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Education Not for Sale

Education Not for Sale


Alternate Routes: A Journal of Critical Social Research

VOL 26 (2015)

Edited by Carlo Fanelli and Bryan Evans

Contributors to this anthology trace how neoliberalism has impacted education. These effects range from the commercialization and quasi-privatization of pre-school to post-secondary education, to restrictions on democratic practice and research and teaching, to the casualization of labour and labour replacing technologies, and the descent of the university into the market which threatens academic freedom. The end result is a comprehensive and wide-ranging review of how neoliberalism has served to displace, if not destroy, the role of the university as a space for a broad range of perspectives.

Neoliberalism stifes the university’s ability to incubate critical ideas and engage with the larger society. Entrepreneurship, however, is pursued as an ideological carrier serving to prepare students for a life of precarity just as the university itself is being penetrated and occupied by corporations. The result is an astonishing tale of transformation, de-democratization and a narrowing of vision and purpose.


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Dr Laura Harvey

Lecturer in Sociology, University of Surrey

Speaking at the University of East London

8 January 2015, 5 – 6pm

ED 2.02, Cass Building, Stratford Campus

We would like to invite you to attend our Research Seminar on 8 January 2015, details below.   You will be very welcome but please let Daniel Blackman,, know so we have an idea of how many people to expect.


Veronica Burton

Administrator for Research and Knowledge Exchange

Cass School of Education and Communities

University of East London

In this presentation we will explore the stories that young people tell about their aspirations and imagined futures at a time of deepening social inequalities.   We will examine how neoliberal discourses of individualism, self-responsibility and enterprise feature in young people’s everyday talk about ‘success’ and ‘failure’. Our analysis draws on interview data with 14-17 year-olds across England from an ESRC-funded study of ‘The role of celebrity in young people’s classed and gendered aspirations’. We will highlight the pervasiveness of neoliberal discourses of individualism, meritocracy and hard work within young people’s accounts. But we will also unpack the contradictions, ambivalences and ambiguities within neoliberalism as it works within and through the messiness of everyday practices.



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13 – 15 March 2015

Youth and Policy

We are delighted to announce that the seventh History of Youth and Community Work Study Conference will be taking place at Hinsley Hall, Leeds in March 2015.


As with the earlier gatherings, it will include a mix of plenary sessions, workshops and ‘surprise’ events. Amongst the plenary speakers will be Michael Snape from Birmingham University, a well-known historian of Christianity and war in the modern world. His talk is titled ‘Barclay Baron: A settlement worker goes to war’. A second plenary speaker will be Carol Dyhouse from the University of Sussex, a social historian and much published author, who will be talking on ‘Girl Trouble: Panic in the History of Young Women’. The speakers for the third plenary will be Sarah Banks and Andrea Armstrong from Durham University. Their presentation will review the lessons and legacies of the Community Development Projects of the 1970s. Symposiums are also planned on the history of Community and Youth Work Education and Training and on the Historical Development of Youth Work Curricula.

The breadth of workshops is always impressive covering an enormous range of topics linked to the history of youth work, adult education and community work. As before some of these will focus on the historical development of practice in countries outside the UK.

We hope that this conference will be once again a relaxed gathering of enthusiasts keen to talk to and learn from each other.

Just fill in the booking form and email it back to us.

Paula Connaughton and Tony Jeffs
Youth and Policy



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Russell Brand

Russell Brand


Russell Brand to give The Reading Agency Lecture

Russell Brand will deliver The Reading Agency Lecture on 25 November 2014, 7.00-8.00pm.


The Reading Agency Lecture will take place in The Logan Hall at the Institute of Education, 20 Bedford Way, London WC1H 0AL

You can buy tickets for the lecture from Eventbrite.

Tickets are priced at £20 and £10 for concessions (under 24s).

The lecture was initiated by The Reading Agency in 2012. It aims to provide a platform for leading writers and thinkers to share original, challenging ideas about the future of reading in the UK.

Russell Brand will deliver ‘a manifesto on reading’ which will be in part personal, sharing his own experience of books and reading while growing up in the UK; and it will be in part as a public figure, sharing his views on the status of reading and storytelling in our national culture and why reading is important for young people – especially boys – in the UK today.

Russell Brand says:

“Writing is the most intimate medium. Right there in the brain, in the swamp of fear and desire. I like splashing about in there, stirring up sediment, doing the breaststroke. In this lecture I will try and drag this metaphor out for an hour.”

Further information:

‘The Bookseller’:



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

Posted here by Glenn Rikowski

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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:


Conference at the London School of Economics & The British Library

25th and 26th June 2014


Provisional Programme

(Some of the details below are subject to change, and more will be added later)




Wednesday, 25th June


09.30-10.45: Refreshments

10.45-11.00: Welcome and opening remarks


11.00-12.30: Opening Plenary

Gurminder Bhambra (Warwick), ‘The Neoliberal Assault on the Public University’
Wendy Brown (Berkeley) ‘Between Shareholders and Stakeholders: University Purposes Adrift’
Mike Power (LSE) ‘Accounting for the Impact of Research’


12.30-13.30: Lunch


13.30-15.00: Parallel Sessions


A. (Anti-)Social Science, the neoliberal art of government, and higher education

John Holmwood (Nottingham) , ‘Neo-liberalism as a theory of knowledge and its implications for the social sciences and critical thought’
Nick Gane (Warwick), ‘Neoliberalism: How Should the Social Sciences Respond?’
Andrew McGettigan (Critical Education blog), ‘Human Capital in English Higher Education’


B. What is an author, now? Futures of scholarly communication and academic publishing

Roundtable discussion with Steffen Boehm (Essex), Christian Fuchs (Westminster), Gary Hall (Coventry), Paul Kirby (Sussex)

Chair: Jane Tinkler (LSE)


15.00-15.15: Refreshments


15.15-17.00: Parallel Sessions


A. Feminism and the knowledge factory
Convenor: Valerie Hey, Centre for Higher Education and Equity Research (CHEER, University of Sussex)

Barbara Crossouard (CHEER), ‘Materializing Foucault?’
Valerie Hey (CHEER), ‘Neo-Liberal Materialities and their Dissident Daughters’
Louise Morley (CHEER), ‘Researching the Future: Closures and Culture Wars in the Knowledge Economy’


B. Co-operative higher education
Convenor: Joss Winn (Lincoln)

Richard Hall, ‘Academic Labour and Co-operative Struggles for Subjectivity’
Mike Neary (Lincoln), ‘Challenging the Capitalist University’
Joss Winn (Lincoln), ‘The University as a Worker Co-operative’
Andreas Wittel (Nottingham Trent) ‘Education as a Gift’


18.15-20.00: Pay bar at Terrace Room, British Library


18.30-20.00: Remember Foucault? (Terrace Room, British Library)

Mitchell Dean (Copenhagen Business School), ‘Michel Foucault’s “apology” for neoliberalism’
Lois McNay (Oxford) ‘Foucault, Social Weightlessness and the Politics of Critique’

Chair: Peter Miller (LSE)



Thursday, 26th June


09.30- 11.00: Parallel Sessions


A. Governing academic freedom

Stephen J. Ball (Institute of Education: University of London) ‘Universities and “the economy of truth”’
Penny Jane Burke (Roehampton) and Gill Crozier (Roehampton), ‘Regulating Difference in Higher Education Pedagogies’
Rosalind Gill (City University), ‘The Psychic Life of Neoliberalism in the Academy’


B. Teaching the ungovernable: rethinking the student as public

Convenor: Carl Cederström (Stockholm Business School, Stockholm University)

Sam Dallyn (Manchester Business School, Manchester University), ‘Management Education: Critical Management Myopia and Searching for an Alternative Public’
Carl Cederström (Stockholm Business School, Stockholm University), ‘The Student as Public’
Matthew Charles (Institute for Modern and Contemporary Culture, University of Westminster), ‘The Ungovernable in Education: On Unintended Learning Outcomes’
Mike Marinetto (Cardiff Business School, Cardiff University), ‘The Ungovernable Syllabus: Social Science Fiction and the Creation of a Public Pedagogy’


