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This book is the first to articulate and challenge the consensus on
the right and left that knowledge is the key to any problem,
demonstrating how the left's embrace of knowledge productivity
keeps it trapped within capital's circuits. As the knowledge
economy has forced questions of education to the forefront, the
book engages pedagogy as an underlying yet neglected motor of
capitalism and its forms of oppression. Most importantly, it
assembles new pedagogical resources for responding to the range of
injustices that permeate our world. Building on yet critiquing the
Marxist notion of the general intellect, Derek R. Ford theorizes
stupidity as a necessary alternative pedagogical logic, an
anti-value that is infinitely mute and unproductive.
In this volume, critical scholars and educational activists explore
the intricate dynamics between the enclosure of global commons and
radical visions of a common social future that breaks through the
logics of privatization, ecological degradation, and dehumanizing
social hierarchies in education. In its institutional and informal
configurations alike, education has been identified as perhaps the
key stake in this struggle. Insisting on the urgency of an
education that breaks free of the bonds of enclosure, the essays
included in this volume weave together bright threads of radical
thought into a vivid tapestry illustrating a critical framework for
enacting a global educational commons.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future. The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between institutions of
higher education and communities. Other contributors will highlight
how the global community has gradually become conscious of the
ideological doctrine and how it is responsible for human suffering
and misery. The volume is needed because the growing body of
educational research linked to exploring the impact of
neoliberalism on education and society fails to provide conceptual
or historical understanding of this ideology. It is also an
important scholarly intervention because it provides insights as to
why educators, scholars, and other global citizens have challenged
the intrusion of market forces over life inside universities and
colleges. Teaching faculty, research faculty, and anyone who yearns
to understand what is behind the debilitating trend of commercial
forces subverting humanizing educational projects would benefit
from this volume. Activists, educators, youth, and scholars who
seek strategies and visions for building democratic higher
education and a more democratic society would consider this volume
essential reading.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future.The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between K-12 schools and
communities. Other contributors will highlight how the global
community has gradually become conscious of the ideological
doctrine and how it is responsible for human suffering and misery.
The volume is needed because the growing body of educational
research linked to exploring the impact of neoliberalism on schools
and society fails to provide conceptual or historical understanding
of this ideology. It is also an important scholarly intervention
because it provides insights as to why educators, scholars, and
other global citizens have challenged the intrusion of market
forces over life inside K-12 schools. Teacher educators,
schoolteachers, and anyone who yearns to understand what is behind
the debilitating trend of commercial forces subverting humanizing
educational projects would benefit from this volume. Activists,
educators, youth, and scholars who seek strategies and visions for
building democratic schools and a society would consider this
volume essential reading.
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 book conceptualizes ecopedagogies as forms of educational
innovation and critique that emerge from, negotiate, debate,
produce, resist, and/or overcome the shifting and expansive
postdigital ecosystems of humans, machines, nonhuman animals,
objects, stuff, and other forms of matter. Contemporary postdigital
ecosystems are determined by a range of new bioinformational
reconfigurations in areas including capitalism, imperialism,
settler-colonialism, and ontological hierarchies more generally.
Postdigital ecopedagogies name a condition, a question, and a call
for experimentation to link pedagogical research and practice to
challenges of our moment. They pose living, breathing, expanding,
contracting, fluid, and spatial conditions and questions of our
non-chronological present. This book presents analyses of that
present from a wide spectrum of disciplines, including but not
limited to education studies, philosophy, politics, sociology,
arts, and architecture.
In the second edition of this groundbreaking work, Derek R. Ford
contends that radical politics needs educational theory, posing a
series of educational questions pertinent to revolutionary
movements: How can pedagogy bridge the gap between what is and what
can be, while respecting the gap and its uncertainty and
contingency? How can pedagogy accommodate ambiguity while remaining
faithful to the communist project? In answering these questions,
Ford develops a dyanmic pedagogical constellation that radically
opens up what education is and what it can mean for revolutionary
struggle. In charting this constellation, Ford takes the reader on
a journey that traverses disciplinary boundaries, innovatively
reading theorists as diverse as Lenin, Agamben, Marx, Lyotard,
Althusser, and Butler. Demonstrating how learning underpins
capitalism and democracy, Ford articulates a theory of communist
study as an alternative and oppositional logic that, perhaps
paradoxically, demands the revolutionary reclamation of testing.
Poetic, performative, and provocative, communist study is oriented
toward what Ford calls "the sublime feeling of being-in-common,"
which, as he insists, is always a commonness against.
