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Education Not for Sale

Education Not for Sale


The SoJo Journal: Educational Foundations and Social Justice Education

The editorial team of The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for its inaugural issue. The journal is an international peer-reviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, is hosting the journal.

The journal welcomes manuscripts that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

Manuscripts for publication consideration for the inaugural issue should be submitted electronically via email by attachment by February 1, 2015 to Bradley J. Porfilio at The issue will be published in the fall of 2015.

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word

Journal Contact

Bradley J. Porfilio
The SoJo Journal: Educational Foundations and Social Justice Education
California State University, East Bay
25800 Carlos Bee Blvd, Hayward, CA 94542
Phone: 609-339-5011

Associate Editors
Nicholas D. Hartlep
Illinois State University

Lisa William-White
Sacramento State University



‘Human Herbs’ – a song by Cold Hands & Quarter Moon:

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia:

Glenn Rikowski @ ResearchGate:

Online Publications at The Flow of Ideas:

The Flow of Ideas:



Glenn Rikowski’s latest paper, Crises in Education, Crises of Education – can now be found at Academia:


Glenn Rikowski’s article, Education, Capital and the Transhuman – can also now be found at Academia:

Education Crisis

Education Crisis


Open Call for Papers

Confero: Essays on Education, Philosophy & Politics

Confero is an interdisciplinary peer-reviewed journal focusing on issues related to education and social criticism. The journal provides a space for essayistic writing and especially encourages discussions of philosophical and political nature.

We are now inviting submissions of essays that deal with issues related to the broad scope of the journal, i.e. education and criticism.

The journal welcomes a broad range of empirical sources to explore the issue or phenomenon at hand: unconventional sources such as art works, literature, movies as well as conventional empirical material like interviews, statistics and ethnographies.

Confero publishes essays related to education written from various academic traditions, for example anthropology, literature, history, social psychology and sociology.

Confero is an open access journal, available for free to people engaged in social science research as well as a wider intellectual public. All the submission that potentially will possess the high quality required for publication, will go through a rigorous double blind peer-review process.

This open call for papers warmly welcomes contributions at any time.

The inaugural issue of Confero contains essays by such scholars as Sven-Eric LiedmanYlva HasselbergMary Lou Lou RasmussenWalter Mignolo and Ronny Ambjörnsson. To access these essays or getting further information on our submission guidelines, please visit:

We look forward to your submission!

The editorial team

Open Call for Papers:



‘Human Herbs’ – a song by Cold Hands & Quarter Moon:

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia:

Glenn Rikowski @ ResearchGate:

Online Publications at The Flow of Ideas:

The Flow of Ideas:

Rikowski Point:


Glenn Rikowski’s latest paper, Crises in Education, Crises of Education – can now be found at Academia:

Glenn Rikowski

Glenn Rikowski


Glenn Rikowski, Visiting Scholar, Department of Education, Anglia Ruskin University, UK

A paper prepared for the Philosophy of Education Seminars at the University of London Institute of Education 2014-15 Programme, 22nd October 2014.



The capitalist crisis of 2007-09 cast a grim shadow over social existence in developed Western nations. The fallout from the banking crash of September 2008 post-Lehman cascaded over welfare, health, social services and education provision in the form of austerity measures, the drive to cut sovereign debt levels, the erosion of workers’ living standards and vicious service cuts and taxes aimed at the poor and disadvantaged (e.g. the bedroom tax in the UK).

On the back of this maelstrom, the Journal of Education Policy (JEP) celebrated its 25th anniversary by running a special issue on ‘Education, Capitalism and the Global Crisis’ in 2010[1]. The JEP is to be congratulated on unveiling articles addressing relationships between the crisis of 2007-09 and education: it was unusual for a mainstream education journal to dedicate a whole issue to this topic. However, with the possible exception of Clarke and Newman’s (2010) contribution[2] it could be concluded that little progress has been made in understanding relations between capitalist crises and education since Madan Sarup’s classic Education, State and Crisis: A Marxist Perspective of 1982. Furthermore, there seemed to be a coy elision regarding the constitution of crisis within or of education itself. The crisis of 2007-09 was basically ‘economic’ in nature, it appears, with various spill-over effects for education: e.g. cuts in expenditure, deepening educational inequalities and rationing of access to higher education (Jones, 2010). Thus: education crisis was derivative of, and consequential upon, economic crisis. Furthermore, the economy, or the ‘economic’ system (for structuralists) is the starting point for analysis of education crisis.

The notion that an ‘education crisis’ can only ever be derivative of a capitalist economic one begs the question as to whether all crises can only ever be basically economic in nature; only ‘economic’ crises fundamentally put either the whole capitalist economy and society at risk, or, are the foundation for crises in other parts of the social system but still basically ‘economic’ in nature; thereby generating spectres of reductionism, economic determinism and crude renditions of historical materialism. On the other hand, references to ‘crisis’ litter media reports and academic outputs in relation to all kinds of topics – and there is nearly always some kind of ‘education crisis’ foregrounded by the print media. In terms of everyday usage the concept appears to have extensive legitimacy, though Gamble notes that ‘the term crisis [is] being thrown around fairly indiscriminately in everyday discourse’ (2009, p.7).[3]

It should be borne in mind that the concept of crisis can be traced back to the writings of Hippocrates (c. 460 – c. 370 B.C.) in ancient Greece, where it was used in relation to medicine, specifically indicating the turning point in the course of a disease or medical condition. In such writings as Epidemics, Book 1, Hippocrates used the concept of crisis to denote the point (the turning point) at which a patient either began to make a recovery from illness, or the disease won out and death resulted (Hippocrates, 1983). Furthermore, reading the ground-breaking work on crisis by Janet Roitman (2011 and 2014), which built on the classic text on the topic by Reinhart Koselleck (1988), indicated that an exploration of the concept of crisis beyond the economic sphere could be a worthwhile project. Maybe there could be essentially ‘education crises’ after all, and with this in view, this paper is structured into three parts, as follows.