11.00-11.30: Refreshments


11.30-13.00: Parallel Sessions


A. Measurement, management and the market university

Elizabeth Popp Berman (SUNY Albany), ‘Quantifying the Economic Value of Science: The Production and Circulation of U.S. Science & Technology Statistics’
Isabelle Bruno (University of Lille 2), ‘Quality management in education and research: an essay in genealogy’
Christopher Newfield (UC Santa Barbara), ‘The Price of Privatization’


B. Para-academic Practices: becoming ungovernable?
Convenor: Paul Boshears

Paul Boshears (European Graduate School; continent), ‘Rudderless Piloting, Unwavering Pivoting, Governing without Coercion’
Fintan Neylan (Dublin Unit for Speculative Thought), ‘The Logic of Para-Organisation’
Robert Jackson (Lancaster) ‘Para-academia and the Education of Grownups’
Eileen Joy (Punctum Books), ‘Amour Fou and the Clockless Nowever: Radical Publics’ (by weblink)


13.00-14.30: Lunch

14.30-16.45: Final Plenary: Beyond the Neoliberal Academy

Convenor: Des Freedman (Goldsmiths): Participants tbc.


16.45-17.00: Closing remarks



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

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cover 3


An e-book Edited by Ken Jones

This is a free download of a new book edited by Ken Jones: Education in Europe: The Politics of Austerity

It is published by RadicalEd Books:

ISBN 978-0-9575538-3-5


It includes articles on:

France (Guy Dreux);

Italy (Rosalind Innes);

Spain, (Rosa Canadell);

Greece (Anna Traianou);

And European labour markets (Nico Hirtt).


Here is the link:


With best wishes

Ken Jones

Professor of Education
Educational Studies
Goldsmiths, University of London
New Cross
SE14 6NW

Education in Europe

Education in Europe



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

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CSD BG D65/552



Date: 15 May 2014 to 17 May 2014

Location: IISH Amsterdam

Conference Organiser: Internationaal Instituut voor Sociale Geschiedenis, Amsterdam / Institut für soziale Bewegungen, Bochum / Forschungsstelle für Zeitgeschichte in Hamburg, Hamburg
Place: Amsterdam, International Institute of Social History

From 15-17 May 2014, a conference will be held on European youth revolts in 1980/81. We welcome papers and proposals for presentations (deadline: 1 June 2013) . The conference is organized by the International Institute of Social History, Amsterdam / Institut für soziale Bewegungen, Bochum / Forschungsstelle für Zeitgeschichte in Hamburg, Hamburg.

Place: Amsterdam, Internationaal Instituut voor Sociale Geschiedenis
Deadline: June 1, 2013

Proposals for 25-minute-presentations consisting of a one-page abstract, a short CV and a list of publications should be sent to Knud Andresen [] and Bart van der Steen [] until June, 1th, 2013. Conference language is English. Publication of the proceedings is intended.


Sparked off by urban conflicts on youth centres and squatted houses, youth revolts unfolded in April/May 1980 in Amsterdam and Zurich, and soon spread to West-Berlin and other West-German cities. Simultaneously, cities such as Copenhagen and Vienna also witnessed a rise of confrontations between youth and the police, while in Great Britain so called ‘race riots’ broke out in more than thirty cities in the early summer of 1981.
This far from complete enumeration tends to lend weight to the impression that the second youth revolt – as it was often called at the time – was above all a Northern European phenomenon. Did other European countries also witness an upturn of youth protests in the early 1980s, which was not solely linked to house occupations and structural urban conflicts? Can specific patterns of youth protests be discerned, that rise above nationally focused discourses? Can we speak of an international protest attitude among young people in the early 1980s? These questions will be central at this conference, which aims at gaining a European perspective on the 1980/81 youth revolt as well as more in-depth insights into its specific aspects.


The question of how youth and social movements in the 1980s related to each other has not been answered yet. Were, for example, the conspicuous locality of youth movements and the rejection of theoretical analyses the result of activists’ negative experiences during the 1970s, or are we dealing with a generation that was not interested in history and wanted to create its own future? Similarly, the social composition of the youth movements is an issue that has not been researched in-depth. Were the protests mainly carried by deprived youth and students who had only enrolled formally but used the university not for educational purposes but as a laboratory for new life styles? Was the percentage of high school and working class youth significantly higher than during the protests in the late 1960s? Can the youth protests be explained as a side effect of a European wide development towards longer and more extensive education schemes or was the economic downturn and youth unemployment a primary cause for the protests?


