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Mike Cole

Mike Cole

RACISM: A CRITICAL ANALYSIS

A new book by Mike Cole

Paperback: 272 pages

Publisher: Pluto Press (20 Nov. 2015)

Language: English

Paperback: £17.50 from Pluto Press: http://www.plutobooks.com/display.asp?K=9780745334714

ISBN-10: 0745334717

ISBN-13: 978-0745334714

The book traces the legacy of racism across three continents, from its origins to the present day. With a wide-ranging yet closely-argued style, it brings a sophisticated neo-Marxist analysis to bear on controversial political issues.

Mike Cole tackles three countries in-depth: the United Kingdom, the United States and Australia. In the UK, he focuses on the effects of colonialism as well as looking at non-colour-coded racism, such as anti-Gipsy, Roma and Traveller racism and xeno-racism – directed at Eastern Europeans. Turning to the United States, Cole charts the dual legacies of indigenous genocide and slavery, as well as exploring anti-Latina/o and anti-Asian racism. Finally, in Australia, he interrogates the idea of ‘Terra Nullius’ and its ongoing impact on the indigenous peoples, as well as other forms of racism, such as that experienced by South Sea Islanders, anti-Asian racism, and that which targets migrants. The Pauline Hanson phenomenon is also addressed. Islamophobia, antisemitism and anti-Irish racism are also dealt with in the book, as is that aimed at asylum-seekers.

Cole demonstrates that racism is both endemic and multifaceted. This book will undoubtedly establish itself as required reading for students and other critical readers looking for a comprehensive, critical overview of the study of racism in Anglophone countries.

“Mike Cole reminds us of the histories of racism across America, Australia and the UK, at the same time urging us to re-engage with arguments about the central role of capitalism in perpetuating the most vicious of inequalities. This is an important reminder of the need to take a long view as we renew our shared struggle against the racism still scarring human lives across the globe.” (Professor Gargi Bhattacharyya, author of Tales Of Dark Skinned Women and Dangerous Brown Men)

 

About the Author:

Dr Mike Cole is Professor in Education, University of East London; and Emeritus Research Professor in Education and Equality, Bishop Grosseteste University, Lincoln. His latest books are Racism and Education in the UK and the US: Towards a Socialist Alternative (Palgrave Macmillan, 2011) and Critical Race Theory and Education: a Marxist Response (Palgrave Macmillan, 2009).

 

9780745334714

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‘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/

Ruth Rikowski at Serendipitous Moments: http://ruthrikowskiim.blogspot.co.uk/

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Glenn Rikowski

Glenn Rikowski

RECENT ADDITIONS TO ACADEMIA – GLENN RIKOWSKI

The following papers by Glenn Rikowski were recently added to Academia:

Crises in Education, Crises of Education (2014) A paper prepared for the Philosophy of Education Seminars at the University of London Institute of Education 2014-15 Programme, 22nd October 2014, online at Academia: https://www.academia.edu/8953489/Crises_in_Education_Crises_of_Education

On Education for Its Own Sake (2005) 17th Ocober 2005, London, online at Academia: https://www.academia.edu/9099777/On_Education_for_Its_Own_Sake

Silence on the Wolves: What is Absent in New Labour’s Five Year Strategy for Education (2005) University of Brighton, Education Research Centre, Occasional Paper, May 2005, online at Academia: https://www.academia.edu/9150947/Silence_on_the_Wolves_What_is_Absent_in_New_Labours_Five_Year_Strategy_for_Education

Education, Capital and the Transhuman (2002) Chapter 6, in: Marxism Against Postmodernism in Educational Theory, edited by Dave Hill, Peter McLaren, Mike Cole & Glenn Rikowski, Lanham MD: Lexington Books, online at Academia: https://www.academia.edu/9033532/Education_Capital_and_the_Transhuman

The ‘Which Blair’ Project: Giddens, the Third Way and Education (2000) Forum for promoting 3-19 comprehensive education, Vol.42 No.1, pp.4-7, online at Academia: https://www.academia.edu/9169470/The_Which_Blair_Project_Giddens_the_Third_Way_and_Education

Nietzsche’s School? The Roots of Educational Postmodernism (1998) A paper prepared for the Social Justice Seminar, Semester 2, University of Birmingham, School of Education, 24th March 1998, online at Academia: https://www.academia.edu/9099116/Nietzsches_School_The_Roots_of_Educational_Postmodernism

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

Sara Motta

Sara Motta

CONSTRUCTING 21st CENTURY SOCIALISM IN LATIN AMERICA: THE ROLE OF RADICAL EDUCATION

By Sara C Motta and Mike Cole

See: http://us.macmillan.com/constructingtwentyfirstcenturysocialisminlatinamerica/MikeCole

“This is a formidable and inspiring rendition of education as a political force and a testament to a decolonizing pedagogical spirit that dares to reignite the promise of Socialism for the twenty-first century. Motta and Cole powerfully counter hegemonic epistemologies of knowledge, moving us toward a decolonizing field of possibilities. More important is the persuasive manner in which they summon revolutionary educational projects of Latin America to challenge the blight of neoliberalism and reinvigorate our emancipatory dreams.” – Antonia Darder, Leavey Endowed Chair in Ethics and Moral Leadership, Loyola Marymount University

“At last, a powerful comparative critique of how the pedagogy of neoliberal politics and the politics of neoliberal pedagogy are being imposed on Latin America, and, most importantly, the responses of Latin American radical educators to these deadening and fatalistic politics and pedagogies. This book gives hope to radical educators everywhere for the possibilities of more grounded and transgressive ways of thinking, seeing, being, doing and feeling from the praxis of Brazilian, Colombian and Venezuelan radical educators today.” – Joyce Canaan, Professor of Sociology, Birmingham City University, UK

First published in http://www.historicalmaterialism.org/news/distributed/new-book-by-sara-c-motta-and-mike-cole-constructing-21st-century-socialism-in-latin-america-the-role-of-radical-education

Mike Cole

Mike Cole

 

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‘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

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

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

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

Terry Wrigley

Terry Wrigley

POLICY FUTURES IN EDUCATION: VOLUME 12 NUMBER 1 (2014)

Now available at: www.wwwords.co.uk/pfie/content/pdfs/12/issue12_1.asp

POLICY FUTURES IN EDUCATION
Volume 12 Number 1  2014  ISSN 1478-2103

SPECIAL ISSUE
ISLAM AND THE END OF EUROPEAN MULTICULTURALISM?

Edited by MICHAEL A. PETERS & TINA BESLEY

CONTENTS:

Michael A. Peters & Tina Besley. Editorial. Islam and the End of European Multiculturalism? From Multiculturalism to Civic Integration OPEN ACCESS

Danielle Zay. Is the Decline of European Multiculturalism the Beginning of a More Secular Europe?

Carsten Ljunggren. Citizenship Education and National Identity: teaching ambivalence

Donald K. Sharpes & Lotte R. Schou. Teacher Attitudes toward Muslim Student Integration into Civil Society: a report from six European countries

Sabine Gruber & Annika Rabo. Multiculturalism Swedish Style: shifts and sediments in educational policies and textbooks

Louise Chircop. Muslim Students in Malta: citizens at the margins

Mike Cole. Austerity/Immiseration Capitalism and Islamophobia – or Twenty-first-century Multicultural Socialism?