Part 1 begins with a rudimentary outline of the concept of crisis. Madan Sarup’s (1982) classical theory of education crisis is then explored, coupled with some evidence showing that Sarup’s approach still has relevance for today (with contemporary examples drawn from the United States, Australia and England). It is demonstrated how contemporary accounts of the 2007-09 economic crisis could supplement and deepen Sarup’s account, whilst also avoiding the issue of the possibility of definitive education crises. This is followed by a brief outline and review of some work by Vincent Carpentier (2003, 2006a-b and 2009), which, although manifesting more sophistication (and much better data) as compared with Sarup’s classic work, nevertheless falls prey to subsuming education crises under economic developments. In the same context, David Blacker’s work on The Falling Rate of Learning and the Neoliberal Endgame (2013) is examined. This is an attempt to apply Marx’s notion of the tendency of the rate of profit to fall (TRPF) (via the work of Kliman, 2012) to developments in education in the United States (primarily). Blacker stamps the TRPF on contemporary education and thereby develops an original account of education crisis. Yet nevertheless, his rendering of education crisis is still derivative of economic crisis. Blacker also fails to pin down what a falling rate of learning actually is. He prefers to focus on a fall in the mass of learning and the elimination of learning, instead. These developments rest on economic, but also environmental, crisis. This first part of the paper ends with a brief critique of Crisis Fundamentalism: the notion that real, bona fide crises can only be economic ones. This is what the concept of crisis in education is concerned with.

Part 2 takes another tack: a different starting point, an alternative methodological approach. Rather than viewing education crises as flowing from economic ones, it explores the concept of education and what it is to be an ‘educated person’, and then seeks out possibilities for education crises within educational phenomena, institutions, processes and ethics. Such crises are crises of education, it is argued. The work of R.S. Peters (via Robin Barrow, 2011) is the focus here. There is an attempt to work through what an ‘education crisis’ might be on the basis of Barrow’s rendition of what he (Barrow) takes to be the four key components of Peters’ conception of the educated person. The discussion of some of the consequences of this approach is deepened through bringing the work of Janet Roitman (2011, 2014) to the keyboard. Rather than providing a history of the concept of crisis, as in Koselleck (1988), or providing a new (and improved) concept of crisis, Roitman shows the various ways in which the concept has been, and can be, put to work. Hence, Roitman’s approach to crisis is ‘put to work’ on R.S. Peters’ work on the educated person, pace Barrow. The last base in Part 2 examines the notion of ‘education for its own sake’ and what I call ‘island pedagogy’, flowing from the work of Furedi (2004a and 2009) and his followers. The argument here is that this approach to education crisis falls either into an ethics of blame or conjures up an education Colossus; a kind of Nietzschean figure with a monumental drive to learn and teach, unsullied by material interests and motivations. This approach is also basically idealist, transhistorical and sociologically naïve. It is also the flipside of Crisis Fundamentalism (education crises derive from economic ones – crises in education): quintessentially education crises can only arise within the educational sphere itself – leading to a kind of Educational Crisis Idealism (crises of education).

The Conclusion argues that we need to think about crisis in relation to education and economy in a new way: such crises are not essentially ‘education’ or ‘economic’ in nature. An anti- (rather than post-) structuralist perspective rooted in class struggle is advanced as a way forward, and neither Crisis Fundamentalism (crises in education) nor Educational Crisis Idealism (crises of education) will do. It also discusses the question of whether, and why, exploring the issue of crisis and education is a worthwhile pursuit for critical educators and theorists and for those who wish to move beyond capitalist education and society.


The whole paper can be downloaded at Academia:

Glenn Rikowski at Academia:


[1] Journal of Education Policy, Vol.25 No.6, November, edited by Stephen Ball, Meg Maguire and Ivor Goodson. A book based on this special 25th Anniversary was produced by the same three editors, also called Education, Capitalism and the Global Crisis, in 2012 (Ball et al, 2012) – but with some additional articles.

[2] Clarke and Newman (2010) explore the notion that crises are ‘socially constructed’ and the roles discourse and social power play in these constructions.

[3] See also: ‘Crisis is much overused in everyday discourse. 24-hour news lives by manufacturing crisis. Most of them are entirely ephemeral. Any event that is in any way out of the ordinary or where there appears to be conflict and the outcome is uncertain becomes labelled a crisis’ (Gamble, 2010, p.704).

Education Crisis

Education Crisis



7 Oct 2014 (room 537)
Responsiveness to Reasons
David Bakhurst (Queen’s University, Canada)


15 Oct 2014 (room 728)
Unfinished adults and defective children: the nature and value of childhood
Anca Gheaus (Sheffield University)


22 Oct 2014 (room 728)
Crises in Education, Crises of Education
Glenn Rikowski (Anglia Ruskin University)


29 Oct 2014
To be confirmed


5 Nov 2014 (room 728)
Narrativity, childhood and parenting
Judith Suissa (Institute of Education)


12 Nov 2014 (room 728)
Recognition, Trust, and Reliance: some considerations on authority, leadership, and power in education

Morgan White (Independent Researcher)


19 Nov 2014 (Nunn Hall)
Launch of “Education, Philosophy and Wellbeing: New perspectives on the work of John White”
Edited by Judith Suissa, Carrie Winstanley and Roger Marples. Panel discussion (speakers to be confirmed) followed by wine reception.
Judith Suissa et al.


26 Nov 2014 (room 728)
On Being Foreign: art’s disposition as an “exit pedagogy”
John Baldacchino (University of Dundee)


3 Dec 2014 (room 728)
Perspectives on the implications of Bion’s epistemology for the work of caring professionals
Joseph Mintz (Institute of Education)


10 Dec 2014 (room 728)
The Eternal Recurrence of the Same: Vocational Education in the Second Machine Age
Patrick Ainley (University of Greenwich)



Free to attend

No registration required


Institute of Education, University of London
20 Bedford Way
London WC1H 0AL

‘Human Herbs’ – a song by Cold Hands & Quarter Moon:

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia:

Glenn Rikowski @ ResearchGate:

Online Publications at The Flow of Ideas:

The Flow of Ideas:


The Falling Rate of Learning

The Falling Rate of Learning



David J. Blacker, Professor of Philosophy, University of Delaware

The Race to Nowhere: Abandoning the Promise of Universal Education

Universal education is beloved as an ideal while its reality is being extinguished. Heralded as expansions of access where we “race to the top” and “leave no child behind,” initiatives involving marketization, austerity, privatization and student debt combine to eliminate and expel growing segments of the rising generation.

