison Fuller and Lorna Unwin
Vocations and Learning
Volume 3, Number 3, 203-222, DOI: 10.1007/s12186-010-9043-4


Christopher J. Einolf
Nonprofit and Voluntary Sector Quarterly published 28 September 2010


Martin Hart-Landsberg
Review of Radical Political Economics published 28 September 2010



Real Food for Real Kids
Toronto, Ontario

Start date: November 1, 2010
Interviews: October 14-15, 2010
Hours per week: Full time
Compensation: Commensurate with experience & ability
Application Deadline: 12:00 noon on Oct 12, 2010

Real Food for Real Kids (RFRK) is Canada’s leading all-natural catering company for child care centres, schools and camps. Every day, we cook and deliver delicious meals and snacks to over 5,000 children throughout the GTA. We make food fresh from scratch using only natural ingredients, including as much local and organic food as possible.

About the Program Director for Child Care Catering:
You’ll take on responsibility for the development, growth, and delivery of
the child care catering program at RFRK.

We’re looking for a rare breed: part strategic superhero, part relationship builder, part manager, and all business (except when they’re not). Someone who can run a tight ship, but is loved by everyone sailing it. We need a problem-solver, cut-to-the-chaser, seasoned listener, and motivational speaker wrapped into one.

For more details and to apply:


Toronto, Ontario

North York Harvest Food Bank is one of Toronto’s largest food banks. An independent not-for-profit organization, we work with communities who face short-term emergencies and long-term poverty in northern Toronto.

Position Summary

The Education Coordinator develops and facilitates learning opportunities for North York Harvest stakeholders including visiting schools and corporate volunteer groups. These include Sort & Learn Tours which are conducted on-site and combine a classroom activity with a food sorting activity. We also offer off-site workshops for school and community groups.

Reporting Relationship: The Education Coordinator reports to the Senior Manager, Community Engagement.

Hours: 15 hours/week including some weekend or evening hours.

For more details and to apply:


For more information about CSEW, visit:


‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: (recording) and (live)

Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:

No Future

The Ockress:

Education, Indoctrination and Witch Hunting



It seems that Critical Pedagogy and radical educators are causing quite a stir in Australia, according to ABC News. There are the usual stories about ‘indoctrination’ of students by left-wing professors, the ‘evils’ of Critical Pedagogy and nonsense about the ‘neutrality’ of the classroom, of course. All this is to be expected – and we have seen this before (e.g. the Gould Report in the UK in the early 1980s, the ‘Dirty Thirty’ campaign in the US, Thatcher’s determination to end Marxist influence over teacher training at the University of Brighton and periodic digs at Marxist professors from the media in many countries over the last 40 years).



In these times of capitalist crises, the stakes are a bit higher than usual. What is also noteworthy is the extent and intensity of the debate that the ABC News item has generated. The right are not getting it all their own way, and spirited defences of Critical Pedagogy, radical educators and radical education can be found in the debate ensuing in the ‘Comments’.






Glenn Rikowski

The Flow of Ideas is at: