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Paulo Freire

Paulo Freire

CRITICAL KNOWLEDGE AND PRAXIS

ANGLIA RUSKIN SEMINAR

May 13th 2015, 3.30-6.30pm.

Marconi Building room 104, Anglia Ruskin University, Chelmsford Campus.

Critical Knowledge and Praxis

The seminar will explore the fate of critical knowledge and praxis and how it might have a role in progressive politics and revolutionary struggles against current injustices created and exacerbated by the violence of capitalist abstractions: Money, the State and its other institutional forms, e.g. the neoliberal university.

A key issue for the seminar will be the extent to which it is possible to operate as a critical scholar within a neo-liberal university, and to what extent it is necessary to develop other social institutions to carry through with the implications that form the substance of our work.

Reading

Amsler, S. (2014) For feminist consciousness in the academy, Special Issue on Materialist Feminisms against Neoliberalism, Politics and Culture. Sarah’s new book ‘The Education of Radical Democracy‘ will be published in April.

Neary, M. (2014) ‘Making with the University of the Future: pleasure and pedagogy in higher and higher education’.  In: J. Lea (Ed.) (2015) Enhancing Learning and Teaching in Higher Education: engaging with the dimensions of practice. Maidenhead: Open University Press.

Winn, J. (2015) The co-operative university: Labour, property and pedagogyPower and Education, 7 (1).

See: http://josswinn.org/2015/03/anglia-ruskin-seminar-critical-knowledge-and-praxis/

**END**

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Glenn Rikowski

Glenn Rikowski

POSTMODERN DERELICTION IN THE FACE OF NEOLIBERAL EDUCATION POLICY 

Heathwood Institute republishes ‘Postmodern Dereliction in the Face of Neoliberal Education Policy

The Heathwood Institute republished my paper Postmodern Dereliction in the Face of Neoliberal Education Policy through their Heathwood Press website on 5th September 2013.

This paper was written primarily for my EDU3004 ‘Education, Culture & Society’ students, for an Education Studies module in the School of Education and the University of Northampton. However, it may be of more general interest. It was originally posted to ‘The Flow of Ideas’ website on 27th April 2008, and was one of the last articles posted to my old ‘Volumizer’ blog before AOL shut down all of its blogs.

See: http://www.heathwoodpress.com/postmodern-dereliction-face-neoliberal-education-policy/

This Heathwood Press version is easier to read and has pictures.

Heathwood Institute & Press: http://www.heathwoodpress.com

Glenn Rikowski

London, 11th September 2013

All that is Solid for Glenn Rikowski: https://rikowski.wordpress.com

 

Homer

THE ETHICS OF WIDENING PARTICIPATION SEMINAR SERIES

UALL Widening Participation and Social Inclusion Network

Convenor: Annette Hayton, Head of Widening Participation, Goldsmiths, University of London

SRHE: Access and Widening Participation Network

Convenor: Penny-Jane Burke, Roehampton University

Venue: SRHE, 73 Collier St, London N1 9BE

Date: Thursday 16th November 2011

From 9.30 am- 4pm (lunch included)

The Ethics of Widening Participation Seminar Series

An Ethical Approach to Management and Governance in Higher Education Professor Peter Scott, Institute of Education, University of London +++++ ‘The presentation will consider the ethical dimensions of management and governance – including the ‘information’ challenges posed by league tables, freedom of information, student satisfaction scores and now the key information sets (KIS) thatall English higher education institutions will be obliged to provide following the White Paper, and the tensions between these external challenges and more traditional responsibilities towards collegiality and community. In particular the presentation will discuss the difficult transition from a regime based on ‘public’ values (and characterised by – relatively – low fees, rapid student growth and a commitment to widening access) to a regime grounded in ‘market’ values (and characterised by much higher fees, slower – or reverse – growth and much higher levels of competition) – and its implications for lifelong learning’

Interrogating participation: student experiences and pedagogical practices, Professor  Penny Jane Burke, Roehampton University +++++ This presentation will explore students’ experiences in relation to pedagogical practices to consider the ethical issues this raises for widening participation (WP). Key issues that will be explored include the ways different pedagogical practices and relations might be experienced as exclusive, the different pedagogical practices that HE teachers draw on in relation to WP, and the ways that pedagogies might (or might not) support the processes of being constituted as a legitimate student-subject in higher education. The presentation will draw on data from a qualitative project funded by the Higher Education Academy to explore these issues.