Why is this happening?  And why now?  David J. Blacker outlines a coherent framework for understanding the current onslaught against all levels of public education. It all comes down to deep and troubling changes in the economy that “education reform” cannot touch and that nobody wants to talk about.

Wednesday November 12th 2014, 5–6pm

University of East London, Stratford Campus, CASS School of Education, Room: ED2.04

Convener: Alpesh Maisuria (University of East London)


Employment Opportunity:


CASS School of Education, University in East London.

Details on the UEL website:

Closing date 5th October 2014.

If anybody would like an informal conversation about the post, please contact Alpesh Maisuria: or



‘Human Herbs’ – a song by Cold Hands & Quarter Moon:

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia:

Glenn Rikowski @ ResearchGate:

Online Publications at The Flow of Ideas:

The Flow of Ideas:





PhaenEx: Journal of Existential and Phenomenological Theory and Culture


Special Topics Section: Philosophy in Education (2015)

Lead Editors: Marc Lamontagne & Éric Martin

This issue will focus on the way philosophy operates within educational practice. A guiding question is: can we conceive of education as the very manifestation of philosophy insofar as both relate to culture? Recent criticisms of educational practice have underlined the hijacking of education by utilitarian priorities. These denunciations, albeit necessary, often create an impasse in the debate between those in favor of such transformations and those against. We thus invite authors to go beyond the limited framework of negative critique so that the question of the status and role of philosophy in education can be explicitly and positively addressed. This issue of PhænEx seeks contributions that go beyond simply noting how educational institutions are currently adrift: we encourage articles that could make a case for the rehabilitation of the place of philosophy in all branches of knowledge, and especially in the field of social sciences. Authors can tackle such issues as these: Can philosophy really see itself as part of the general curriculum while behaving as a specific discipline? What is the relation between philosophy, education, and culture? Are not philosophy, education, and culture synonyms for the way humans are constituted into a common world? What is a proper philosophical pedagogy?

Submission Deadline: Dec. 1st, 2014. For more information contact the Lead Editors: Marc Lamontagne ( or Éric Martin (


*French style guidelines are available here.

1. Submissions should represent original work not previously published.

2. It is the author’s responsibility to obtain appropriate written copyright permissions for the reproduction of any copyrighted material, including images.

3. Authors should adhere to gender-inclusive language in their manuscripts.

4. Generally, PhaenEx will not consider publication of the same author’s work in two consecutive Open issues, although authors may submit their work to consecutive Open and Special Topics issues.

5. Generally, scholarly articles are between 6000-9000 words in length, although exceptions can be made. Submissions that are clearly unrevised conference presentations, or which are excessively long without clear reason, will not be sent out for peer review. Authors should contact the Lead Editor(s) in advance of submission if they have questions or concerns about this requirement.

Authors are asked to comply fully with these requirements, as well as with the style requirements outlined below, and to follow the generally accepted norms of academic writing, including the provision of complete and accurate references. Failure to do so may constitute grounds for the rejection of a submission at any time during the editorial process. (PhaenEx recognizes the creative and other needs of its authors. Please write directly to the Lead Editor for permission to exceed these guidelines or the below style sheet.)


[voir lien ci- dessous pour les règles de mise en forme des textes en français]
Texts are to be saved in MS Word (.doc) or Rich Text Format (.rft).

The style requirements of PhaenEx are modeled on: Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 2nd ed. New York: The Modern Language Association of America, 1998.


1) Use font Times New Roman size 12 throughout, including all entries in both Notes (to come at the end of the text, not at the bottom of the page) and Works Cited (to come after Notes).

2) Full justification, both left and right.

3) Double-space the main text.

4) Indent the first line of each new paragraph. (Do not leave a blank space between paragraphs.)

5) Use one space (not two) after sentence punctuation.

6) Single-space notes, but place a single blank line between each separate note.

7) Single-space all items in Works Cited, but place a single blank line between each separate entry.

8) To indicate emphasis, titles, and terms in a foreign language use italics (not underlining).

*Basic Layout:

1) The title should appear at the top of the first page, centred and boldface, and be followed by one blank double-spaced line.

2) If numbered, each section heading should use Roman numerals. Whether numbered or not, each section heading should be preceded by two blank double- spaced lines, centred, and boldface.

3) If numbered, each subheading should use lower case Arabic letters enclosed in parentheses, left-justified, boldface and italicized. Leave one double-spaced return between Section heading and sub-heading, and the same between sub-heading and text (i.e. please do not leave any
extra blank lines between heading and subheading, or between subheading and text).

4) Notes should be assembled at the end of the text (not the bottom of each page). They should be headed by the unnumbered section heading
“Notes,” which should be centred, boldface, set off from the preceding paragraph by one blank double-spaced line (i.e. two strokes of the “return” key should follow the punctuation of the final paragraph).

5) A list of works cited in the text should come after the final note. It should be headed by the unnumbered section heading “Works Cited,” which should be centred, boldface, set off from the last line of the last note by one blank double-spaced line (i.e. two strokes of the “return” key should follow the punctuation of the final note).

6) If using an epigraph, each line of the epigraph text should be indented to one tab, left-justified and italicized. Attribution of the epigraph should follow standard MLA parenthetical citation.


1) Quotations longer than three lines should appear without quotation marks, be single- spaced, and be block- indented once from the left margin. Enter one blank double- spaced line immediately before and after the block-indented quotation (i.e. block- indented quotations should use standard double-spacing to separate the quote from the main text.)

2) Indicate all interpolations with square brackets.

3) All ellipses should be indicated with a group of three immediately consecutive dots, preceded and followed by a single space. Ellipses indicating excluded text should not be placed in brackets.

*Quotation marks and punctuation:

1) Use double quotation marks for first order quotations of less than three lines and integrate them in the text. Use single quotation marks for quotations within quotations.

2) Final punctuation goes inside quotation marks except when followed by a parenthetical citation. Exception: Block quotations should be punctuated as if they were normal sentences and parenthetical citation should follow one space after the punctuation.

