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EDITORIAL_Student-loans_Devin-BeauregardPOSTGRADUATE ETHICS: ISSUES, DILEMMAS, SOLUTIONS

Society for Research into Higher Education (SRHE)

Date – Wednesday, 15 July 2015: 13.00 – 16.15

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

Network – Postgraduate Issues

Ethical integrity is an important term that concerns not only the research process but many practical situations. As one of the speakers highlights, the scope of this notion encompasses amongst many ethical scenarios,  ‘… the relationship between policy and governance, practice, and institutional support and administration.’ The aim of today is to provide an environment where postgraduate ethical issues can be discussed and debated. The speakers will highlight different ethical issues and allow participants to respond underling their own ethical dilemmas. As Brooks et al (2014:3) argue, ‘Ethical thinking is intimately connected to practical research sills, which need to be developed and reflected upon.’ ‘The more you think about postgraduate research ethics …’, another speaker will suggest, ‘ … the more important ethics becomes.’ What we hope participants will gain from the Seminar is increased understandings of their own ethical situations and potential ethical solutions.

 

Programme

 

12.00: Registration and Lunch.

 

1.00-2.00: Doctoral Supervisor Training – Supporting Supervisors and Students in Understanding Research IntegrityFiona Denney

 

2.00-3.00: Current issues in research integrityAndrew Rawnsley

 

3.00-3.15: Tea and Coffee break

 

3.15-3.45: Postgraduate ethical Issues in Education Research – Richard Race

 

3.45-4.15: General Discussion and close.

 

Biographies
Fiona Denney

Fiona Denney is currently the Director of the Brunel Educational Excellence Centre at Brunel University, London, which is aimed at enhancing support for both staff and students in order to improve the quality of teaching and learning at all levels throughout the University. Fiona has worked in UK universities for 18 years – both as an academic and as a senior professional member of staff. Prior to working at Brunel, Fiona was the Assistant Director of the Graduate School at King’s College London, where she developed training for researchers, senior staff and doctoral supervisors, provided strategic direction for the development of academics and researchers and hosed the London Hub for the national research development organisation, VITAE. E mail: Fiona.Deeney@Brunel.ac.uk

 

Andrew Rawnsley

Andrew’s expertise lies principally in research ethics and integrity, with a focus on the relationship between policy and governance, practice, and institutional support and administration. He has designed and delivered training across the sector and undertakes frequent consultancy projects on research integrity for a range of universities, as well international speaking engagements. He is a co-author of Epigeum’s “Research Integrity” international online training programme, along with four US-based authors; and Associate Editor for the Biomed Central journal “Research Integrity and Peer Review.” E Mail: A.Rawnsley@tees.ac.uk

 

Richard Race

Richard Race is Senior Lecturer in Education at Roehampton University. Richard has sat on ethics committees at both undergraduate and postgraduate levels. He has been Programme Convener on MA Education for the last five years, as well as Programme Convener for MA (Education Sciences) in ASPETE, Athens, Greece. The second edition of his monograph, Multiculturalism and Education (Bloomsbury, London) was recently published. He is working on his second monograph, Integration and Education Policy-Making (Palgrave Macmillan, London).  He has also published a co-edited collection with Vini Lander in 2014: Advancing Race and Ethnicity in Education (Palgrave Macmillan, Houndsmills) E Mail: r.race@roehampton.ac.uk

 

Registration: http://www.srhe.ac.uk/events/

 

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

Posted here by Glenn Rikowski

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

Volumizer: http://glennrikowski.blogspot.com

Rikowski Point: http://rikowskipoint.blogspot.co.uk/

Teaching Marx

Teaching Marx

MUSLIM STUDENTS IN POST 9-11 AMERICA

The Centre for Research and Evaluation in Muslim Education (CREME) invites you to a seminar on: ‘Muslim students in post 9-11 America: Racial interpellation and intersectional identities’.

Presenter: Dr Arshad Ali, Institute of Education

Date: Thursday 05 June 2014
Time: 17:30 – 19:00
Venue: Committee Room 1 (Institute of Education, 20 Bedford Way, London WC1H 0AL)

The seminar will conclude with a farewell reception for Arshad, who is leaving the Institute at the end of June.

Kind regards,

Ellora

 

Ellora Khan

Administration Officer

Institute of Education, University of London

20 Bedford Way, London WC1H 0AL

T: +44 (0)20 7911 5328

E: E.Khan@ioe.ac.uk

 

**END**

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

Posted here by Glenn Rikowski

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

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

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

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

Terry Wrigley

Terry Wrigley

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

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

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

SPECIAL ISSUE
ISLAM AND THE END OF EUROPEAN MULTICULTURALISM?

Edited by MICHAEL A. PETERS & TINA BESLEY

CONTENTS:

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

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

Carsten Ljunggren. Citizenship Education and National Identity: teaching ambivalence

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

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

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

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

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

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

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

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

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

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

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

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

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

Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. There is Open Access for articles over 3 years old.

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

PERSONAL SUBSCRIPTION (single user access) Subscription to the 2014 issues (including full access to ALL back numbers), is available to individuals at a cost of US$60.00. If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribePFIE.asp

LIBRARY SUBSCRIPTION (institution-wide access) If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription so access is provided throughout your institution.

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Michael A. Peters: mpeters@waikato.ac.nz

In the event of problems concerning a subscription, or difficulty in gaining access to the articles, please contact the publishers: support@symposium-journals.co.uk

 

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

Rikowski, Ruth (2003) Value – the Life Blood of Capitalism: knowledge is the current key, Policy Futures in Education, Vol.1 No.1, pp.160-178: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=1&issue=1&year=2003&article=9_Rikowski_PFIE_1_1&id=195.93.21.68

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=2&issue=3&year=2004&article=10_Rikowski_PFEO_2_3-4_web&id=195.93.21.71

Rikowski, Ruth (2006) A Marxist Analysis of the World Trade Organisation’s Agreement on Trade-Related Aspects of Intellectual Property Rights, Policy Futures in Education, Vol.4 No.4: http://www.wwwords.co.uk/pdf/viewpdf.asp?j=pfie&vol=4&issue=4&year=2006&article=7_Rikowski_PFIE_4_4_web&id=205.188.117.66

Rikowski, Ruth (2008) Review Essay: ‘On Marx: An introduction to the revolutionary intellect of Karl Marx’, by Paula Allman, Policy Futures in Education, Vol.6 No.5, pp.653-661:  http://www.wwwords.co.uk/pdf/validate.asp?j=pfie&vol=6&issue=5&year=2008&article=11_Rikowski_PFIE_6_5_web

 

**END**

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

Posted here by Glenn Rikowski

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

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

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

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

Spyros Themelis

Spyros Themelis

RESEARCH SEMINAR & DOCTORAL SEMINAR ON EDUCATION, SOCIAL CLASS AND TEACHERS’ LABOUR IN NEOLIBERAL TIMES

A Research Seminar / Doctoral Seminar

Organised by Professor Dave Hill

Wednesday 19th June

5.30 – 7.30

Anglia Ruskin University

Chelmsford Campus

Room: Sawyers Building – Saw 210

Travelling to the ARU Chelmsford Campus: http://www.anglia.ac.uk/ruskin/en/home/your_university/anglia_ruskin_campuses/chelmsford/find_chelm.html

Chelmsford Campus Map: http://www.anglia.ac.uk/ruskin/en/home/your_university/anglia_ruskin_campuses/chelmsford/find_chelm.Maincontent.0017.file.tmp/chelmsford-campus-map.pdf

All staff and research students, and undergraduate students, administrative staff and other education workers are welcome.