Curriculum, Employability and Knowledge: What makes a good degree? Annette Hayton,  Goldsmiths, University of London +++++ Developing employability skills in students is increasingly seen as an important aspect of higher education and, in order to help students to choose their degree course, Universities will have to provide information about the employment of their graduates. On the surface this can seem very rational but the job prospects of young people are not wholly defined by their qualifications or talents. A ‘useful’ vocational  degree often has less status and value in the market place than a traditional subject such as History taken at a prestigious university. This session will explore how the value placed on a degree is framed and shaped by existing cultural and economic inequalities.

Riots, Resistance and Rhetoric: the implications for higher education Professor Les Back, Goldsmiths, University of London +++++ The seeds of the current crisis in universities had a long gestation period, emerging from a sequence of transitions that have transformed the nature of higher education. It now appears to be morphing into the neo-liberal university of commerce where knowledge is valuable only if it has a marketable exchange value or the potential for policy relevance.  The contradictions inherent in this approach are brought into sharp focus when we consider the humanities. As a teacher I have been thinking about this a lot and wondering, ‘What is the promise of sociology for new graduates?’ Perhaps it is to provide ways of understanding what is before them and imagining ways to act in a society full of moral complexity. This approach might provide a way of understanding the urban unrest this summer and show that it is not unrelated to a schism in opportunities that is opening up amongst the young in the UK, including access to higher education.

Black and Minority Ethnic Students Negotiating White ‘norms’, Managing Exclusion: Ethical Challenges in Higher Education Professor Gill Crozier, Roehampton University +++++ According to some research Minority Ethnic students are proportionately over represented in the Higher Education sector. However, this broad statement masks which specific Minority Ethnic students these are and also which universities and which subjects they attend/study. In any case universities in Britain continue to be White and middle class dominated institutions.  In this paper I draw on some empirical research to look at the processes involved in negotiating White norms and values.  I will draw on Critical Race Theory, Critical Race Feminism and Bourdieu’s concept of symbolic violence to analyse the ethical imperatives that universities need to address in developing and transforming themselves into more egalitarian and equitable  places of learning.

Speakers Biographies

Peter Scott is Professor of Higher Education Studies at the Institute of Education University of London and also Chair of the Council of the University of Gloucestershire. At the end of last year he stood down as Vice-Chancellor of Kingston University after 13 years in post. Previously he was Pro-Vice-Chancellor and Professor of Education at the University of Leeds, and Editor of ‘The Times Higher Education Supplement’ from 1976 until 1992. He was a member of the board of the Higher Education Funding Council for England from 2000 until 2006, and Chair of the Universities Association for Lifelong Learning from 2002 until 2009.

Penny Jane Burke is Professor of Education at Roehampton University, London, where she is Director of the Centre for Educational Research in Equalities, Policy and Pedagogy (CEREPP) and Founding Director of the London Paulo Freire Institute (LPFI). Dedicated to the development of methodological and pedagogical frameworks that support critical levels of understanding of equity and social justice in higher education, her current and recent research includes: ‘Formations of Higher Education Pedagogies’ (HEA-funded); ‘Transitions to Masters Level Study’ (HEA-funded); ‘Educational Access for All’ (EU-funded); ‘Men Returning to Study’ (ESRC-funded) and ‘Art for a Few: Exclusions and Misrecognitions in HE Admissions’ (NALN-funded). Penny is the Access and Widening Participation Network Leader for the SRHE. Her publications include Accessing Education effectively widening participation (Burke, 2002, Trentham Books) and Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007, Routledge), which was nominated for the 2008 Cyril O. Houle World Award for Outstanding Literature in Adult Education. Her book The Right to Higher Education: Beyond Widening Participation (Burke, Routledge) will be published in March 2012.