3) When quotation marks are followed by a parenthetical citation, final punctuation is placed after the parentheses. Exception: when the quoted text ends with a question or exclamation mark, place the question or exclamation mark inside the quotation marks and place a period after the closing parenthesis.

4) Semicolons, exclamation marks, and question marks that are not part of the quoted material should be placed outside quotation marks.

5) “Scare quotes” should be avoided if possible, although may be appropriate to denote contested terminology. When used, please use double quote marks (unless they appear within quotations as second-order quotes, where single quote marks should then be used.)

6) In text em-dashes should be long, with no space between the dashes and the words on either side. (Most word processors automatically convert to this format if you type a word followed immediately by two dashes followed immediately by the next word and then a space.)

7) Please use serial commas (e.g. “peace, order, and good governance”).

8) Leave one space (not two) following punctuation between sentences.

*Use of foreign language words and quotations:

1) Quotations should be, where possible, translated into the language of the article using an official translation (and thus appropriately cited). Where no official translation is available, the author’s translation should be followed by a parenthetical note: (author’s trans.). This should be accompanied by an endnote that presents the translated text in its original language.

2) Where, for good reason, the original language of the quotation or word is kept in the main body of the article, single words or phrases should be italicized. Sentences and quotes should use format and punctuation guidelines of the article’s main language, rather than those of the foreign language.

*Parenthetical Citations:

1) MLA style uses in-text, parenthetical citations together with a Works Cited list at the end. The goal of parenthetical citation is (a) to provide immediate citation upon reading each specific passage in need of citation, (b) to indicate precisely the relevant item in Works Cited, and (c) to be as brief as possible.

2) When only one of the works of a particular author needs to be cited, citation appears as (last name page number), with no comma between the name and the page number. If more than one of the works of a particular author needs to be cited, citation appears as (last name, shortened book title in italics page number) OR (last name, “shortened article title within quotation marks” page number), with a comma between name and shortened title only. However, if (a) the author’s name and/or specific work is mentioned explicitly in leading sentences such that it is clear which text is being referred to in Works Cited, or if (b) it is clearly understood that the citation is the same as the immediately preceding citation, then the citation should be reduced to (page number). This replaces the need for ibid., an abbreviation which should not be used.

3) Parenthetical citations may also be used for merely supporting material, e.g., (see Smith). Full references are to be provided in Works Cited.


1) Notes appear in the body of the text in superscript and as consecutive, Arabic numerals.

2) Numbers appear in the Notes section also in superscript.

3) In the body of the text, superscript notes appear:
(a) outside punctuation, when no quotation marks or parenthetical citations are used, e.g., … lovers seek solitude.
(b) outside closing quotation marks, when no parenthetical citation appears, e.g., “… lovers seek solitude.”
(c) outside punctuation that follows the parenthetical citation, e.g., “… lovers seek solitude” (Sartre 273).

4) Follow MLA, parenthetical citation style for all quotations and references in the notes themselves. Full citations should appear only in the Works Cited list. For example: For a further discussion of this point, see Detmer (21-22).

*Works Cited:

1) Book paradigm:
Sartre, Jean-Paul. Being and Nothingness: A Phenomenological Essay on Ontology. Trans. Hazel Barnes. New York: Washington Square Press, 1956.

2) Article paradigm:
Simons, Margaret. “Two Interviews with Simone de Beauvoir.” Hypatia 3, no. 3 (1989): 11-27.

3) Chapter/Article in Book paradigm:
Gyllenhammer, Paul. “The Question of (In)Tolerance in Heidegger’s Notion of World- Disclosure.” Issues in Interpretation Theory. Ed. Pol Vandevelde. Milwaukee: Marquette University Press, 2006. 167-198.

4) Film paradigm:
Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis, and Nicholas Selby. 1971. Columbia, 2002. DVD.

Please note: (a) When more than one work is used by the same author, subsequent references in Works Cited should include three combined dashes (an “em-dash”), followed by a period, in place of the name. (b) Inclusive page numbers must follow journal and chapter entries in the Works Cited list.

*Citing Online Sources (adapted from

1) MLA does not require a Web address (URL) in citations for online sources.

2) In general, citations should end by indicating the medium (i.e. Web) and the date the material was accessed (date Month year)

3) MLA style calls for a publisher or sponsor for most online sources. If a source has no publisher, use the abbreviation “N.p.” (no publisher). If there is no date of publication or update, use the abbreviation “N.d” (for no date), after the publisher/sponsor position. For an article in an online scholarly journal or an article from a database, give page numbers if they are available; if they are not, use the abbreviation “n. pag.”

4) If an author or editor is unknown, begin the citation with the title.

Examples and Paradigms:

(a) Entire Website with author or editor:
Peterson, Susan Lynn. The Life of Martin Luther. Susan Lynn Peterson, 2005. Web. 24 Jan. 2009.
Halsall, Paul, ed. Internet Modern History Sourcebook. Fordham U, 22 Sept. 2001. Web. 19 Jan. 2009.

(b) Entire Website with corporate (group) author:
United States. Environmental Protection Agency. Drinking Water Standards. EPA, 8 July 2004. Web. 24 Jan. 2005.

(c) Entire Website with unknown author:
Margaret Sanger Papers Project. History Dept., New York U, 18 Oct. 2000. Web. 6 Jan. 2009.

(d) Entire Website with no title:
Yoon, Mina. Home page. Oak Ridge Natl. Laboratory, 28 Dec. 2006. Web. 12 Jan. 2009.

(e) Short works from websites including articles, poems, and other documents that are not book length or that appear as internal pages on a Website: Shiva, Vandana. “Bioethics: A Third World Issue.” NativeWeb. NativeWeb, n.d. Web. 15 Sept. 2004.

(f) Online Book:
Milton, John. Paradise Lost: Book I. Poetry Foundation, 2008. Web. 14 Dec. 2008.

(g) Article in an on-line journal:
Belau, Linda. “Trauma and the Material Signifier.” Postmodern Culture 11.2 (2001): n. pag. Web. 20 Feb. 2009.