There will be four presentations of 30 minutes each, followed by a discussion and social gathering

Chair: Dave Hill

1 Alpesh Maisuria (Anglia Ruskin University) on his doctoral studies: A Critical Case Study Exploring Consciousness of Social Class in the Experiences of Immigrant Students in the Swedish Higher Education System

2. Spyros Themelis (Middlesex University) on Social Class and Education and his latest book: Social Change and Education in Greece

3. Sean Vertigan (Inner London Sixth Form College Teacher) on Neoliberalism and Teachers’ Pay, Conditions and the Material Conditions of Teachers’ Labour

4. Julia Carr (Summer Scholarship Student, Anglia Ruskin University) – will talk about her scholarship work and her Education Studies Major Project.

Professor Dave Hill

Professor Dave Hill

 

**END**

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

Posted here by Glenn Rikowski

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

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

Educating from Marx

Educating from Marx

EDUCATING FROM MARX: RACE, GENDER, AND LEARNING – BY SARA CARPENTER AND SHAHRZAD MOJAB

Series: Marxism and Education

Palgrave Macmillan

ISBN-10: 0230115810

ISBN-13: 978-0230115811

270 pages; hardback

 

This text is an articulation of a renewed Marxist-feminist framework for adult education. In recent years adult educators have been working to develop an important body of literature on neo-liberalism, capitalism, and imperialism. Many of these analyses draw on various strands of Marxist theorizing. With the exception of Jane Thompson’s work as an early socialist feminist, a Marxist-Feminist framework has yet to be articulated for adult education. This text combines original empirical studies with literature review from critical adult education and feminist theory to examine the sites, theories, and practices of adult education from a Marxist-Feminist perspective.  

Contents:

PART I: MARXIST-FEMINISTS ORGANIZING KNOWLEDGE

Introduction: A Specter Haunts Adult Education: Crafting a Marxist-Feminist Framework for Adult Education & Learning; Sara Carpenter & Shahrzad Mojab

Ideology, Science, and Social Relations: A Reinterpretation of Marx’s Epistemology; Dorothy E. Smith

Building from Marx: Reflections on ‘Race’, Gender, and Class; Himani Bannerji

PART II: MARXIST-FEMINIST PRAXIS

Examining the Social Relations of Learning Citizenship: Citizenship and Ideology in Adult Education; Sara Carpenter

Learning to Mentor Young People: A Saintly Vocation or an Alienating Experience?; Helen Colley

Exploring the Social Relations of Class Struggle in the OntarioMinimum Wage Campaign; Sheila Wilmot

The Ideological Construction of ‘Canadian Work Experience’: Adult Education and the Reproduction of Labor and Difference; Bonnie Slade

PART III: MARXIST-FEMINISM, IMPERIALISM, AND CULTURE

Adult Education in/and Imperialism; Shahrzad Mojab

Materiality and Memory: A Marxist-Feminist Perspective on the ‘Cultural Turn’ in Adult Education; Tara Silver 

Epilogue: Living Revolution, Learning Revolution, Teaching Revolution; Shahrzad Mojab & Sara Carpenter

 

SHAHRZAD MOJAB Professor in the Department of Adult Education and Counselling Psychology at the University of Toronto’s Ontario Institute for Studies in Education (OISE), Canada.
SARA CARPENTER is a PhD Candidate in the Department of Adult Education & Counselling Psychology at theUniversity ofToronto’s OISE,Canada.

