|
Showing 1 - 11 of
11 matches in All Departments
This book presents a novel perspective on neocolonialism, education
and other related issues. It unveils the effects of neocolonialism
on the learning and well-being of students and workers, including
marginalized groups such as Native Americans, Latino/as, and
African Americans. It is a collection of in-depth interviews with
and heartfelt essays by committed social justice educators and
scholars genuinely concerned with educational issues situated in
the context of western neocolonialism and neoliberalism.This
dialogical way of discussing important issues and co-constructing
knowledge can be traced back to ancient philosophers, who used
dialogue as a form of inquiry to explore and analyze educational,
socio-economic and political issues facing the world. It will cover
many interwoven and pressing issues echoed through authentic voices
of progressive educators and scholars.
This book presents a novel perspective on neocolonialism, education
and other related issues. It unveils the effects of neocolonialism
on the learning and well-being of students and workers, including
marginalized groups such as Native Americans, Latino/as, and
African Americans. It is a collection of in-depth interviews with
and heartfelt essays by committed social justice educators and
scholars genuinely concerned with educational issues situated in
the context of western neocolonialism and neoliberalism.This
dialogical way of discussing important issues and co-constructing
knowledge can be traced back to ancient philosophers, who used
dialogue as a form of inquiry to explore and analyze educational,
socio-economic and political issues facing the world. It will cover
many interwoven and pressing issues echoed through authentic voices
of progressive educators and scholars.
Offering a novel take on the history of education in the US, A
History of Education for the Many examines the development of the
education system from a global and internationalist perspective.
Challenging the dominant narratives that such development is the
product of either a flourishing democracy or a ruling-class project
to reproduce structural inequalities, this book demonstrates the
link between education and the struggles of working-class and
oppressed peoples inside and outside the US. In a country notorious
for educating its people with an inability to see beyond its own
borders, this book offers a timely corrective by focusing on the
primacy of the global balances of forces in shaping the history of
US education. Combining Marx’s dialectic with W.E.B. Du Bois’
historiographical approach, Malott demonstrates how the mighty
agency of the world’s poor and oppressed have forced the hand of
the US ruling class in foreign policy and domestic educational
policies. Malott offers a unique view of the dialectical
development of social control by examining the role of the police
and state violence, along with education or ideology over time.
This situates the 2020 uprisings against racism and the movements
to defund the police within a historical context dating back to
eighteenth-century slave patrols. As US imperialism declines in the
21st century and social movements across the globe continue to
swell and intensify, Malott’s historical analysis looks backwards
as it pushes us, optimistically and realistically, forwards towards
a liberated future. The eBook editions of this book are available
open access under a CC BY-NC-ND 3.0 license on
bloomsburycollections.com.
Whereas This Fist Called My Heart, the first Peter McLaren reader
(2016), offers a window into the development and reorientation of
McLaren's work over time, Tracks to Infinity emphasizes the
significance of orientation in his contemporary work. McLaren's
earlier work was oriented toward the idea of a contradictory
postmodern subjectivity located outside the increasingly
fragmented, indeterminate late capitalist society. If the concept
of the critical subject or change agent is perceived to be
simultaneously located both inside and outside of the world that
exists, however mundane, it begins to appear as a utopian or
idealist construction. While discourse is indeed important,
locating the revolutionary potential exclusively within the
abstract realm of language or the sign can lead to a disconnected
relationship with the concreteness of everyday struggle. As the fog
of the disembodied, postmodern subject began to lift, McLaren
reoriented his engagement with and gaze toward the concrete
value-creating laborer as the active agent of revolutionary
educations' process of becoming-collectively becoming something
other than abstract labor. This volume is filled with deep
engagements with the concreteness of lived experience juxtaposed
next to the bourgeois propaganda of the capitalist class political
establishment as manifested in the Trump era.
Whereas This Fist Called My Heart, the first Peter McLaren reader
(2016), offers a window into the development and reorientation of
McLaren's work over time, Tracks to Infinity emphasizes the
significance of orientation in his contemporary work. McLaren's
earlier work was oriented toward the idea of a contradictory
postmodern subjectivity located outside the increasingly
fragmented, indeterminate late capitalist society. If the concept
of the critical subject or change agent is perceived to be
simultaneously located both inside and outside of the world that
exists, however mundane, it begins to appear as a utopian or
idealist construction. While discourse is indeed important,
locating the revolutionary potential exclusively within the
abstract realm of language or the sign can lead to a disconnected
relationship with the concreteness of everyday struggle. As the fog
of the disembodied, postmodern subject began to lift, McLaren
reoriented his engagement with and gaze toward the concrete
value-creating laborer as the active agent of revolutionary
educations' process of becoming-collectively becoming something
other than abstract labor. This volume is filled with deep
engagements with the concreteness of lived experience juxtaposed
next to the bourgeois propaganda of the capitalist class political
establishment as manifested in the Trump era.
Learning with Lenin brings together, for the first time, Lenin's
classic texts and his speeches and writings on education. To
facilitate educators and activists' engagement with these works, a
study and discussion guide accompanies each text. Learning with
Lenin contributes to the rematerialization of a revolutionary
movement in the U.S. by focusing on the pedagogy of Lenin. After a
series of setbacks and attacks that seriously degraded its status
in both working-class struggles and educational theory, socialism
is once again on the rise. Like the generations before them,
organizers, activists, and educators are once again turning to
classic works of socialism to understand and respond to the
systematic depravities of imperialism, white supremacy, and
settler-colonialism. Learning with Lenin will assist anyone
interested in reading and applying Lenin's theories to our current
era, with all of its complexities and contradictions.