The goal of the conference will be to achieve an overview of developments in Europe that moves beyond the descriptions of spectacular confrontations. We aim at embedding the youth revolt of 1980/1981 in a broader context of European post-war history. How can disparities be explained? Were the youth revolts mainly reactions to state repression and police violence, as was often claimed at the time? Or were the protesters’ motivations less specific and their actions more generally directed at a society which was deemed rigid and cold? With these questions we hope to uncover new traces, which may lead to a new understanding of the youth revolt. The revolts and (partly) new groups and scenes of the 1980s were connected to a radical form of subjectivity, which can be linked to more general social trends such as secularisation, individualisation, and pluralisation of life styles. This development can also be observed in the ‘differentiation of youth subcultures’ during the early 1980s, with the rise of punks, skinheads, teds, and mods as well as other youth counter cultures. Was this differentiation an international phenomenon?

The effects of the revolts need to be discussed as well. The autonomous movements and squatters of the 1980s can be seen as heirs of the 1980/1981 youth revolts, even though they remained a quantitatively marginal group already at their time. The revolts were also expressions of the search for new forms of socialization and small, manageable social spheres. How did those involved develop after 1980/81, and which effects can be observed nationally and trans-nationally? The ‘silent revolution’ thesis of Ronald Inglehart, which claims that the values held by youth created a path for societal development, can be countered by an interpretation that interprets the development of the protests mainly as a story of de-radicalization and adjustment. This raises the questions which aspects of the youth cultures were carried on and which were put aside.

Another field of interest are the political and societal reactions to youth’s unruliness. Did critical social scientists write sympathetic reports, partly based on their own experiences? Did their expertise and publications influence political decision making, or, for example, change the conduct of the police? How did politics and society react to these challenges?
The years 1980/81 are to be understood as the conference’s point of departure, not as a limitation. Up to now, few historical works have been published on the subject. The protests have traditionally been the topic of contemporary sociological studies on youth, focusing on the changes of values and attitudes amongst youth during the 1980s or on deviancy and confrontation. As the 1980s are now gaining importance as a topic of historical research, the conference should contribute to the historical analysis of the youth protest wave.

At the conference, we want to explore if 1980/81 was the accumulation point of a set of international developments or rather the outflow of local and national political opportunities, by paying attention to specific countries and systematic comparisons.


The contributions should be based on historical source material and embedded in a social-cultural history of post-war Europe. We especially welcome proposals that highlight the following four questions/perspectives:

  • Which events and social groups shaped and characterized the youth revolts of 1980/1981?
  • Which political programs were articulated or can be discerned? Did these build forth and/or were they taken up by other societal currents?
  • What were the political and societal reactions to the youth revolts?
  • How did these revolts influence or impact more general social developments, if at all?

Proposals for 25-minute-presentations consisting of a one-page abstract, a short CV and a list of publications should be sent to Knud Andresen [] and Bart van der Steen [] until June, 1th, 2013. Conference language is English. Publication of the proceedings is intended.


6 maart 2013





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Terry Wrigley

Terry Wrigley


Now available at:

Volume 12 Number 1  2014  ISSN 1478-2103




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

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

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

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:

In the event of problems concerning a subscription, or difficulty in gaining access to the articles, please contact the publishers:




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:

Rikowski, Glenn (2004) Marx and the Education of the Future, Policy Futures in Education, Vol.2 Nos. 3 & 4, pp.565-577, online at:

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:

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:



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The Flow of Ideas:

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16-17 May 2014

University of Sheffield, UK

Currently there is widespread philosophical interest in children’s rights, parental rights and duties, and wider issues concerning good parenting and the social organisation of childrearing. Yet, to fully address these topics one needs to assume an answer to the question of ’What is a child?’ To know who owes what to children in any detail, we need to know what distinguishes childhood from adulthood, and to answer questions about the relative value of childhood and adulthood in the overall life of a human being.