(h) Article in an Online magazine or newspaper:
Paulson, Steve. “Buddha on the Brain.” Salon Media Group, 27 Nov. 2006. Web. 18 Jan. 2009.

(i) E-mail. Begin with the writer’s name and the subject line, followed by “Message to” and name of the recipient. End with the date of the message and the medium.
Wilde, Lisa. “Review Questions.” Message to the author. 15 Mar. 2009. E-mail. &am p;nb sp;

For all other examples see

*Standardized Spelling Guidelines:

Please standardize spelling to the Oxford Canadian English dictionary. Please note the following preferred spellings and guidelines:- post-structuralism, post-humanism, postmodernism, postcolonial- the Far East, the West (not west), Western[e.g. media, thought, intellectuals, culture, etc.], but western [Canada, parts of the city, etc.].- insofar>- naturally-ordered, largest-ever, etc.- avoid “&” in favour of “and”- towards rather than toward- farther denotes physical advancement in distance while further denotes advancement to greater degree, as in time<*On all other matters of style, please consult the MLA Style Manual and Guide to Scholarly Publishing (2nd edition).
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‘Human Herbs’ – a song by Cold Hands & Quarter Moon:

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia:

Glenn Rikowski @ ResearchGate:

Online Publications at The Flow of Ideas:

The Flow of Ideas:

Education Not for Sale

Education Not for Sale


ephemera: theory & politics in organization

The labour of academia

Submission deadline: 28 February 2015

Call for Papers


Issue Editors: Nick Butler, Helen Delaney and Martyna Śliwa

It is well known that the purpose of the contemporary university is being radically transformed by the encroachment of corporate imperatives into higher education (Beverungen, et al., 2008; Svensson, et al., 2010;). This has inevitable consequences for managerial interventions, research audits and funding structures. But it also impacts on the working conditions of academic staff in university institutions in terms of teaching, research, administration and public engagement. Focusing on this level of analysis, the special issue seeks to explore questions about how the work of scholars is being shaped, managed and controlled under the burgeoning regime of ‘academic capitalism’ (Rhoades and Slaughter, 2004) and in turn to ask what might be done about it.

There is a case to be made that the modern university is founded on principles of rationalization and bureaucratization; there has always been a close link between money, markets and higher education (Collini, 2013). But the massification of higher education in recent years, combined with efforts to reduce the reliance on state funding, has led to the university being managed in much the same way as any other large industrial organization (Morley, 2003; Deem, et al., 2007). This is particularly pronounced in an economy that privileges knowledge-based labour over other forms of productive activity, which underlines Bill Readings’ (1996: 22) point that the university is not just being run like a corporation – it is a corporation. We witness this trend in the increasing prominence of mission statements, university branding and cost-benefit analysis (Bok, 2009). We also see it in the introduction of tuition fees, which turns students into consumers, universities into service-providers, and degree programmes into investment projects (Lawrence and Sharma, 2002). Universities are now in the business of selling intangible goods, not least of all the ineffable product of ‘employability’ (Chertkovskaya, et al., 2013).

In parallel, there has been a marked intensification of academic labour in recent years, manifested in higher work-loads, longer hours, precarious contracts and more invasive management control via performance indicators such as TQM and the balanced scorecard (Morley and Walsh, 1996; Bryson, 2004; Archer, 2008; Bousquet, 2008; Clarke, et al., 2012). The personal and professional lives of academic staff are deeply affected by such changes in the structures of higher education, leading to increased stress, alienation, feelings of guilt and other negative emotions (Ogbonna and Harris, 2004).

While many scholars suffer under these conditions, others find themselves adapting to the tenets of academic enterprise culture in order to seek out opportunities for career development and professional advancement. The consequences for the quality of scholarship, however, may be far from positive. Indeed, recent studies suggest that academics may be more willing to ‘play the publication game’ at the expense of genuine critical inquiry (Butler and Spoelstra, 2014). There is a palpable sense that ‘journal list fetishism’ (Willmott, 2011) is coming to shape not only patterns of knowledge production in higher education but also how academics are coming to relate to themselves and their own research. These trends suggest that the Humboldtian idea of the university – which measures the value of scientific-philosophical knowledge (Wissenschaft) according to the degree of cultivation (Bildung) it produces – has been superseded by a regime based on journal rankings, citation rates, impact factors and other quantitative metrics used to assess and reward research ‘output’ (Lucas, 2006).

Some scholars have pointed to the possibilities for resistance to the regime of academic capitalism. Rolfe (2013) suggests that what is required is the development of a rhizomatic paraversity that operates below the surface of the neoliberal university. This would serve to reintroduce the ‘non-productive labour of thought’ (2013: 53) into university life, thereby emphasizing quality over quantity and critique over careerism. Efforts such as Edu-factory may also point towards fruitful directions for the future of higher education beyond neoliberal imperatives (Edu-factory Collective, 2009). In this special issue, we seek to diagnose the state of the contemporary university as well as uncover potentialities for dwelling subversively within and outside the ‘ruins of the university’ (Readings, 1996; Raunig, 2013).

Towards this aim, we invite submissions that consider the following questions:

  • What are the new and emerging discourses of academic work?
  • What is being commodified under conditions of academic capitalism and what are the consequences?
  • How are current trends shaping the way academics relate to themselves, their research, peers, students, the public and other stakeholders?
  • How does alienation and exploitation occur in the academic labour process?
  • In what ways do gender, race, sexuality, age and class matter to the study of academic labour?
  • What is happening to academic identity, ethos and ideals in the contemporary university?
  • How do academics cope with the demands and tensions of their work?
  • How can we theorise the historical shifts surrounding academic labour?
  • How is the academic labour market being polarized?
  • What are the varieties of academic capitalism in different terrains?
  • How do we account for the historical shift in academic labour?
  • What are the rewards and riches of contemporary academic labour?
  • How can we imagine alternative choices, collectives, discourses and identities in the university?
  • Is it worth defending the current conditions of academic work?