David Gabbard & Sarah Ritter. The Market, Multiculturalism, and Leitkultur: responding to Zizek’s challenge

Mayida Zaal. In the Shadow of Tolerance: the discursive context of Dutch-born Muslim youth

Yusef Waghid & Nuraan Davids. Muslim Education and its (In)commensurability with Multiculturalism: some thoughts on the imaginative madrassah

Anis Bajrektarevic. Multiculturalism is D(r)ead in Europe

Anne Beate Reinertsen, Ann Merete Otterstad & Oded Ben-Horin. Our Little Land and the Urgency of Showing, Not Telling, Our Subjectivities

Driss Habti. The Religious Aspects of Diasporic Experience of Muslims in Europe within the Crisis of Multiculturalism

Renée DePalma & Laura Cruz López. The Hijab and the Integration of the Muslim Other in Spanish Schools

VIEWPOINT
Michael A. Peters. Criticism and the Ethics of Negative Reviews

BOOK REVIEW
Education, Democracy and Development: does education contribute to democratization in developing countries? (Clive Harber & Vusi Mncube), reviewed by Mauricio Pino Yancovic OPEN ACCESS

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. There is Open Access for articles over 3 years old.

PLEASE NOTE: to accommodate the increasing flow of quality papers this journal expanded to 8 numbers per volume/year from Volume 12, 2014.

PERSONAL SUBSCRIPTION (single user access) Subscription to the 2014 issues (including full access to ALL back numbers), is available to individuals at a cost of US$60.00. 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.

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: support@symposium-journals.co.uk

 

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Glenn Rikowski and Ruth Rikowski have a number of articles in Policy Futures in Education. These include (and these are open access):

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**

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

Posted here by Glenn Rikowski

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

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

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

Education Crisis

Education Crisis

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – VOLUME 56 NUMBER 1 (2014)

Just published online at: www.wwwords.co.uk/forum/content/pdfs/56/issue56_1.asp
[printed copies will be posted late-February]

FORUM: for promoting 3-19 comprehensive education
Volume 56 Number 1, 2014, ISSN 0963-8253

ADVENTURES IN EDUCATION

Patrick Yarker. Editorial. Adventures in Education OPEN ACCESS

Deb Wilenski. ‘We’re a little bit lost aren’t we?’: outdoor exploration, real and fantastical lands, and the educational possibilities of disorientation

Mary Jane Drummond. Learning from Children: learning from Caroline Pratt (1867-1954). Early Progressives in Early Years Education

Jenifer Smith with Rebecca Griffiths. Writing Spaces, Professional Places: how a teachers’ writing group can nurture teaching identities

David Hewgill. My NQT Year: a primary teacher’s account of his first year of teaching

Rachel Marks. The Dinosaur in the Classroom: what we stand to lose through ability-grouping in the primary school

Vicky Grube. Beautiful Nonsense: children’s authentic art-making and Deleuzian difference

Jane McGregor. In Progress Internationally: student voice work in four countries

Roger Holdsworth. Spaces for Partnerships. Teach the Teacher: student-led professional development for teachers

Jean Courtney. Ontario’s Student Voice Initiative

Emily Nelson. Enacting Student Voice through Governance Partnerships in the Classroom: rupture of the ordinary for radical practice

Alison Cook-Sather. Student–Staff Partnerships as Transformational: the ‘Students as Learners and Teachers’ program as a case study in changing higher education

Rami Abu Zarad. A Teacher’s Retrospective View of the Syrian Educational System

Mike Cole. Comprehensive Education Bolivarian-style: the alternative school in Barrio Pueblo Nuevo, Venezuela

Tony Cotton. A Matter of Ideology: a response to the Draft Primary Mathematics Programmes of Study

Trevor Fisher. What Is To Be Done? Possibilities for the Counter-offensive

John Yandell. Classrooms as Sites of Curriculum Delivery or Meaning-making: whose knowledge counts?

Robin Alexander. The Best That Has Been Thought and Said?
Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. Open access for articles more than 3 years old.

PERSONAL SUBSCRIPTION Subscription to the three printed 2014 issues (including online access to ALL back issues, from Volume 1, 1958, to the present day) is available to private individuals at a cost of US$70.00 (approximately £43.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access) If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution.