“Congratulations to the editors and other outstanding contributors to this exemplary text. The collaborative project that underpinned and drove the production of this work is clearly evident throughout: therefore, in one text we find the critically analytical/theoretical coherence one expects from a single-authored text with the added benefit of that coherence being brought to bear on a multiplicity of contexts that only a multiple-authored text can provide. An amazing contribution to critical revolutionary praxis inspired and informed by Marx” — Paula Allman, author of Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education

At Palgrave Macmillan: http://us.macmillan.com/book.aspx?isbn=9780230115811

At Amazon.com: http://www.amazon.com/Educating-Marx-Learning-Marxism-Education/dp/0230115810/ref=sr_1_1?s=books&ie=UTF8&qid=1333664978&sr=1-1

At Amazon.co.uk: http://www.amazon.co.uk/Educating-Marx-Learning-Marxism-Education/dp/0230115810

**END**

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

‘The Lamb’ by William Blake – set to music by Victor Rikowski: http://www.youtube.com/watch?v=vw3VloKBvZc

Posted here by Glenn Rikowski

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

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

Volumizer: http://glennrikowski.blogspot.com

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

Mike Cole

Mike Cole’s latest book

RACISM AND EDUCATION IN THE U.K. AND THE U.S. – TOWARDS A SOCIALIST ALTERNATIVE

By Mike Cole

Marxism and Education Series: Palgrave Macmillan

‘This is one of the most important contributions to the debates about international racism from one of the most outstanding Marxist scholars. This book is a gem.’ –– Alpesh Maisuria, Senior Lecturer, Anglia Ruskin University, UK

‘Mike Cole offers a devastating dissection of the appalling history and current realities of racism in the UK and the U.S., and in particular its manifestations in the educational system. He also presents an excellent synopsis of Venezuela’s efforts to develop a new, socially just and inclusive alternative in education which is an integral part of that country’s pioneering struggle to build ‘socialism for the twenty-first century.’ Cole’s latest book will be of great value in making students and educationalists consider progressive alternatives to the impoverished curricula and structures within which they operate at present.’ –– Diana Raby, Senior Research Fellow, Latin American Studies, University of Liverpool, UK

Following the success of the widely acclaimed Critical Race Theory and Education: a Marxist Response (Palgrave, 2009), in this new book Mike Cole extends his Marxist analysis to include key concepts from the work of neo-Marxists Antonio Gramsci and Louis Althusser. Cole begins by addressing what is distinctive about a neo-Marxist analysis. He then provides his own broad definition of racism and examines the differences between schooling and education, while outlining some practical antiracist classroom strategies for use in the UK and the U.S.

Racism and Education in the U.K and the U.S. – by Mike Cole: http://www.palgrave.com/products/title.aspx?pid=412084  

CONTENTS:

Socialism, Marxism, and neo-Marxism

Racism in theU.K.

Racism in theU.S.

Racism, Schooling and Education Against Racism in theU.K.and theU.S.

Twenty-First Century Socialism and Education in theBolivarianRepublicofVenezuela

Implications for Multicultural Antiracist Socialist Practice in the Educational Institutions

MIKE COLE is Emeritus Research Professor in Education and Equality and Director of the Centre for Education for Social Justice at Bishop Grosseteste University College Lincoln, UK. He is the author of Marxism and Educational Theory: Origins and Issues, (2008), and editor of Professional Attributes and Practice for Student Teachers, 4th Edition (2008), Equality in the Secondary School: Promoting Good Practice Across the Curriculum (2009), and Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexual Orientation, Disability and Social Class, 3rd Edition (2011).

*For information about Mike Cole’s previous book: http://www.palgrave.com/products/title.aspx?PID=329203

June 2011 Hardback £55.00 £27.50* 978-0-230-10379-5; Paperback £18.00 £14.40* 978-0-230-10380-1

Marxism and Education Series (Palgrave Macmillan): http://www.palgrave.com/products/series.aspx?s=ME

Posted here by Glenn Rikowski

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

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

Education and Capitalism

EDUCATION AND CAPITALISM: STRUGGLES FOR LEARNING AND LIBERATION

EDITED BY JEFF BALE AND SARAH KNOPP

Forthcoming Fall 2011

“This book is a breath of fresh air! The chapters take on central issues in education with a clear vision of what could be. Class, race, language and culture become not just educational ‘problems,’ but tools with which to rethink the future. A stellar addition to books in our field” —Jean Anyon, author of Marx and Education