Annette Hayton is Head of Widening Participation at Goldsmiths, University of London and manages a range of activities designed to support successful progression to higher education. Before joining Goldsmiths she managed the London Region Post-Network at the Institute of Education and is currently convenor of the UALL Widening Participation and Social Inclusion Network.Annette is interested in how educational theory can be developed and applied in practice to promote positive change within the education system, aiming to  combine theory and practice in her work. She has produced two edited collection for Kogan Page Tackling Disaffection and Social Exclusion: Issues for Education Policy in 1999 and, with Anna Paczuska, Access, Participation and Higher Education in 2002.

Les Back is a Professor of Sociology at Goldsmiths, University of London.His main fields of interest are the sociology of racism, popular culture and city life. His work attempts to create a sensuous or live sociology committed to searching for new modes of sociological writing and representation. This approach is outlined in his most recent book The Art of Listening (Berg 2007). He also writes journalism and has made documentary films. He is the coordinator of the ESRC funded Live Sociology programme which offers training in the use of multi-media in qualitative research as part of Researcher Development Initiative.  His books include: Auditory Cultures Reader with Michael Bull Berg (2003), Out of Witnesses with Vron Ware, University of Chicago (2002); The Changing Face of Football: Racism and Multiculture in the English Soccer, with Tim Crabbe and John Solomos (Berg 2001);New Ethnicities and Urban Culture: Racisms and Multiculture in Young Lives (University College Press, 1996);Race Politics and Social Change, with John Solomos (Routledge, 1995); His latest work onthe ethics of scholarship and teaching has been made available as a multi-media ebook entitled The Academic Diary (2011) http://www.academic-diary.co.uk/

Gill Crozier is Professor of Education in the School of Education, Roehampton University, London.  She is a sociologist of education and has researched and written extensively on ‘race’ and education and its intersection with social class and gender. Specific areas of her work include: issues relating to parents and schools, young people, and higher education. She is also concerned with education policy, and the socio-cultural influences upon identity formation and learner experiences.  Her ESRC funded studies include: The Socio-Cultural and Learning Experiences of Working Class Students in Higher Education;  Identities, Educational Choices and the White Urban Middle Classes project;  Parents, Children and the School Experience: Asian Families’ Perspectives. Her books include: Parents and Schools: Partners or Protagonists? (2000) Trentham Books; Widening Participation Through Improving Learning. (2009) (Edited by M. David) Routledge ; White Middle Class Identities and Urban Schooling (2011) with D.Reay & D.James. Palgrave

 

Event booking details

To reserve a place at this seminar please register at http://www.eventdotorg.co.uk/events.asp or telephone +44 (0) 207 4472525.  SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £25 [full time students £20]. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £25 for non-attendance will  be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.

Interested in joining the AP Network-but not able to attend this event? To receive details of future events in this series and to join the mailing list.    Please email nmanches@srhe.ac.uk

 

Yours sincerely

Francois Smit

SRHE Event Manager

PLEASE NOTE THAT SRHE HAS MOVED TO NEW OFFICES. OUR NEW TELEPHONE NUMBER

OUR NEW OFFICE DETAILS ARE:

Society for Research into Higher Education

73 Collier Street

London N1 9BE

Telephone 0207 427 2350

Fax number 0207 278 1135

srheoffice@srhe.ac.uk

http://www.srhe.ac.uk

 

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

Lockdown High

LOCKDOWN HIGH – ANNETTE FUENTES

Lockdown High: When the Schoolhouse Becomes a Jailhouse

By Annette Fuentes

This book is a riveting report on the overblown fear of violence that turns American schools into prisons and students into suspects.

In the dozen years since the shootings at Columbine High School, hysteria has distorted the media’s coverage of school violence and American schools’ responses to it. School violence has actually been falling steadily throughout the last decade, and yet schools across the country have never been more preoccupied with security.

This climate of fear has created ripe conditions for the imposition of unprecedented restrictions on young people’s rights, dignity, and educational freedoms. In what many call the school-to-prison pipeline, the policing and practices of the juvenile justice system increasingly infiltrate the schoolhouse. These “Zero tolerance” measures push the most vulnerable and academically needy students out of the classroom and into harm’s way.