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, Bromley BR1 2BL, United Kingdom (clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at info@symposium-books.co.uk

 

**END**

‘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

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

Volumizer: http://glennrikowski.blogspot.com

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

The New Left Book Club: https://rikowski.wordpress.com/2014/01/05/the-new-left-book-club-call-for-papers/

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

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

 

**END**

 Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo  

‘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

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

Volumizer: http://glennrikowski.blogspot.com

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

The Falling Rate of Learning

The Falling Rate of Learning

An Industrial Sewing Machine

An Industrial Sewing Machine

FACTORY LIFE

Lyka Thorn

At the age of fifteen I started working in a factory. This was three years before the law allowed. I was able to work there because it was a small family-run garment factory in the city, not a big multinational one, and they did not worry about such things. I worked about twelve hours a day from 7am until 7pm. I didn’t know anything about the work but I tried hard and they came to teach me how to work the machines. It was very dangerous; I had to be careful all the time. The factory was in a big house with no windows. It was very noisy, and we couldn’t talk to each other.

After about three months, I was moved to another factory owned by the same family, and at the same time I changed from working days to the night shift. This factory was in a villa on the outskirts of the city. It had a lovely garden, although we couldn’t see it when we were working because, again, there were no windows. This was partly to keep the noise in, and partly to stop people looking in. It was a bit quieter, and I met a lot of new friends. We worked hard for just US $3.50 a day – 7 days a week until the order was completed. After that we had to wait up to a day without pay, before starting on the next order. The industrial sewing machine I used was large and cumbersome, encompassing twenty individual sewing devices. I had to stand up and walk from one side of the machine to the other, checking for problems for about 12 hours a day. In the first two and a half years, I got the needle of the machine stuck in my finger three times. When this happened, my workmates would remove the needle with a pair of pliers, making sure that none of the needle was left inside my finger. One of these times, I had to go to see the doctor because my friends couldn’t find the point of the needle. Fortunately the doctor couldn’t find it in my finger, either.

One night I went to work and felt pain of all over my body. I knew I was sick but I carried on working until I fell over, the result of being on my feet every day for extended periods, and eating irregularly and inconsistently. I had to go to the clinic where the doctor gave me medicine to build me up. He asked me why I had rheumatism at such a young age. I was off work about a week in pain and with a fever. For each day I was unable to work, $3.50 was deducted from my wages.

After three years, I started studying English when the night shifts were over. I had only seven hours free time a day. Life was tough. After studying for a year, I had to give it up at the age of nineteen because a marriage was being arranged for me. We never actually got married but started living together.

Soon, I discovered I was pregnant and had to give up work because of morning sickness. I decided to stop working until the baby was born. When I was seven months pregnant my partner left me after a big argument with my dad, and after a month I moved back to my family home.

My baby was born on the 19 September 2007 at 11 am, after I had been in labour for twelve hours, and when I saw her I forgot about all the pain. She looked very cute and all my family loved her because she was the first grandchild.

Three days after she was born, her dad came to the hospital and begged me to take him back. He said he would stop lying to me and would look after me and our daughter. By the time Rita was nine months old, she was costing us a lot of money, and her dad’s wages as a motorcycle taxi driver were not enough. I therefore decided to go back to work in another factory near my family home. The factory employed more then a thousand workers. I worked about eight hours a day- six days a week for US $ 2 a day and I had to work longer hours if they told me to. I had to get up at 4.30 am and often did not get home until 10 pm. I earned about $130 a month but I was exhausted. If I was off for one day they took $5 from my wages.

Factory life is very hard, especially for women. We worked for peanuts until we dropped, and we never ate well, with just one hour a day break at midday. To go home and come back to the factory took about forty minutes, so I had to eat cheap food, which I bought outside the factory gates. This was dirty, of poor-quality and very unhealthy.