This conference brings together philosophers interested in a cluster of questions that have not been sufficiently discussed so far, but which are starting to draw philosophical attention: What is childhood? Is childhood good intrinsically, or only as preparation for adulthood? If it is intrinsically good, does it have special value – would it be a loss, from the perspective of an entire human life, if one missed out on childhood? Are there any ‘intrinsic goods of childhood’, and what are they? Do we owe children things that are different in nature from the things owed to adults?



Monika Betzler (Berne) ‘Good childhood and the good life’

Teresa Blankmeyer Burke (Gallaudet): ‘The Nature and Value of a Deaf Childhood’

Samantha Brennan (Western Ontario) ‘Trust, time, and play: Three intrinsic goods of childhood’

Matthew Clayton (Warwick) ‘Dignity as an ideal for children’

Jurgen De Wispelaere (McGill) ‘Political rights for Rugrats: Children in the democratic state’

Timothy Fowler (Bristol) ‘Variety is the spice of life?: On the possible significance of their being intrinsic goods of childhood’

Colin Macleod (Victoria) ‘Just schools and good fun: Non-preparatory dimensions of educational justice’

Serena Olsaretti (ICREA/Pompeu Fabra University) ‘Egoism, altruism and the special duties of parents’

Norvin Richards (Alabama) ‘The intrinsic goods of childhood’

Judith Suissa (London) ‘Narrativity, childhood and parenting’

Patrick Tomlin (Reading) ‘Saplings or caterpillars?: Trying to understand children”

Daniel Weinstock (McGill) ‘On the complementarity of the ages of life: Why we wouldn’t want adulthood without childhood, or childhood without


The conference will take place on the 16th and 17th of May 2014 at the University of Sheffield, Jessops West Exhibition Space.


For more details get in touch with the organisers: Anca Gheaus ( or Lindsey Porter (

The conference is sponsored by the Society for Applied Philosophy, The Mind Association and The Philosophy of Education Society of Great Britain.

Thanks to Pedagogy & the Inhumanities for alerting me to this interesting and important conference: Rikowski



‘Cheerful Sin’ – a song by Victor Rikowski:

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The Flow of Ideas:

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Canada International Conference on Education (CICE-2014)
June 16-19, 2014
Cape Breton University, Nova Scotia, Canada

The CICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The CICE promotes collaborative excellence between academicians and professionals from Education.

The aim of CICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy.

The CICE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

The topics in CICE-2014 include but are not confined to the
following areas:

*Art Education

Music Education

Writing Education

Imaginative Education

Language Education


*Adult Education

Competitive Skills

Continuing Education

Higher Education

Vocational Education

Transferring Disciplines

*Business Education

Educational Administration

Human Resource Development 

Academic Advising and Counselling

Education Policy and Leadership

Industrial Cooperation  

Life-long Learning Experiences

Workplace Learning and Collaborative Learning  

Work Employability

Educational Institution Government Partnership  

Patent Registration and Technology Transfer

University Spin-Off Companies

*Course Management

Accreditation and Quality Assurance

Academic Experiences and Best Practice Contributions


Digital Libraries and Repositories

Digital Rights Management

Evaluation and Assessment

E-content Management and Development

Open Content


Grading Methods  

Knowledge Management

Quality processes at National and International level

Security and Data Protection

Student Selection Criteria in Interdisciplinary Studies  

User-Generated Content

*Curriculum, Research and Development

Acoustics in Education Environment


Counsellor Education

Courses, Tutorials and Labs

Curriculum Design


*Educational Foundations

Early Childhood Education

Elementary Education

Geographical Education

Health Education

Home Education

Rural Education

Science Education

Secondary Education

Second life Educators

Social Studies Education

Special Education

*Learning / Teaching Methodologies and Assessment

Simulated Communities and Online Mentoring

e-Testing and new Test Theories

Supervising and Managing Student Projects

Pedagogy Enhancement with e-Learning

Educating the Educators

Immersive Learning

Blended Learning

Computer-Aided Assessment

Metrics and Performance Measurement

Assessment Software Tools

Assessment Methods in Blended Learning Environments

*Global Issues In Education and Research

Education, Research and Globalization

Barriers to Learning (ethnicity, age, psychosocial factors, …)