This edited volume contributes to a burgeoning field of critical
scholarship on the news media and education. This scholarship is
based on an understanding that the news media has increasingly
applied a neoliberal template that mediates knowledge and action
about education. This book calls into question what the public
knows about education, how the public is informed, and whose
interests are represented and ultimately served through the
production and distribution of information by the news media about
education. The chapters comprising this volume serve to enlighten
and call to action parents, students, educators, academics and
scholars, activists, and policymakers for social, political, and
economic transformation. Moreover, as the neoliberal agenda in
North America intensifies, the chapters in this book help to deepen
our understanding of the logics and processes of the neoliberal
privatization of education and the accompanying social discourses
that facilitate the reduction of social relations to a transaction
in the marketplace. The chapters examine the news media and the
reproduction of neoliberal educational reforms (A Nation at Risk,
Teach For America, charter schools, think tanks, and PISA) and
resistance to neoliberal educational reforms (online activism and
radical Black press) while also broadening our conceptual
understanding of the marketization and mediatization of educational
discourses. Overall, the book provides an in-depth understanding of
the neoliberal privatization of education by extending critical
examinations to this underrepresented field of cultural production:
the news media coverage of education. The contribution of this
edited volume, therefore, helps to build an understanding of the
contemporary dynamics of capital accumulation to inform public
resistance for social transformation.
Contending that radical politics needs educational theory,
Communist Study: Education for the Commons poses a series of
educational questions pertinent to revolutionary movements: How can
pedagogy bridge the gap between what is and what can be, while
respecting the gap and its uncertainty and figurality? How can
pedagogy accommodate ambiguity while remaining faithful to the
communist project? In answering these questions, educational
theorist Derek R. Ford develops a pedagogical constellation that
radically opens up what education is and what it can mean for
revolutionary struggle. To chart this constellation, Ford takes the
reader on a journey that traverses disciplinary and ideological
boundaries, innovatively reading theorists as diverse as Agamben,
Marx, Lyotard, Butler, and Lenin. Demonstrating that learning is
the educational logic that underpins capitalism and democracy, Ford
articulates a theory of communist study as an alternative and
oppositional logic. Poetic, performative, and provocative, this
theory of study is oriented toward what Ford calls "the sublime
feeling of being-in-common," which, as he insists, is always a
commonness against.
With the contradictions of capitalism heightening and intensifying,
and with new social movements spreading across the globe,
revolutionary transformation is once again on the agenda. For
radicals, the most pressing question is: How can we transform
ourselves and our world into something else, something just? In
Marx, Capital, and Education, Curry Stephenson Malott and Derek R.
Ford develop a "critical pedagogy of becoming" that is concerned
with precisely this question. The authors boldly investigate the
movement toward communism and the essential role that critical
pedagogy can play in this transition. Performing a novel and
educational reading of Karl Marx and radical theorists and
activists, Malott and Ford present a critical understanding of the
past and present, of the underlying logics and (often opaque)
forces that determine the world-historical moment. Yet Malott and
Ford are equally concerned with examining the specific ways in
which we can teach, learn, study, and struggle ourselves beyond
capitalism; how we can ultimately overthrow the existing order and
institute a new mode of production and set of social relations.
This incisive and timely book, penned by two militant teachers,
organizers, and academics, reconfigures pedagogy and politics.
Educators and organizers alike will find that it provides new
ammunition in the struggle for the world that we deserve.
Those who are in shock that truth doesn't seem to matter in
politics miss the mark: politics has never corresponded with the
truth. Rather, political struggle is about the formulation and
materialization of new truths. The "post-truth" era thus offers an
important opportunity to push forward into a different world.
Embracing this opportunity, Derek R. Ford articulates a new
educational philosophy and praxis that emerges from within the
nexus of social theory and political struggle. Blocking together
aesthetics, queer theory, urbanism, postmodern philosophy, and
radical politics, Ford develops arguments and proposals on key
topics ranging from debt and time, to the death drive and forms of
political organization. Through forceful yet accessible prose, Ford
offers contemporary left politics an imaginative and potent set of
educational concepts and practices.
This book conceptualizes ecopedagogies as forms of educational
innovation and critique that emerge from, negotiate, debate,
produce, resist, and/or overcome the shifting and expansive
postdigital ecosystems of humans, machines, nonhuman animals,
objects, stuff, and other forms of matter. Contemporary postdigital
ecosystems are determined by a range of new bioinformational
reconfigurations in areas including capitalism, imperialism,
settler-colonialism, and ontological hierarchies more generally.