Investigative reporter Annette Fuentes visits schools across America and finds metal detectors and drug tests for aspirin, police profiling of students with no records, arbitrary expulsions, teachers carrying guns, increased policing, and all-seeing electronic surveillance. She also reveals the many industries and “experts” who have vested interests in perpetuating the Lockdown High model. Her moving stories will astonish and anger readers, as she makes the case that the public schools of the twenty-first century reflect a society with an unhealthy fixation on crime, security and violence.

Verso Books: http://www.versobooks.com/books/555-lockdown-high

Reviews

“[The] penetration of prison culture into daily life and particularly schools has been brilliantly traced by USwriter Annette Fuentes in Lockdown High” –– Bidisha, Guardian

“[A] well-argued book … packed with the anecdotally eye-catching and hard, persuasive data. Fuentes’s detailed and daunting investigation … is a wakeup call.” –– Publishers Weekly

“Examples of zero-tolerance policies taken to absurd levels are attention-grabbing, but the real story, spelled out [in Lockdown High] with clarity and a touch of anger, is a disturbing one that should concern members of school boards, principals, teachers and parents. ” –– Kirkus Reviews

“[A] chilling report … extremely well-written.” — Library Journal

“Lockdown High is a wake up call for Americans who care about how schools treat children and young people … This book is a must read for school boards, school administrators and parents.” –– Rodney Skager

“Fuentes’ style is smart and accessible, her material both revelatory and relevant—it’s not only parents who will stay up late reading Lockdown High, but anyone interested in where we are headed.” –– Nell Bernstein

Posted here by Glenn Rikowski

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

Education Crisis

CRITICAL EDUCATION FOR CRITICAL TIMES

14 May 2010

University of Nottingham

The development of a critical educational movement has been long in the making, and is now urgently overdue. These are without doubt critical times. The futures of public and common life hang in the balance. Intellectual and political openness and academic space are being increasingly curtailed and foreclosed. How should we as educators be orienting our work, our relationships with each other, and with publics, communities of struggle and social movements? What constitutes critical education in these critical times?

‘Critical Education for Critical Times’ explores different responses to these questions through a series of participatory workshops and dialogues. Each workshop, facilitated by educators with experience in critical pedagogy and/or popular education, will draw on this experience to introduce new work in empowering, prefigurative, transformative and critical pedagogies that are linked to social and political movements. We will open these examples up for criticism and discussion, and hope to consolidate the knowledge produced during the day into a common resource for further developments of educational theory and practice.

CECT ORGANISED BY THE CRITICAL PEDAGOGY AND POPULAR EDUCATION MIDLANDS WORKING GROUP

And sponsored by the Centre for the Study of Social and Global Justice (http://www.nottingham.ac.uk/cssgj/), with support from the Nottingham Freeschool (http://nottinghamfreeschool.wordpress.com/) and Critical Pedagogies Group (CSSGJ)

Workshops/Discussions

1 | Learning alternatives to neoliberalism – resistance and renewal in critical education – Stephen Cowden, Social and Community Studies, Coventry University

2 | Prefigurative epistemologies and nomadic subjectivities: in, against, beyond the university – Sara Motta, Politics, University of Nottingham

3 | Learning from each other’s struggles – knowledge from and for social movements – Laurence Cox, Sociology, National University of Ireland, Maynooth, co-founder Grassroots Gathering

4 | ‘Climate Justice’ and popular education in social movement organisation – and Alice Cutler, TRAPESE Popular Education Collective, http://hbfc.clearerchannel.org/abouttrapese.php

5 | Revalorizing critique in academic and activist education – Sarah Amsler, Sociology and Public Policy, Aston University

Location and time | Registration begins at 9:00 a.m. in the foyer of the Law and Social Sciences Building, University of Nottingham (University Park Campus), and the final session will end at 4:30 p.m.

Sessions will be held in A105 and A106 of the Hallward Library. For maps and directions, see the University website at: http://www.nottingham.ac.uk/about/datesandcampusinformation/mapsanddirections/mapsanddirections.aspx
To participate | The day is free and open to all.

To pre-register| contact Sara Motta at: sara.motta@nottingham.ac.uk Please include your name, postal address and email. All those who register early will receive a packet of relevant readings for each workshop.

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Critical Pedagogy

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