Although my partner gave me next to nothing from his wages, and all my wages went on looking after us and our daughter, he accused me of giving my wages to my family. When I denied this, he left me again. I stayed in the factory for another 3 months, then I got very depressed, I couldn’t work, and I decided to stop working there.

Soon after he came back and again asked if we could get back together, but I said, “no”. He nagged me until I agreed to live with him again. I went back to work in the factory for the third time.

I worked there a year, after which we split up again. I tried to commit suicide but even that didn’t seem to bother him. My family looked after me until I felt well. After all this I was totally fell fed up with the factory and my life. I had spent about seven years of my life there, and I decided to end factory life, and start a new one. I just wanted to start again and try to forget about the past.

My new job was a cashier in a bar. I worked from 7pm to 7am every night. I did not have time to look after my daughter, from whom I had never been apart before but because I needed the money I had to leave her with my mum. When I woke up late afternoon, she would say, “mum I miss you, can’t you stay with me tonight?”. I was very sad and told her, sorry I couldn’t, I had to work because of her.

I had been working about six months in the bar, when my ex-partner came back again, and I told him it was too late. I could take care of myself and my daughter. I was fed up with our life together. He left and never came back. He never came to see his daughter. I know she is sad about this, and she used to tell everyone that her dad is dead.

After we split up for good, my sister went to England with her partner and all our family took her to the airport and stayed there for about two hours until she left. When we got back home, we realised we had been burgled. I went straight to the place I had hidden some jewellery, bought during the four years I had worked in the factory before living with my partner – worth about $2000. It had gone. I was very sad. I had worked hard for nothing.

Life is a story, but this was not the end. I worked as a cashier for another year and I met a man from England. He is a good man, and very kind. We got married a year ago, and I now have a spouse visa, and can live in England until 2015, when I need to apply for another visa. My husband looks after me and my family. My daughter, Rita, who is now six years old, and my husband get on very well, and she now thinks of her new-step-father as her only father and calls him ‘papa’. Two months ago, she visited us for six weeks, and we are now waiting for the result of a settlement visa application for her.

An Asian factory worker who knew nothing about the world, I am now studying English and learning more and more about life every day. At last my life is good, and full of happiness and laughter.

© Lyka Thorn, 4th December 2013

Email: adav2011@yahoo.com

Posted here by Glenn Rikowski

Precarious Education

Precarious Education

POLICY FUTURES IN EDUCATION – VOLUME 11 NUMBER 2 (2013)

Now available at: www.wwwords.co.uk/pfie/content/pdfs/11/issue11_2.asp

POLICY FUTURES IN EDUCATION
Volume 11 Number 2  2013  ISSN 1478-2103

 

CONTENTS:

Cornelia Gräsel, Inka Bormann, Kerstin Schütte, Kati Trempler & Robert Fischbach. Outlook on Research in Education for Sustainable Development

Mike Cole. Racism, the Left and Twenty-first-century Socialism: some observations on the Gur-Ze’ev/McLaren interchange

Ruben Gentry. Roles for Educators in Helping the USA Form a Real Global Society

Deb J. Hill & Lynley Tulloch. Can Market Capitalism be Greened? Environmental Education Revisited

Ariful Haq Kabir. Neoliberalism, Policy Reforms and Higher Education in Bangladesh

Paul Miller, Kemesha Kelly & Nicola Spawls. Getting Past the Gatekeeper: safeguarding and access issues in researching HIV+ children in Jamaica

Herner Saeverot. On the Need to Ask Educational Questions about Education: an interview with Gert Biesta

Jan Vanhoof & Paul Mahieu. Local Knowledge Brokerage for Data-Driven Policy and Practice in Education

Chuan-Rong Yeh. Existential Thoughts in Fanon’s Post-colonialism Discourse

REVIEW ESSAY
Ricardo D. Rosa. European Higher Education and Corporate Designs of Utopia

 

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. PLEASE NOTE: to accommodate the increasing flow of high quality papers this journal will expand to 8 numbers per volume/year as from Volume 12, 2014.