Deadline for submissions: 28th February 2015

All contributions should be submitted to one of the issue editors: Nick Butler (nick.butler  AT, Helen Delaney (h.delaney AT or Martyna Śliwa (masliwa AT

Please note that three categories of contributions are invited for the special issue: articles, notes, and reviews. All submissions should follow ephemera’s submissions guidelines ( Articles will undergo a double blind review process.  For further information, please contact one of the special issue editors.


Archer, L. (2008) ‘The new neoliberal subjects? Young/er academics’ constructions of professional identity’, Journal of Education Policy, 23(3): 265-285.

Beverungen, A., S. Dunne and B.M. Sørensen (2008) ‘University, failed’, ephemera: theory & politics in organization, 8(3): 232-237.

Bok, D. (2009) Universities in the marketplace: The commercialization of higher education. Princeton: Princeton University Press.

Bousquet, M. (2008) How the university works: Higher education and the low-wage nation. New York: NYU Press.

Bryson, C. (2004) ‘What about the workers? The expansion of higher education and the transformation of academic work’, Industrial Relations Journal, 35(1): 38-57.

Butler, N. and S. Spoelstra (2014) ‘The regime of excellence and the erosion of ethos in critical management studies’, British Journal of Management,  DOI: 10.1111/1467-8551.12053.

Chertkovskaya, E., P. Watt, S. Tramer and S. Spoelstra (2013) ‘Giving notice to employability’,ephemera: theory & politics in organization, 13(4): 701-716.

Clarke, C., D. Knights, and C. Jarvis (2012) ‘A labour of love? Academics in business schools’,Scandinavian Journal of Management, 28(1): 5-15.

Collini, S. (2013) ‘Sold out’, London Review of Books, 35(20): 3-12.

Deem, R., S. Hillyard and M. Reed (2007) Knowledge, higher education, and the new managerialism: The changing management of UK universities. Oxford: Oxford University Press.

Edu-factory Collective (2009) Towards a global autonomous university. New York: Autonomedia.

Lawrence, S. and U. Sharma (2002) ‘Commodification of education and academic labour: Using the balanced scorecard in a university setting’, Critical Perspectives on Accounting, 13(5): 661-677.

Lucas, L. (2006) The research game in academic life. Maidenhead: McGraw-Hill International.

Morley, L. (2003) Quality and power in higher education. Maidenhead: McGraw-Hill International.

Morley, L. and V. Walsh (eds.) (1996) Breaking boundaries: Women in higher education. London: Taylor & Francis.

Ogbonna, E. and L.C. Harris (2004) ‘Work intensification and emotional labour among UK university lecturers: An exploratory study’, Organization Studies, 25(7): 1185-1203.

Readings, B. (1996) The university in ruins. Cambridge, Mass.: Harvard University Press.

Rolfe, G. (2013) The university in dissent: Scholarship in the corporate university. London: Routledge.

Rhoades, G. and S. Slaughter (2004) Academic capitalism and the new economy: Markets, state, and higher education. Baltimore: JHU Press.

Raunig, G. (2013) Factories of knowledge, industries of creativity. Cambridge, Mass.: MIT Press.

Svensson, P., S. Spoelstra, M. Pedersen and S. Schreven (2010) ‘The excellent institution’,ephemera: theory & politics in organization, 10(1): 1-6.

Willmott, H. (2011) ‘Journal list fetishism and the perversion of scholarship: reactivity and the ABS list’, Organization, 18(4): 429-442.




Teaching Marx

Teaching Marx


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Joss Winn (University of Lincoln, Senior Lecturer, Centre for Educational Research and Development) at:

Through our work on the Social Science Centre, Richard Hall and I have been approached to produce a book which documents and critically analyses ‘alternative higher education’ projects in terms of their being critical responses to ‘intellectual leadership’ in mainstream higher education. The book is intended to be part of a series already agreed with Bloomsbury Academic Publishing that focuses on ‘intellectual leadership’. The series editors have encouraged us to develop a proposal for an edited volume. A brief statement about the series is:

‘Perspectives on Leadership in Higher Education’ is a research-level series comprising monographs and edited collections with an emphasis on authored books. The prime purpose of the series is to provide a forum for different and sometimes divergent perspectives on what intellectual leadership means within the context of higher education as it develops in the 21st century.

This is an invitation to attend a workshop where we aim to collectively design a book proposal that is submitted to Bloomsbury. As you can see below, we have drafted a proposal, which the series editors and their peer-reviewers have responded very positively to, but it has always been our intention to ultimately produce the book in a collaborative way with all its authors.

[UPDATE: Just to be clear: we welcome contributions from authors who are not based in the UK and can offer a perspective from outside the UK. It is our intention that the book have an international focus. Attendance at the workshop is preferred but not obligatory.]

We hope that from the workshop, a revised proposal is produced with confirmed authors and chapter summaries, which we will then submit to Bloomsbury for final approval.

We are very optimistic that it will be accepted, but of course we are at liberty to submit the proposal elsewhere if Bloomsbury decide not to go ahead with it. Either way, we are confident of getting the book published.

Hopefully, the draft proposal below is largely self-explanatory. The chapters headings are only indicative in order to get us this far. We expect a fully revised proposal to come out of the workshop with input from all authors.

If you are interested in writing a chapter for the book, you are strongly encouraged to attend the workshop. We will be seeking international contributions to the book, but would like as many authors as possible to help design the book through attendance at this workshop.

We welcome anyone who is involved with and/or working on alternative higher education projects such as free universities, transnational collectives, occupied spaces, and co-operatives for higher education. We hope that this book will provide a lasting critical analysis of recent and existing efforts to develop alternatives to mainstream higher education in the UK and elsewhere. We expect it to encompass chapters which focus on all aspects of these initiatives including, for example, governance, pedagogy, institutional form, theory, disciplinary boundaries, subjectivities: ‘academic’, ‘teacher’, ‘student’, ‘researcher’, and the role and nature of research outside of mainstream universities.

The workshop will be held on Thursday 5th June in Leicester, UK. Exact details of time and place will be sent to participants nearer the date. If you would like to attend, please email Joss Winn prior to 10th May, with a brief abstract of your anticipated contribution. This will help us get a sense of direction prior to the workshop and organise it more effectively. If you are unable to attend the workshop but would like to contribute to the book, please tell us.