“At a time when the capitalist class and their corporate allies in the media have waged an all-out assault on teachers, students, and public education, Education and Capitalism responds by speaking truth to power.…Drawing from the lived experiences of the editors and their students, and informed by cutting edge socio-political critique, Education and Capitalism clears the path for a new understanding of the current assault on public schooling and points towards important directions if we are to save it.” —Peter McLaren, author of Che Guevara, Paulo Freire, and the Pedagogy of  Revolution 

In the first decade of the twenty-first century, a conservative, bipartisan consensus dominates about what’s wrong with our schools and how to fix them. In each case, those solutions scapegoat teachers, vilify our unions, and promise more private control and market mentality as the answer. In each case, students lose—especially students of color and the children of the working class and the poor.

This book, written by teacher activists, speaks back to that elite consensus. It draws on the ideas and experiences of social justice educators concerned with fighting against racism and for equality, and those of activists oriented on recapturing the radical roots of the labor movement. Informed by a revolutionary vision of pedagogy, schools, and education, it paints a radical critique of education in Corporate America, past and present, and contributes to a vision of alternatives for education andliberation. Inside are essays that trace Marxist theories of education under capitalism; outline the historical educational experiences of emergent bilingual and African American students; recap the history of teachers’ unions; analyze the neoliberal attack on public schools under Obama; critically appraise Paolo Freire’s legacy; and make the historical link between social revolution and struggles for literacy.

With contributions from:
Rose Aguilar
Megan Behrent
Bill Bigelow
Michele Bollinger
John T. Green
Jesse Hagopian
Adrienne Johnstone
Brian Jones
Jessie Muldoon
Gillian Russom
Adam Sanchez
Keeanga-Yamahtta Taylor
Elizabeth Terzakis
Dan Trocolli

Sarah Knopp is a public high school teacher inLos Angeles and an activist with United Teachers Los Angeles.

Jeff Bale is assistant professor of second language education at Michigan State University. Their work has appeared in Rethinking Schools, International Socialist Review, and CounterPunch

Available Fall 2011 |Trade paper | $17.00 | 220 pages | ISBN: 9781608461646 | Published by Haymarket Books | http://www.haymarketbooks.org | info@haymarketbooks.org | 773-583-7884

For review or desk copies, contact Sarah Macaraeg, sarah@haymarketbooks.org

Book details at: http://www.scribd.com/doc/52611703/EDUCATION-AND-CAPITALISM-STRUGGLES-FOR-LEARNING-AND-LIBERATION

For more information, visit:
http://www.haymarketbooks.org/pb/Education-and-Capitalism

or link to the book’s Facebook page:
http://www.facebook.com/educationandcapitalism

***END***

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

 

Blair's Educational Legacy

BLAIR’S EDUCATIONAL LEGACY: THIRTEEN YEARS OF NEW LABOUR

Edited by Anthony Green

Palgrave Macmillan (December 2010)

ISBN: 978-0-230-62176-3, ISBN10: 0-230-62176-7, 5-1/2 x 8-1/4 inches, 244 pages

Providing an overview and Marxist assessment of Tony Blair and New Labour’sU.K.education policies, structures, and processes, the contributors in this exciting new collection discuss specific aspects of education policy and practices. This examination is set against the changing political and economic contexts of the British state’s responses to global and neo-liberal pressures.

Central themes include: New Labour and the education market state; New Labour, education, and ideology; and totality and open Marxism. 

Green’s work marks a timely contribution to Marxist analysis and Left critical assessment and is the first such collection addressing New Labour education policy.

Anthony Green is Senior Lecturer in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London. He co-convenes Marxism and Education Renewing Dialogues (MERD), and is Series Editor for the Palgrave Macmillan Marxism and Education Series.