PERSONAL SUBSCRIPTION (single user access) Subscription to the January-December 2013 issues (including full access to ALL back numbers), 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: 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**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)

‘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

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Critique

Critique

LONDON CONFERENCE IN CRITICAL THOUGHT 2013

Royal Holloway, University of London

6-7 June 2013
Call for Papers

Summary – : full version here: http://londonconferenceincriticalthought.wordpress.com

The second annual London Conference in Critical Thought (LCCT) will offer a space for an interdisciplinary exchange of ideas for scholars who work with critical traditions and concerns. It aims to provide opportunities for those who frequently find themselves at the margins of their department or discipline to engage with other scholars who share theoretical approaches and interests. Participation is free (though registration is required).

The conference is divided into thematic streams, each coordinated by different researchers and with separate calls for papers, included in this document. We welcome paper proposals that respond to the particular streams below, as well as papers for inclusion in a general stream.

Central to the vision of the conference is an inter-institutional, non-hierarchal, and accessible event that makes a particular effort to embrace emergent thought and the participation of emerging academics, fostering new avenues for critically orientated scholarship and collaboration.

Thematic Streams:

Concerning Bodies
Futures of Deconstruction
Pragmatism and Political Criticism
Feedback Loops of Feminist Thought and Activism
Beyond Identity and Critique
Spinozan Politics
The Soul at Work and in Debt
New Sensibilities in the Everyday
Sociocultural Criticism After Lehman Brothers
Critical Theory and Psychoanalysis
Critique, Action, Ethics
On Representation/Non-representation
The New Amateur
New Materialisms
Three Questions for the Emancipation of Latin America
Jean-Luc Nancy in Fragments
Higher Education in Crisis

Please send papers/presentations proposals with the relevant stream indicated in the subject line to londoncriticalconference@gmail.com

Submissions should be no more than 250 words and be received by the 25th March 2013.

Full call for papers with details of the streams can be found here: LCCT 2013 Call for Papers: http://londonconferenceincriticalthought.wordpress.com/call-for-papers-2013/

PDF full details: http://londonconferenceincriticalthought.files.wordpress.com/2013/02/lcct-2013-call-for-papers.pdf

 

All the best,

The LCCT organising collective.

First published at: http://www.historicalmaterialism.org/news/distributed/cfp-london-conference-in-critical-thought-2013-rhul-6-7-june

 

**END**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)

‘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

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

Volumizer: http://glennrikowski.blogspot.com

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

Education Crisis

Education Crisis

THIRD INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION

MAY 15-17th 2013

University of Ankara, Turkey

 

Conference website: http://icce-2013.org/

 

Supporting Institutions

University of Ankara (Turkey)

(UNION) KESK (Turkey)

(UNION) Eğitim Sen (Turkey)

Çankaya Municipality (Turkey)

Association of Adult Education (Turkey)

 

Supporting Journals

Journal of Critical Education Policy Studies (UK)

KRITIKI: International Journal for Critical Science & Education (Greece)

Radical Notes (India)

Eleştirel Pedagoji (Turkey)

Cultural Logic (USA/Canada)

 

CALL FOR PAPERS

Abstract Submission: 1st March 2013

Accepted Papers announced on 15th March 2013

 

Education Under Siege by Neoliberalism and Neoconservatism

Neoliberal and neoconservative educational politics have significantly been damaging education all over the World. Public education is regarded as old fashioned, private schools and a variety of types of education have been presented as an ideal model, schools and the students are now in a more competitive relationship, public education has been losing its status as a social right as a result of relationships with the market, and the state is rapidly losing its social character in the face of these developments. It leads us to rethink education given problems such as the education becoming less democratic, less secular and losing its scientific character; becoming more conservative and capital oriented and becoming less concerned with- in fact- detrimental to- issues of equality and critique. In rethinking education, the critical education movement takes an important role in creating new horizons and strategies against the global attack of capital.