Learning with Lenin brings together, for the first time, Lenin's
classic texts and his speeches and writings on education. To
facilitate educators and activists' engagement with these works, a
study and discussion guide accompanies each text. Learning with
Lenin contributes to the rematerialization of a revolutionary
movement in the U.S. by focusing on the pedagogy of Lenin. After a
series of setbacks and attacks that seriously degraded its status
in both working-class struggles and educational theory, socialism
is once again on the rise. Like the generations before them,
organizers, activists, and educators are once again turning to
classic works of socialism to understand and respond to the
systematic depravities of imperialism, white supremacy, and
settler-colonialism. Learning with Lenin will assist anyone
interested in reading and applying Lenin's theories to our current
era, with all of its complexities and contradictions.
This year (2012) marks ten years of No Child Left Behind and the
U.S. federal government's official designation of what qualifies as
"scientifically based research" (SBR) in education. Combined, these
two policies have resulted in a narrowing of education via
standardization and high stakes testing (Au, 2007) as well as the
curtailment of forms of inquiry that are deemed legitimate for
examining education (Wright, 2006). While there has been much
debate about the benefits and limitations of the NCLB legislation
(e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003),
critical researchers have held strong to their position: The
reductionistic narrowing of education curricula and educational
research cannot solve the present and historical inequities in
society and education (Shields, 2012). Contrarily, reductionism
(via standardization and/or methodological prescription)
exacerbates the challenges we face because it effectively erases
the epistemological, ontological, and axiological diversity
necessary for disrupting hegemonic social structures that lie at
the root of human suffering (Kincheloe, 2004). Not only has NCLB
proven incapable of overcoming inequalities, but there seems to be
sufficient evidence to suggest it was never really intended to
eliminate poverty and human suffering. That is, it seems NCLB,
despite its lofty title and public discourse, is actually designed
to advance the agenda of handing public education over to
for-profit corporations to manage and privatize thereby
intensifying the capitalist class' war on those who rely on a wage
to survive (Malott, 2010). In the present ethos, reductionism
upholds and retrenches the status quo (i.e. the basic structures of
power), and it puts at risk education and educational research as
means of working toward social justice (Biesta, 2007). Because
social justice can be interpreted in multiple ways, we might note
that we understand critical social justice as oriented toward
action and social change. Thus, critical education and research may
have potential to contribute to a number of social justice
imperatives, such as: redistributing land from the neo-colonizing
settler-state to Indigenous peoples, halting exploitative labor
relations and hazardous working conditions for wage-earners, and
engaging in reparations with formerly enslaved communities.
This year (2012) marks ten years of No Child Left Behind and the
U.S. federal government's official designation of what qualifies as
"scientifically based research" (SBR) in education. Combined, these
two policies have resulted in a narrowing of education via
standardization and high stakes testing (Au, 2007) as well as the
curtailment of forms of inquiry that are deemed legitimate for
examining education (Wright, 2006). While there has been much
debate about the benefits and limitations of the NCLB legislation
(e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003),
critical researchers have held strong to their position: The
reductionistic narrowing of education curricula and educational
research cannot solve the present and historical inequities in
society and education (Shields, 2012). Contrarily, reductionism
(via standardization and/or methodological prescription)
exacerbates the challenges we face because it effectively erases
the epistemological, ontological, and axiological diversity
necessary for disrupting hegemonic social structures that lie at
the root of human suffering (Kincheloe, 2004). Not only has NCLB
proven incapable of overcoming inequalities, but there seems to be
sufficient evidence to suggest it was never really intended to
eliminate poverty and human suffering. That is, it seems NCLB,
despite its lofty title and public discourse, is actually designed
to advance the agenda of handing public education over to
for-profit corporations to manage and privatize thereby
intensifying the capitalist class' war on those who rely on a wage
to survive (Malott, 2010). In the present ethos, reductionism
upholds and retrenches the status quo (i.e. the basic structures of
power), and it puts at risk education and educational research as
means of working toward social justice (Biesta, 2007). Because
social justice can be interpreted in multiple ways, we might note
that we understand critical social justice as oriented toward
action and social change. Thus, critical education and research may
have potential to contribute to a number of social justice
imperatives, such as: redistributing land from the neo-colonizing
settler-state to Indigenous peoples, halting exploitative labor
relations and hazardous working conditions for wage-earners, and
engaging in reparations with formerly enslaved communities.
Offering a novel take on the history of education in the US, A
History of Education for the Many examines the development of the
education system from a global and internationalist perspective.
Challenging the dominant narratives that such development is the
product of either a flourishing democracy or a ruling-class project
to reproduce structural inequalities, this book demonstrates the
link between education and the struggles of working-class and
oppressed peoples inside and outside the US. In a country notorious
for educating its people with an inability to see beyond its own
borders, this book offers a timely corrective by focusing on the
primacy of the global balances of forces in shaping the history of
US education. Combining Marx's dialectic with W.E.B. Du Bois'
historiographical approach, Malott demonstrates how the mighty
agency of the world's poor and oppressed have forced the hand of
the US ruling class in foreign policy and domestic educational
policies. Malott offers a unique view of the dialectical
development of social control by examining the role of the police
and state violence, along with education or ideology over time.
This situates the 2020 uprisings against racism and the movements
to defund the police within a historical context dating back to
eighteenth-century slave patrols. As US imperialism declines in the
21st century and social movements across the globe continue to
swell and intensify, Malott's historical analysis looks backwards
as it pushes us, optimistically and realistically, forwards towards
a liberated future. The eBook editions of this book are available
open access under a CC BY-NC-ND 3.0 license on
bloomsburycollections.com.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
The Creator
John David Washington, Gemma Chan, …
DVD
R325
Discovery Miles 3 250
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|