CONTENTS:

Introduction: Anthony Green * All the Wrong Answers: Labour’s Corporate-Centred Education Initiatives–Kevin Farnsworth * The Knowledge-based Economy and the Transformation of Higher Education: Issues concerning enclosing and protecting the intellectual commons–Molly Bellamy * The Professional Imagination: Further Education Professionalism in and beyond a Neo-liberal Context–Denis Gleeson * The Privatisation of Education Phase II: Perspectives on state schools the private sector and ten years of a Labour government–Thakir Hafid * Management and Governance of the School System–Richard Hatcher * City: Academies, Alienation, Economism and Contending Forces for Change–Philip Woods * Curriculum Change in the Blair Years–Terry Wrigley * Education still make you sick under Gordon Brown, Innit?–Martin Allen & Patrick Ainley * Ten Years of Education Policy and ‘Race’ Inequality: Whiteness or Neo-liberal Practice?–Alpesh Maisuria * Gendered Practices in Education–Rosalyn George & John Wadsworth

Blair’s Educational Legacy (at Palgrave Macmillan): http://us.macmillan.com/blairseducationallegacy

Palgrave Macmillan Marxism and Education Series: http://www.palgrave.com/products/series.aspx?s=ME

Blair’s Educational Legacy (at Amazon.co.uk): http://www.amazon.co.uk/Blairs-Educational-Legacy-Thirteen-Education/dp/0230621767/ref=sr_1_13?s=books&ie=UTF8&qid=1304672910&sr=1-13

Blair’s Educational Legacy (at Amazon.com): http://www.amazon.com/Blairs-Educational-Legacy-Thirteen-Education/dp/0230621767/ref=sr_1_10?s=books&ie=UTF8&qid=1304673063&sr=1-10

‘I Read Some Marx (And I Liked It)’: http://www.youtube.com/watch?feature=player_embedded&v=wyqJ9wxZ9L0 

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

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

Volumizer: http://glennrikowski.blogspot.com

Critical Hope

POINTS-BASED IMMIGRATION IN CONTEXT

Points-Based Immigration in Context: Research and Campaign Strategies

http://www.pbiscampaigning.org/

Conference 16th October 2010
10am-4pm
University of London Union
Malet Street
London WC1

This conference will present new research on issues related to the points-based immigration system (PBIS) as it affects Further and Higher Education. This is a system that unfairly restricts the ability of international students and staff to come to the UK, turns staff into immigration officials and treats international students as potential threats to national security.

The conference will assess:

a) The wider significance of immigration;

b) The full consequences of PBIS on the university;

c) The characteristics of new systems of regulation and surveillance in universities and colleges.

The conference aims to offer both expertise in research but also a focus for campaigners who object to the fundamentally discriminatory nature of the rules.

Speakers:

Les Back (Goldsmiths)

Tom Hickey (Brighton)

Georg Menz (Goldsmiths)

Liz Fekete (Institute of Race Relations)

Edgar Whitley (LSE)

Valerie Hartwich (Manifesto Club)

Joel Heyes (UKBA worker and PCS rep)

Susan Robertson (Bristol)

Andy Goffey (Middlesex)

Su-Anne Yeo (Goldsmiths)

Clare Solomon (ULU)

This event is free of charge. Please go to the ‘contact’ page to register: http://www.pbiscampaigning.org/contact

Supported by Universities and Colleges Union, University of London Union, Manifesto Club and the Centre for Cultural Studies, Department of Politics, Department of Media & Communications at Goldsmiths

Posted here by Glenn Rikowski

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Deadwing

POWER AND EDUCATION – VOLUME 2 NUMBER 2 (2010)

Just published at:
http://www.wwwords.co.uk/power/content/pdfs/2/issue2_2.asp

POWER AND EDUCATION
Volume 2 Number 2 2010       ISSN 1757-7438

ARTICLES

John Preston. Concrete and Abstract Racial Domination

Damien Page. Power and Resistance in Further Education: findings from a study of first-tier managers

Shirley R. Steinberg, with Joe L. Kincheloe. Power, Emancipation, and Complexity: employing critical theory

Alan Cottey. The Shadow of the Bomb: a study of degree-level nuclear physics textbooks

Laurette Bristol. Practising in betwixt Oppression and Subversion: plantation pedagogy as a legacy of plantation economy in Trinidad and Tobago

Katherine R. Evans, Jessica Lester & Amy D. Broemmel. Talking Back to Scripted Curricula: a critical performance ethnography with teachers’ collective narratives

James Avis. Education, Governance and the ‘New’ Professionalism: radical possibilities?