The International Conference on Critical Education, which was held in Athens for first meetings, provides a base for the academics, teachers and intellectuals who are interested in the subject to come together in order to overcome obstacles for public education. Therefore, in the age where education is under siege by neoliberalism and neoconservatism, we invite you to the IIIrd International Conference on Critical Education to reflect on the theory and practice of critical education and to contribute to the field.

On behalf of the organising committee, 

Professor Dr. Meral UYSAL 
University of Ankara, Faculty of Educational Sciences
Department of Life Long Learning and Adult Education

 

**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

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

Volumizer: http://glennrikowski.blogspot.com

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

 

Glenn Rikowski’s paper, Critical Pedagogy and the Constitution of Capitalist Society has been published at Heathwood Press as a Monthly Guest Article for September 2012, online at:

http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

 

 

University for Strategic Optimism

University for Strategic Optimism

UNIVERSITY FOR STRATEGIC OPTIMISM

A university based on the principle of free and open education, a return of politics to the public, and the politicisation of public space.

About

Our basic public services, we are told, are simply too expensive. They must be thrown under the wheels of the megalithic debt that bears down upon us. They must be privatised, corporatised and commodified. All this so we can ensure the continuation of a system that funnels wealth into the hands of a privileged few. This failed and flailing market system, we are told, is the only one that is possible, drastic cuts the only alternative, the fairest thing to do. Any deviation from the path laid out for us will unleash the worst imaginable, a media-imagined Worst that threatens from our darkened skies.

The UfSO offers an emphatic No! to this description of our current situation, and sees instead a magnificent opportunity, a multiplication of possibilities, the opening of a space in which we might think about, and bring about, a fairer and and more fulfilling society for all. In short: Many good reasons for strategic optimism! We urge a rampant questioning of the ideological basis for the relentless privatisation and privation of our lives: Are these cuts incoherent, as some have said? Or is this a specific move/set of moves on the part of neoliberal capital? Are labour, education, healthcare, and the environment, mere commodities, to be consumed by those who will redeem them as more capital? Can the opposition to cuts begin moving towards a society ‘fit for purpose’? Is it still easier to imagine The End-of-the-World than The End-of-Capitalism?

University for Strategic Optimism: http://universityforstrategicoptimism.wordpress.com/

**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

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Glenn Rikowski’s MySpace Blog: http://www.myspace.com/glennrikowski/blog

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

 

 

Teaching Marx

TEACHING MARX: THE SOCIALIST CHALLENGE

Announcing a forthcoming book: Teaching Marx: The Socialist Challenge

Edited by Curry Stephenson Malott, Mike Cole and John Elmore

To be published by Information Age Publishing

Critical Construction: Studies in Education and Society, see: http://www.infoagepub.com/series/critical-constructions

Series Editor: Curry Stephenson Malott, West Chester University

“There is growing disillusionment with a social system where increasing productivity leads only to increased gaps between rich and poor, where reductions in social programs (retirement, health care, education) are the chief response an uninspired political sector can muster, and where non-sustainable exploitation of the Earth continues undiminished — in short, as the looming, world-wide economic crisis draws nearer, the essays in Teaching Marx: The Socialist Challengeare critical reading. It is time for our teachers to prepare students not to take their place in an increasingly corrupt economy, but to bring about the fundamental changes we need to build an equitable, prosperous, sustainable future” — Dr. Dennis Vickers, Humanities Department, College of Menominee Nation, Keshena, Wisconsin.