Postdigital ecopedagogies name a condition, a question, and a call
for experimentation to link pedagogical research and practice to
challenges of our moment. They pose living, breathing, expanding,
contracting, fluid, and spatial conditions and questions of our
non-chronological present. This book presents analyses of that
present from a wide spectrum of disciplines, including but not
limited to education studies, philosophy, politics, sociology,
arts, and architecture.
In this volume, critical scholars and educational activists explore
the intricate dynamics between the enclosure of global commons and
radical visions of a common social future that breaks through the
logics of privatization, ecological degradation, and dehumanizing
social hierarchies in education. In its institutional and informal
configurations alike, education has been identified as perhaps the
key stake in this struggle. Insisting on the urgency of an
education that breaks free of the bonds of enclosure, the essays
included in this volume weave together bright threads of radical
thought into a vivid tapestry illustrating a critical framework for
enacting a global educational commons.
Those who are in shock that truth doesn't seem to matter in
politics miss the mark: politics has never corresponded with the
truth. Rather, political struggle is about the formulation and
materialization of new truths. The "post-truth" era thus offers an
important opportunity to push forward into a different world.
Embracing this opportunity, Derek R. Ford articulates a new
educational philosophy and praxis that emerges from within the
nexus of social theory and political struggle. Blocking together
aesthetics, queer theory, urbanism, postmodern philosophy, and
radical politics, Ford develops arguments and proposals on key
topics ranging from debt and time, to the death drive and forms of
political organization. Through forceful yet accessible prose, Ford
offers contemporary left politics an imaginative and potent set of
educational concepts and practices.
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 edited volume contributes to a burgeoning field of critical
scholarship on the news media and education. This scholarship is
based on an understanding that the news media has increasingly
applied a neoliberal template that mediates knowledge and action
about education. This book calls into question what the public
knows about education, how the public is informed, and whose
interests are represented and ultimately served through the
production and distribution of information by the news media about
education. The chapters comprising this volume serve to enlighten
and call to action parents, students, educators, academics and
scholars, activists, and policymakers for social, political, and
economic transformation. Moreover, as the neoliberal agenda in
North America intensifies, the chapters in this book help to deepen
our understanding of the logics and processes of the neoliberal
privatization of education and the accompanying social discourses
that facilitate the reduction of social relations to a transaction
in the marketplace. The chapters examine the news media and the
reproduction of neoliberal educational reforms (A Nation at Risk,
Teach For America, charter schools, think tanks, and PISA) and
resistance to neoliberal educational reforms (online activism and
radical Black press) while also broadening our conceptual
understanding of the marketization and mediatization of educational
discourses. Overall, the book provides an in-depth understanding of
the neoliberal privatization of education by extending critical
examinations to this underrepresented field of cultural production:
the news media coverage of education. The contribution of this
edited volume, therefore, helps to build an understanding of the
contemporary dynamics of capital accumulation to inform public
resistance for social transformation.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future.The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between K-12 schools and
communities. Other contributors will highlight how the global
community has gradually become conscious of the ideological
doctrine and how it is responsible for human suffering and misery.
The volume is needed because the growing body of educational
research linked to exploring the impact of neoliberalism on schools
and society fails to provide conceptual or historical understanding
of this ideology. It is also an important scholarly intervention
because it provides insights as to why educators, scholars, and
other global citizens have challenged the intrusion of market
forces over life inside K-12 schools. Teacher educators,
schoolteachers, and anyone who yearns to understand what is behind
the debilitating trend of commercial forces subverting humanizing
educational projects would benefit from this volume. Activists,
educators, youth, and scholars who seek strategies and visions for
building democratic schools and a society would consider this
volume essential reading.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future. The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between institutions of
higher education and communities. Other contributors will highlight
how the global community has gradually become conscious of the
ideological doctrine and how it is responsible for human suffering
and misery. The volume is needed because the growing body of
educational research linked to exploring the impact of
neoliberalism on education and society fails to provide conceptual
or historical understanding of this ideology. It is also an
important scholarly intervention because it provides insights as to
why educators, scholars, and other global citizens have challenged
the intrusion of market forces over life inside universities and
colleges. Teaching faculty, research faculty, and anyone who yearns
to understand what is behind the debilitating trend of commercial
forces subverting humanizing educational projects would benefit
from this volume. Activists, educators, youth, and scholars who
seek strategies and visions for building democratic higher
education and a more democratic society would consider this volume
essential reading.
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