1. Book Title and Subtitle.

‘Mass Intellectuality: The democratisation of higher education’

2. Summary

Drawing on the activism of academics and students working in, against and beyond the neo-liberal university, this book brings together for the first time, both an analysis of the crisis of higher education and the alternative forms that are emerging from its ruins.

3. Description (marketing)

Higher education in the UK and elsewhere is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives?

This book brings together critical analyses of the failures of ‘intellectual leadership’ in the University, and documents on-going efforts from around the world to create alternative models for organising higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect critically on efforts to create really existing alternatives.

The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long-term interests of society. An alternative role and purpose is required, based upon ‘mass intellectuality’ or the real possibility of democracy in learning and the production of knowledge.

4. Key features

1. The book critiques the role of higher education and the University in developing solutions to global crises that are economic and socio-environmental. In this way it grounds an analysis of the idea that there is no alternative for higher education but to contribute to neoliberal agendas for economic growth and the marketisation of everyday life. The restrictions on the socio-cultural leadership inside the University are revealed.

2. The book describes and analyses several real, alternative forms of higher education that have emerged around the world since the ‘Great Recession’ in 2008. These alternatives emerged from worker-student occupations, from engagements in civil society, and from the co-operatives movement. These projects highlight a set of co-operative possibilities for demonstrating and negotiating new forms of political leadership related to higher learning that are against the neo-liberal university.

3. The book argues that the emergence of alternative forms of higher education, based on co-operative organising principles, points both to the failure of intellectual leadership inside the University and to the real possibility of democracy in learning and the production of knowledge. The place of ‘Mass Intellectuality’ as a form of distributed leadership that is beyond the limitations of intellectual leadership in the University will be critiqued, in order to frame social responses to the crisis.

5. Table of Contents

Chapters to be negotiated in a dedicated workshop for the book. However, examples indicative of actual content are as follows.

1. Introduction: Leadership and academic labour: the failure of intellectual leadership in Higher Education [Joss Winn and Richard Hall]

This chapter will introduce the book by offering a perspective on the different types of ‘intellectual leadership’ that exist within higher education i.e. the state, university management, and academic. It will establish a critical framework for understanding the role of each, focused upon their interrelationships, and the tensions and barriers that arise. The chapter aims to introduce and provide a review of the term ‘intellectual leadership’, and then offer a different way of conceiving it as a form of social relationship. In doing so, the authors will briefly question the role, purpose and idea of the university and ask what is it for, or rather, why is it being led? For what purpose? If there has been a failure of leadership, whom has it failed? The authors will then draw on other chapters in the book to offer further responses to these questions, which are themselves developed through the structure of the book: in; against; and beyond the university. We will review the aim of each section, how they are connected and why they point to the need for alternatives. We will address whether it is possible to define alternatives for higher education as a coherent project, and if so how can they be developed and what is the role of leadership in that process?

First section: inside the University

This section sets up the problems of intellectual leadership, historically, philosophically and politically. The co-editors suggest the following indicative areas, which will be defined at the workshop.

  • The failures of intellectual leadership: historical critique (including militarisation and financialisation)
  • The failures of intellectual leadership: philosophical critique
  • Intellectual leadership and limits of institutional structures: managerialism and corporatisation against academic freedom
  • Technology: enabling democracy or cybernetic control?
  • The recursive ‘logic’ of openness in higher education: Levelling the ivory tower?

Second section: against the University

This section documents responses to the first section, in the form of recent critical case studies from those working and studying within and outside the academy. The co-editors suggest the following indicative areas, which will be defined at the workshop.

  • Leaderless networks, education and power
  • Student intellectual leadership: models of student-academic and student-worker collaboration
  • Forms of co-operation: case studies of organisational democracy in education
  • Historical examples of leaderless organisation
  • Historical examples of resistance to intellectual leadership
  • Regional examples of alternatives: Latin America, etc.
  • A review of recent initiatives: Student as Producer, SSC, FUN, Free University Brighton, Liverpool, Ragged, P2PU, Brisbane, Edufactory, etc.

Third section: beyond the University

This section provides a critical analysis of the responses described in section two and draws out generalisable themes related to the purpose, organisation and production of higher education, in terms of the idea of Mass Intellectuality, relating it to leadership.  The co-editors suggest the following indicative areas, which will be defined at the workshop.

  • Co-operative higher education. Conversion or new institution building?
  • Other models: Open Source ‘benevolent dictator’; heroic leader; radical collegiality, co-operatives
  • Critiques of horizontalism, P2P production, forms of co-operation, radical democracy, etc.
  • Beyond/problems with/critique of ‘Student as Producer’ (Lincoln)
  • General intellect, mass intellectuality: New forms of intellectuality
  • Higher and higher education: Utopian forms of higher education
  • Intellectual leadership and local communities
  • Public intellectuals and public education

Conclusion. The role of free universities: in, against and beyond [Joss Winn and Richard Hall].

The concluding chapter will aim to synthesis key points from the book into an over-arching critical, theoretical argument based upon evidence from the preceding chapters. We will question whether the examples of alternatives to intellectual leadership inside and beyond the university are effective and whether they are prefigurative of a fundamental change in the meaning, purpose and form of higher education. We will reflect on the concept of ‘mass intellectuality’, and attempt to develop this idea in light of our critique and preceding evidence. We will attempt to identify a coherent vision for alternatives to mainstream higher education and assess the role and form of ‘intellectual leadership’.


6. Chapter by chapter synopsis

This needs to be determined at our workshop, but the text below is indicative.

Section one collects chapters which discuss the historical, political-economic and technological trajectory of the modern university, with a particular critical focus on the ‘imaginary futures’ of post-war higher education in the UK and elsewhere. In the context of the current social and economic crises, the chapters lay out the failures of universities and their leaders to provide an on-going and effective challenge to neo-liberalism and question why.

Section two collects chapters which focus on recent and historical attempts by students and academics to resist, reinvent and revolutionise the university from within. Looking at UK and international examples, they examine the characteristics of these efforts and assess the effectiveness of critical forms of praxis aimed against what the university has become.