Curry Malott

Teaching Marx: The Socialist Challenge is an extraordinarily important text at this juncture of world history. Functioning as more than just another pedagogical weapon to be used against the ideological structures of death and social hallucinogenics manufactured by the transnational capitalist class, it is a book that can provide fecund opportunities for teachers to re-learn how to put social and economic justice front and center in the agenda for educational reform by putting Marx front and center, where he belongs” — Peter McLaren, Professor, UCLA and author of Che Guevara, Paulo Freire and the Pedagogy of Revolution

Teaching Marx: The Socialist Challenge provides a useful starting point for understanding the origins of today’s global crisis of capitalism. Our work in public schools to encourage respectful dialogues between Indian and non-Indian students about local conflicts over land ownership, through the TERRA Institute, should encourage cooperative action to find common interests. This book reminds us to move those specific discussions to explorations of the causes of conflicts over land, including the imperatives of global capitalism” — David Stanfield, TERRA Institute, www.terrainstitute.org

“As this book so clearly and illustratively points out, the work of Marx has always served as a critical tool for identifying and scraping away the residue of commodity relations as a means to an end of revolutionary purpose, and teaching Marx is therefore keynote to education becoming able to serve as a tool of liberation and revolution. The reasons for why this is so are very clear in the book. As its authors successively and in detail clearly point out, we are ‘educated’ to believe that we live in a meritocracy where god-given abilities and hard work afford position and reward, and the work of social institutions like the school play a key part in this. These institutions, as ideological apparatuses of the State, barrage us with propaganda and bombard us with ideas inside practices that are designed to convince us all that at the head of the equation of the constitution of the social and economic order is the work, skills, ideas, knowledge and commitment of individual people themselves and that the effort and competences of these individuals determine social position and the possibilities for economic reward and even social justice for all.

Mike Cole

Put directly and simply, the book shows us how the public has been hoodwinked by the school and other social institutions to believe in the ethics of capitalism and its central ideological tenet that the present social order is natural and in the end inevitable and beneficial for us all. However, as well as critiquing the work of the school as an instrument of reproduction, the book also shows how and why the education system could and should challenge the anti-democratic perspectives that disguise and defend the current social relations of production and the ideological and material needs of the capitalist class. It offers that is an educational challenge to the inevitability and “correctness” of capitalism by showing how its laws can be made visible to ordinary people so the oppressive power of the capitalist class can be more correctly identified, challenged and defeated.  In this way the book both poses the question and provides answers concerning what role education can play in a possible future revolutionary moment: both as a “true” education as an act of liberation and as a dialectic lens for critiquing the world in which we live. Used appropriately the book can become a clear and fundamental ingredient for helping to create the possibilities for a more egalitarian and socially just world” — Dennis Beach, University of Gothenburg, Sweden.

“This collection by Malott, Cole and Elmore’s is a very timely contribution to the current revival of Marxism in education. The authors engage seriously with the ideas of Marx – from his theory of capitalist crises to the increasing impoverishment of the working class – and debunk many of the commonly held myths about Marxism. The compilation of writings provide a devastating rejoinder to those who believe that we can only make changes within the present system and show how this crisis has made discussion of socialist alternatives, in education and society, an urgent necessity. They argue that, in Marx’s words, the educators need to get educated and find ways – through their students, through what they teach, and through their political activism – to feed into wider movements of social change” — Marnie Holborow, author on Marxism and Language, Dublin City University, Ireland.

John Elmore

 

UPDATE 2nd MARCH 2013

Teaching Marx: The Socialist Challenge – is now out!

At Amazon.com: http://www.amazon.com/Teaching-Marx-Curry-Stephenson-Malott/dp/1623961203/ref=sr_1_1_title_0_main?s=books&ie=UTF8&qid=1362256280&sr=1-1

At Amazon.co.uk: http://www.amazon.co.uk/Teaching-Marx-Curry-Stephenson-Malott/dp/1623961203/ref=sr_1_7?s=books&ie=UTF8&qid=1362256511&sr=1-7

At the Publishers (Information Age Publishing): http://www.infoagepub.com/products/Teaching-Marx

 

**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

Volumizer: http://glennrikowski.blogspot.com

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