Women and Minorities in Science and Technology

Indigenous and Diversity Issues

Government Policy issues

Organizational, Legal and Financial Aspects

Digital Divide

Increasing Affordability and Access to the Internet

Ethical issues in Education

Intellectual Property Rights and Plagiarism


Teacher Education

Cross-disciplinary areas of Education

Educational Psychology

Education practice trends and issues

Indigenous Education

Kinesiology and Leisure Science


Life-long Learning Education

Mathematics Education

Physical Education (PE)

Reading Education

Religion and Education Studies

*Research Management

Research Methodologies

Academic Research Projects

Joint-research programmes

Research on Technology in Education

Research Centres

Links between Education and Research

New Challenges in Education

ECTS experiences

The Bologna Process and its implementation

Joint-Degree Programmes

Erasmus and Exchange experiences in universities

Students and Teaching staff Exchange programmes

*Ubiquitous Learning

Accessibility to Disabled Users

Animation, 3D, and Web 3D Applications

Context Dependent Learning

Distance Education



Educational Technology

Educational Games and Software

Human Computer Interaction

ICT Education

Internet technologies

Learning Management Systems (LMS)

Mobile Applications and Learning (M-learning)

Multi-Virtual Environment

Standards and Interoperability

Technology Enhanced Learning

Technology Support for Pervasive Learning

*Ubiquitous Computing

Videos for Learning and Educational Multimedia  

Virtual and Augmented Reality

Virtual Learning Environments (VLE)

Web 2.0, Social Networking, Blogs and Wikis

Wireless Applications

*Research In Progress

Important dates

Research Paper, Extended Abstract, Case Study, Work in Progress and Report Submission Deadline   

March 10, 2014

Notification of Paper, Extended Abstract, Case Study, Work in Progress and Report Acceptance Date      

March 25, 2014

Final Paper Submission Deadline for Conference Proceedings Publication

April 30, 2014

Workshop Proposal Submission Deadline

March 20, 2014

Notification of Workshop Proposal Acceptance/Rejection

March 30, 2014

Poster/Demo Proposal Submission

March 20, 2014

Notification of Poster/Demo Acceptance

March 30, 2014

Participant(s) Registration (Open)

December 01, 2013 to June 15, 2014 

Early Bird Registration (Authors and Participants)

January 30 to April 15, 2014

Late Bird Registration (Authors only)

April 16 to May 18, 2014

Conference Dates

June 16-19, 2014

For further information please visit CICE-2014 at 



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Marx Memorial Library

37a Clerkenwell Green

London EC1R 0DU

Coming up on Thursday 20 February, we have our fifth seminar of the series: “Is young the new poor? Class and generation under neoliberalism” to discuss the chapter written by Soundings co-editor Ben Little on the role of generational politics emerging as a response to the material effects of neoliberalism on the lives of young people.

Ben will present his manifesto chapter “A growing discontent: class and generation under neoliberalism”, with responses from Shiv Malik (co-author Jilted Generation) and Mevan Babakar (Head of Digital, Bite the Ballot). The seminar will be chaired by Doreen Massey (Emeritus Professor of Geography at the Open University and founding editor of Soundings).

Tickets for this seminar are available online and cost £5 / £3 (concessions) / free (Soundings subscribers). Previous chapters of the Kilburn Manifesto, as well as the Manifesto framing statement are all available for download for free from the Lawrence & Wishart website.

The success of our previous seminars have been due to the quality of the discussions – both from the panelists and the audience. We hope you will join us again to make the future ones similarly engaging.

Becky and the rest of the Soundings team



‘Cheerful Sin’ – a song by Victor Rikowski:

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Education Is Not For Sale

Education Is Not For Sale


Where: Oxford House, Derbyshire Street,  Bethnal Green,  London E2 6HG
When: Saturday 1st March 2014, 10.30am to 7pm (+ afterparty tbc.) 
Bookings (Please book in advance as places are limited): 

Access: Conference spaces are fully accessible to wheelchair users and a crèche will run in the gallery space. 

