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Tag Archives: Neo-Marxism and Education

Glenn Rikowski

LIFE IN THE HIGHER SAUSAGE FACTORY

Dr. Glenn Rikowski, School of Education, University of Northampton

Guest Lecture to the Teacher Education Research Group

Glenn Rikowski will talk about Capital in a Crisis of Higher Education, and Higher Education in a Crisis of Capital

22nd March 2012, 5.00pm, The Cass School of Education and Communities, Room 2.02, University of East London, Water Lane, London E15 4LZ

“Capitalist production is not merely the production of commodities, it is essentially the production of surplus-value. The labourer produces, not for himself, but for capital. It no longer suffices, therefore, that he should simply produce. He must produce surplus-value. That labourer alone is productive, who produces surplus-value for the capitalist, and thus works for the self-expansion of capital. If we may take an example from outside the sphere of production of material objects, a schoolmaster is a productive labourer, when, in addition to belabouring the heads of his scholars, he works like a horse to enrich the school proprietor. That the latter has laid out his capital in a teaching factory, instead of a sausage factory, does not alter the relation. Hence the notion of a productive labourer implies not merely a relation between work and useful effect, between labourer and product of labour, but also a specific, social relation of production, a relation that has sprung up historically and stamps the labourer as the direct means of creating surplus-value. To be a productive labourer is, therefore, not a piece of luck, but a misfortune” (Karl Marx, Capital, Volume I).

 

UPDATE, 5th March 2014: The paper can now be downloaded from Academia. There are many other of my papers there too. See: https://independent.academia.edu/GlennRikowski

 

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

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo

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

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

Volumizer: http://glennrikowski.blogspot.com

Education Crisis

MARXIAN ANALYSIS OF SOCIETY, SCHOOLS AND EDUCATION SIG OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (MASSES)
CALL FOR PAPERS

2012 Annual Meeting – Vancouver, British Columbia, Canada
Friday, April 13 – Tuesday, April 17, 2012
http://www.facebook.com/l/7ba756tNF7qOe9ItKjSdc1iil3A/www.aera.net/

*Why Marxism? Whose Marxism? Let’s Begin from the Beginning.*

*Rethink Class, Race and Gender Inequalities and Education*

The current global momentum is a profound paradox. On one hand, our era has been witnessing huge and dramatic transformations propelled by the biotech movement including genetic and biotechnological discoveries, as well as, the electronic revolution of communications and information both of which have had a huge impact on the way knowledge has been produced and reproduced.

Despite such progress, on the other hand, global societies have been experiencing, among other things, the shocking exacerbation (and in some cases the return) of horrendous social evils, namely, the return of slavery, legitimization of human genocide, new pandemics, the return of high vulnerability to old sicknesses that seemed to have been eradicated and now appear to be linked to new pandemics like HIV/AIDS, and naturalization of war, the domestication of revolting social inequalities (cf. Sousa Santos, 2005), the need of a more predatory capitalism to sustain neoliberal capitalism, the emergence of a new economy propelled by the need to fight terror(ism) (cf. Giroux, 2011).

Despite the fact that we never had a society that produced as much knowledge as today’s society, the fact is such production not only has been incapable of building a fairer and just society, but also as it has just served to increase and multiply social inequality. Such shocking paradoxes bring to the fore the vitality of (neo)Marxist analyses, as the ‘most rigorous, comprehensive critique of capitalism ever to be launched’ (Eagleton, 2011).

The 2012 Marxian Analysis of Society, School and Education SIG program asks scholars and educators around the globe, profoundly committed with the struggle for social and cognitive justice, to rethinking not only class, race, and gender inequalities and education, but also if the reinvigoration of the (neo)Marxist analyses and contributions to society and education implies the need to ‘begin from the beginning’ (Zizek, 2009). We asked scholars to critically address questions such as why (neo)Marxism and whose (neo)Marxism is a key to rethink and understand the current global disruption of capitalism and its implications of the daily live of teachers and students.

AERA: http://www.area.net

MASSES Yahoo Group (Marx and Education SIG): http://tech.groups.yahoo.com/group/MarxSIG/  

 

Posted here by Glenn Rikowski

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

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

The Ockress: http://www.theockress.com

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

Volumizer: http://glennrikowski.blogspot.com

Marxism Against Postmodernism in Educational Theory

MARX AND EDUCATION: MISLEADING TITLE AND CONFUSING NARRATIVE

April 13th 2011

By m310See all my reviews (on Amazon.com)

Review at Amazon.com: Marx and Education (Routledge Key Ideas in Education) (Paperback)

This had the potential to be a book that shed important light on the Marxist educational tradition; however, I was confused by the narrative. The title misled me into believing that I was in for a discussion of Marxist educators. Originally, I was interested in the book because I hoped it would augment the writings of U.S. Marxists, such as Ramin Farahmandpur, Rich Gibson, E. Wayne Ross, and a few others. Yet the book is dedicated to neo-Marxists, and while she gives attention to McLaren as a progressive educator (mid-1980s), she provides scant attention to his Marxist writings. Those who have read any of McLaren’s writings since 1995 know that he is a Marxist-Humanist; he is clearly not a neo-Marxist. Anyone following Marxism in education in the USwould be hard pressed to find a more prominent and influential exponent than McLaren.

Furthermore, the significant contributions made upon U.S. Marxists by British Marxists such as Glenn Rikowski, Paula Allman, Dave Hill, and Mike Cole, are not highlighted. Why were there no significant discussions of Valerie Scatamburlo D’Annibale and Deb Kelsh? The narrative in this book is not so much about Marxist educators but rather progressive and neo-Marxist educators. Where were discussions of contributions of John Holst and Himani Bannerji? The book, Marxism Against Postmodernism in Educational Theory – a milestone in the debates over Marxism and education – was not even mentioned. This truly was a narrow reading of a very small field and as a result has shortchanged its readers. Mike Cole’s work in England is far superior.

Anyon has done good work on urban education, but needs to be more aware of what is happening in the Marxist arena as far as education is concerned. I like her basic summary of Marxist analysis but wanted to find out more about U.S.-based Marxist educators, especially since there are so few of them.

Posted here by Glenn Rikowski

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

Cold Hands & Quarter Moon: http://www.myspace.com/coldhandsmusic