Section three collects chapters which reflect critically on recent student and academic activism that goes beyond the institutional form of the university to understand higher education as a form of social relations independent of mainstream disciplines and structures. They examine several inter-related and complementary forms of practice as well as reflecting critically on their own practice.


7. Indicative Submission date

  • Workshop to define content and structure in 5th June 2014
  • First draft of all chapters by October/November 2014.
  • Peer-review of chapters completed by February/March 2015.
  • Final draft chapters to co-editors by May/June 2015.
  • Manuscript delivered by September 2015.



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Medical Sociology

Medical Sociology


The Royal Society of Medicine

Wednesday 30 April 2014

Venue: Royal Society of Medicine, 1 Wimpole Street, LONDON, W1G 0AE


The meeting aims to be 4th annual event which has as its main aim the creation and maintenance of a body of knowledge and a community of scholars and practitioners engaged in the ethics of primary healthcare.
This meeting will bring together academics, educators, practitioners, ethicists and managers and others involved in the planning and delivery of primary care in an interdisciplinary event which will explore the ethical choices that clinicians make every day in commonplace situations.
The objectives for the meeting are:
– To define what ethical issues arise in primary care
– To seek to make explicit some of the implicit assumptions, choices and values expressed by clinicians
– To look specifically at current professional and public concerns concerning ethics education in the primary healthcare workforce
– To discuss existing and future research in this area, including how such research may be supported
– To provide a forum where delegates who are involved in research education and/or practice can share experience and expertise


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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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The Falling Rate of Learning

The Falling Rate of Learning


By David J. Blacker

Zero Books

Paperback £15.99 || $26.95

Dec 13, 2013. 978-1-78099-578-6.



eBook £6.99 || $9.99

Dec 13, 2013. 978-1-78099-579-3.




The current neoliberal mutation of capitalism has evolved beyond the days when the wholesale exploitation of labor underwrote the world system’s expansion. While “normal” business profits plummet and theft-by-finance rises, capitalism now shifts into a mode of elimination that targets most of us—along with our environment—as waste products awaiting managed disposal.
The education system is caught in the throes of this eliminationism across a number of fronts: crushing student debt, impatience with student expression, the looting of vestigial public institutions and, finally, as coup de grâce, an abandonment of the historic ideal of universal education. “Education reform” is powerless against eliminationism and is at best a mirage that diverts oppositional energies. The very idea of education activism becomes a comforting fiction.
Educational institutions are strapped into the eliminationist project—the neoliberal endgame—in a way that admits no escape, even despite the heroic gestures of a few. The school systems that capitalism has built and directed over the last two centuries are fated to go down with the ship. It is rational therefore for educators to cultivate a certain pessimism. Should we despair? Why, yes, we should—but cheerfully, as confronting elimination, mortality, is after all our common fate. There is nothing and everything to do in order to prepare.


“While it is no surprise that casino capitalism is in crisis and is spurring protests all over the world, few theorists connect the dots and analyze how this crisis moves through and is affected by a range of institutions. David Blacker has written a superb book in which matters of education, agency, economic justice and collective struggle come alive in both a language of critique and possibility. There will be no endgame to neoliberalism without critically thinking subjects who fight back collectively. This is the book that should be read to create the formative culture that makes such a struggle possible.” ~ Henry A. Giroux, author, America’s Education Deficit and the War on Youth, Professor of Communication Studies, McMasterUniversity

“David Blacker provides a mordantly clear-eyed assessment of our predicament. He asks hard questions, in the tradition of our best gadflies, and reveals even harder truths, doing us and our ‘democracy’ (such as it is) a great potential service. Read rightly, Blacker’s book, far from making you want to bury your head in the sand even deeper, will inspire you to shake yourself out of your slumber and do your part to arrest this pernicious development. We ignore his important work at our own peril.” ~ Christopher Phillips, author, Socrates Cafe: A Fresh Taste of Philosophy, Senior Writing Fellow, University of Pennsylvania

“Invigorating pessimism.” ~ Mark Fisher, author, Capitalist Realism: Is There No Alternative?, Department of Visual Cultures, Goldsmiths, University of London

“David Blacker’s book should be required reading for everyone marching circles in schools and universities.” ~ Douglas Lain, author, Billy Moon: 1968 and host of the Diet Soap Podcast

“The notion that widespread educational attainment is the key to widespread prosperity has long been a pillar of the dominant ideology. David Blacker’s central—and centrally important—insight is that the Great Recession has made this notion (which was always dubious) hopelessly anachronistic. When so many people have become superfluous to the capitalist system–mass joblessness persists four years after the recession officially ended–what have also become superfluous are these people’s skills, the schools that educate them, and the spending that funds the schools. And a capitalism mired in crisis just isn’t a capitalism that can afford to pay for what it doesn’t need. But isn’t this only a temporary situation? Drawing on Karl Marx’s falling-rate-of-profit theory and his associated theory of relative surplus (superfluous) population, Blacker warns that it may well be permanent and he urges us to face this prospect soberly and respond accordingly.” ~ Andrew Kliman, author, The Failure of Capitalist Production: Underlying Causes of the Great Recession, Professor of Economics, PaceUniversity




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Marxism Against Postmodernism in Educational Theory

Marxism Against Postmodernism in Educational Theory


Call for Papers

SPSE 2013

The annual meeting of the Society for the Philosophical Study of Education (SPSE) will be November 8th and 9th, hosted at two locations (one Friday, the other Saturday) of Columbia College, in downtown Chicago.

The program committee invites papers to be submitted for presentation at the annual meeting and for possible subsequent publication in the Journal of the Philosophical Study of Education. The committee also welcomes group sessions and “author meets critics” sessions on recently published books.

The Program Committee will only review submissions made in accordance with the instructions below.



Submit blind proposals as a Word or PDF attachment to by September 1st, with “SPSE 2013” in the subject line. In the body of your e-mail, please provide the following contact information:


     Institutional Affiliation

     Email address

     Phone number

     Mailing address

Submissions may range from one-page abstracts up to 1000 word summaries, including references. If the session being proposed involves multiple presenters, please specify the contribution of each presenter.

SPSE enthusiastically encourages submissions from graduate students. Accepted graduate student papers will be considered for the SPSE graduate student awards.



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