Andrew Lambirth. Class Consciousness, Power, Identity, and the Motivation to Teach

BOOK REVIEWS

Habermas, Honneth and Education: the significance of Jürgen Habermas’s and Axel Honneth’s critical theories to education (Rauno Huttunen), reviewed by Mark Murphy

Racially Equitable Teaching: beyond the whiteness of professional development for early childhood educators (Mary E. Earick), reviewed by Laurie Carlson Berg

Going Beyond the Theory/Practice Divide in Early Childhood Education: introducing an intra-active pedagogy (Hillevi Lenz Taguchi), reviewed by Barbara McNeil

Reflexive Research and the (Re)Turn of the Baroque (or, How I Learned to Stop Worrying and Love the University) (Cate Watson), reviewed by Ian Stronach

Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view 18 months after publication.

PERSONAL SUBSCRIPTION (single-user access). Subscription to Volume 3, 2011, which includes not only full access to the articles in Volume 3, Numbers 1-3, but also ALL back numbers (including those of 2010) is available to individuals at a cost of US$50.00. If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribePOWER.asp

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

For all editorial matters, including articles offered for publication, please contact the journal’s Editor, Dr Michael Watts (michael.watts@wwwords.eu)

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

Posted here by Glenn Rikowski

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Cold Hands & Quarter Moon Profile: https://rikowski.wordpress.com/cold-hands-quarter-moon/

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William Godwin

ANARCHIST PEDAGOGIES

CALL FOR CHAPTER PROPOSAL SUBMISSIONS

For a book entitled

Anarchist Pedagogies

Editor: Robert Haworth PhD

University of Wisconsin-La Crosse

Overview:

Anarchist movements have a long history of resisting traditional schooling and authoritative pedagogical practices, while at the same time, attempting to construct transformative educative processes. Examples include Francisco Ferrer’s (1913) work entitled, Origins of the Modern School and the creation of the Escuela Moderna schools in Spain, the Modernist Schools in the United States (Emma Goldman, Voltaraine de Cleyre, Alex Berkman and others) during the early 20th century as well as contemporary anarchists who are experimenting in participatory informal learning spaces. These examples are important to acknowledge within radical notions of teaching and learning being that they are experiences that enable activists and scholars to critically re-imagine education and build theories on “how” and “where” individuals experiment in constructing knowledge through differing learning spaces (Coté, Day & Peuter, 2007; de Leon, 2008, Malott, forthcoming).

Moreover, as totalizing efforts of the nation-state continue to develop standardized curriculum, efficiency models and data driven outcomes, anarchist pedagogies attempt to construct ongoing collective learning environments that can be described as ‘disciplined improvisation’ or ‘spontaneous’ in nature (Goldman, 1969; Haworth, forthcoming; Sawyer, 2003; Ward, 1972). Furthermore, these informal learning spaces create new ways of exposing illegitimate corporate and state power, as well as participating in the ‘coming communities’ (Day, 2007).

This edited book calls on international scholars (15 single authored or collectively authored chapters) in anarchist studies to critically reflect on historical and contemporary experimentations in anarchist pedagogies. Scholarly efforts will focus on what we have learned from past anarchist experiences and current transformative learning environments — where individuals are engaged in collective, participatory, voluntary and mutual efforts that contest global capitalist structures.