Day Programme

10.30-11.00: Arrivals and Registration 

11.00-11.30: Opening 

11.30-13.00: World Cafe

Taking place in the main theatre, World Cafe will be used as a way to start having conversations in small groups.  A convener will sit in each group throughout to facilitate three 30 minute sessions around a ‘key’ question and subject. Conference participants will have the opportunity to gather around questions of interest, meet each other and contribute to group discussions, which will be recorded and shared at the end of the morning. 

13.00-14.00: Lunch 

14.00-17.30 (including two 15 mins breaks): Afternoon Workshops 

The Trend Away from Freedom
For thousands of years we were becoming more free. Now we have become less so:
How can Enlightenment thinkers like Hegel, Mill and (later) Fromm influence our practice today?

Instead of school 
What if mass, compulsory, full-time schooling is a 150 year old experiment which hasn’t worked?  A workshop to generate and discuss ideas about what ‘instead of school’ might look like, convened by a group with experience of the ideas and practices surrounding alternatives to school.

Direct Action in Schools
What can teachers do to raise awareness of and respond to the current market-led reforms of state schooling? This session will be led by a full-time state primary teacher.

Chatting Critically with Young People and Youth Workers  
Turning Voices into Action
Facilitated by ‘In Defence of Youth Work’

Freedom and Democracy in action
Democratic Education is, of course, no longer radical. Staff and students from two of the world’s most famous democratic schools, the UK’s Summerhill School and Sands School, will explain and take questions about democratic education, the schools themselves, and the unique experience they offer both students and teachers.

Another Roadmap for Arts Education: ‘Glossary of Conflicted Terms’
‘Cultural Exchange’, ‘Creative Workforce’, ‘Arts Curriculum’, ‘Radical Education’ are terms which have become synonymous for a rigid, tokenistic, yet empty tick-boxing exercise around Arts Education. By unpicking these terms we want to foster a conversation that looks at what actually is important to us as arts education practitioners, teachers, students and organisers.

Education workers and unions: organising to reclaim education
Collective organising is essential to transform our education system into one that will genuinely meet our needs.
What can we learn from successful struggles in this country and further afield?

The potential of socially critical environmental education

The aim of the workshop is to present and criticise dominant trends in environmental education and raise a debate on critical approaches. The discussion will draw from the participants’ teaching experiences in environmental education and relevant curriculum subjects (e.g. geography, science, citizenship) as well as their interests in environmental issues.

Ethics and practice in teaching

Teachers / educators of the Radical Education Forum have been working through their experiences to build an ethical framework for our practice. We will workshop input from the REF ‘s Behaviour Management Clinic and the application of participatory theatre methods to ethical issues, based on the “Ethics of Participatory Theatre”.

‘Hip Hop Education as Radical Education? 
History, Theory and Practice

Sustaining the movement

How do we ensure that the stateofeducation2014 conference is not just a one-off experience?  What real and practical next steps do we need to take? This workshop will feed its ideas and plans into the plenary event.

The suppression of freedom in schools

Do schools undermine school students’ human rights? Can students ever have a say and be listened to at school? Are schools like prisons? Can school students, youth workers, teachers and others work together to make a serious change to schools?

‘Voice of Youth’ will present their short film and lead a discussion.

17.30-17.45: Break

17.45-18.15: Closing Thoughts

18.15-19.00: Informal Networking


For any additional needs or questions, or if you need to cancel your participation, please let us know by sending us an email to

WhatRadical Education Forum and Libertarian Education are co-organising a one-day conference, which will bring together teachers and education workers interested in radical education. We will meet, share ideas and discuss concrete alternatives to dominant trends towards increasingly right wing and authoritarian ideologies in education.

Who is the conference for?

The conference is open to teachers and other workers in formal state education, school students, parents, youth workers, activistsand other educators and workers.

Who are we?

We are teachers, educators, students, researchers, community members, parents, precarious workers, people interested in being part of a wider social change. Our use of the term ‘radical’ is not meant to make claims of political purity, nor to be off-putting for those who don’t think of themselves as ‘radicals’. It is rather to mark our terrain that includes different forms of practice including popular education and research, critical literacy, participatory action research, social justice education, libertarian education and many others.


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