The edited collection responds to the need to reflect on anarchist pedagogies and will highlight three major themes. Authors in the first section will be encouraged to focus on historical discussions surrounding anarchism and education. The authors will give introspective critiques of historical practices, including theories of teaching and learning and alternatives to compulsory public schools. Authors in the second section will construct philosophical and theoretical frameworks evolving from contemporary anarchists, particularly through individuals participating in cooperatives, independent media collectives, infoshops, political zines, open source projects, DIY, direct action networks and other autonomous and cultural spaces.

Continued efforts to construct theoretical and philosophical discussions surrounding anarchism have also provided opportunities to build affinities and tensions with frameworks outside of anarchist writings (Cohn, 2007). The third section will encompass anarchist theories of teaching and learning. Authors will be asked to construct linkages and apprehensions to theories surrounding critical pedagogies and critical theory, autonomous Marxism, postmodernity and poststruturalism.

Proposed sections:

Forward:

Zack de la Rocha

1) Introduction

2) Section 1: Anarchism & Education: Historical experimentations

a. Anarchist perspectives on education

b. Modern Schools; Spain and the United States

c. Pedagogical practices: teacher/student relationship

d. Issues of the state and compulsory education

e. Connection and/or tensions between progressive education and social reconstruction

f. What have we learned?

3) Section 2: Anarchist Pedagogies in the “here and now”

a. Contesting power through multiple fronts: Movements against neoliberalism and learning through collective processes: Infoshops, cooperatives, autonomous spaces, zines, DIY

b. Teaching and learning in non-hierarchical, mutual and voluntary spaces — issues surrounding race, class, gender, LGBT

c. Technology: Issues surrounding the use of technology: open source, listservs, blogs & discussion boards

4) Section 3: Anarchism: Theoretical Frameworks on Teaching & Learning

a. Affinities: Anarchism & Critical pedagogies. Relationship to Postmodernism and Poststructuralism-Postanarchism

b. Informal learning spaces

c. De-schooling

d. Anarchism & the role of the university

e. Pedagogical practices

Audience:

Anarchist Pedagogies will draw upon and make connection to contemporary anarchist studies literature, particularly in education. The book will be important for scholars in anarchist studies, critical pedagogy, as well as undergraduate students and activists who are interested in building philosophical, theoretical, historical and contemporary discussions and imaginations beyond traditional forms of education.

Timeframe:

1) Proposals due by July 20th, 2010

2) Proposal confirmations: August 20th, 2010

3) Chapter drafts due by October 1st, 2010

4) Editor

5) Review of drafts: November, 2010

Editor will produce a comprehensive introductory and single authored chapter in one of the three sections. The forward will be written by an activist/scholar. Final editing and approval of the formatted version will be submitted December 30th, 2010. Publishing date will be set for early fall, 2011.

Contributors:

Process for submitting proposals:

Interested scholars, researchers, educators, activists and others should send to the editor, by July 20th, 2010, the following:

1) Names, positions, mailing addresses, fax and phone numbers, and email addresses of authors;

2) Title of proposed chapter;

3) Description, of no more than 300 words, of chapter, including type of research, approach, context, connection to the book, and other pertinent information;

4) Biographies of authors of no more than 200 words;

Biography of editor:

Robert Haworth is an Associate Professor in Multicultural Education at University of Wisconsin-La Crosse. He currently serves as the director for the Research Center for Cultural Diversity and Community Renewal. He teaches undergraduate and graduate courses surrounding diversity and education, globalization and neoliberalism. He has published multiple peer reviewed book chapters and presented internationally on anarchism and informal learning spaces, as well as critical social studies education. He co-founded Regeneration TV, along with other research collectives that are directly involved in contesting neoliberal policies at the university level. This is Robert Haworth’s first edited book.

Robert Haworth PhD—Associate Professor University of Wisconsin-La Crosse, haworth.robe@uwlax.edu, 608.385.0891

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Cold Hands & Quarter Moon Profile: https://rikowski.wordpress.com/cold-hands-quarter-moon/

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