This paper tells the story of how a group of staff and students set out to establish a subersive teaching and learning project: Student as Producer, within a neoliberal university in England. Faced with the recuperation of its radical practice, the paper recounts how staff and students involved with Student as Producer moved outside of the university to set up a cooperative form of higher education: the Social Science Centre, Lincoln, where students can attain higher education awards without the burden of debt, along with the experience of running a workers' cooperative. This subversive practice is grounded in a Marxist 'critique of value', underpinned by a politics of abolition based on the work of Thomas Mathiesen (1974). The paper concludes that it is possible and necessary to create new dissident institutions 'in and against' the organisational forms of capitalist society as the embodiment of revolutionary theory.
{"title":"Student as producer and the politics of abolition: making a new form of dissident institution?","authors":"M. Neary, G. Saunders","doi":"10.14288/CE.V7I5.186127","DOIUrl":"https://doi.org/10.14288/CE.V7I5.186127","url":null,"abstract":"This paper tells the story of how a group of staff and students set out to establish a subersive teaching and learning project: Student as Producer, within a neoliberal university in England. Faced with the recuperation of its radical practice, the paper recounts how staff and students involved with Student as Producer moved outside of the university to set up a cooperative form of higher education: the Social Science Centre, Lincoln, where students can attain higher education awards without the burden of debt, along with the experience of running a workers' cooperative. This subversive practice is grounded in a Marxist 'critique of value', underpinned by a politics of abolition based on the work of Thomas Mathiesen (1974). The paper concludes that it is possible and necessary to create new dissident institutions 'in and against' the organisational forms of capitalist society as the embodiment of revolutionary theory.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"68 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in American education and society broadly suggest that: 1) a need for change exists, 2) that change is possible and can be brought about through a reconsideration of social reconstructionist ideas and values, especially those espoused by George Counts, and 3) that social studies teachers and teacher educators can work toward this change through educational practices. In this paper, we argue for these three points through a critical discussion of a perpetuated myth of democratic education.
{"title":"Reconstruction of the Fables The Myth of Education for Democracy, Social Reconstruction and Education for Democratic Citizenship","authors":"Todd S. Hawley, Andrew L. Hostetler, Evan Mooney","doi":"10.14288/CE.V7I4.186116","DOIUrl":"https://doi.org/10.14288/CE.V7I4.186116","url":null,"abstract":"A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in American education and society broadly suggest that: 1) a need for change exists, 2) that change is possible and can be brought about through a reconsideration of social reconstructionist ideas and values, especially those espoused by George Counts, and 3) that social studies teachers and teacher educators can work toward this change through educational practices. In this paper, we argue for these three points through a critical discussion of a perpetuated myth of democratic education.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"34 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78623197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
On a recent visit to an on-reserve school in western Canada several students and teachers told the lead author of this paper, who is Aboriginal, that it was ‘not a real school’. Noting that this is not the first time both authors have heard this sentiment expressed by Aboriginal and non-Aboriginals alike, they unpack this conversational fragment to show how it is implicated in some of the most difficult challenges educators and policy makers face in enhancing the lives of Aboriginal peoples and communities in contemporary times. Guided by a hermeneutic sensibility and Indigenous conceptions of time, the authors present three interpretive possibilities of what it might mean for an on-reserve school to be deemed less than real. As part of this process they trace the historically rooted assumptions and conditions that inform these differing perspectives. The authors then draw on the insights of several indigenous scholars to ‘reread’ key themes that emerged from this analysis with the hope that it might offer more productive and relational possibilities for thinking about and discussing educational futures for Aboriginal communities and peoples.
{"title":"Examining differing notions of a ‘real’ education within Aboriginal communities","authors":"D. Louie, David Steven Scott","doi":"10.14288/CE.V7I3.186095","DOIUrl":"https://doi.org/10.14288/CE.V7I3.186095","url":null,"abstract":"On a recent visit to an on-reserve school in western Canada several students and teachers told the lead author of this paper, who is Aboriginal, that it was ‘not a real school’. Noting that this is not the first time both authors have heard this sentiment expressed by Aboriginal and non-Aboriginals alike, they unpack this conversational fragment to show how it is implicated in some of the most difficult challenges educators and policy makers face in enhancing the lives of Aboriginal peoples and communities in contemporary times. Guided by a hermeneutic sensibility and Indigenous conceptions of time, the authors present three interpretive possibilities of what it might mean for an on-reserve school to be deemed less than real. As part of this process they trace the historically rooted assumptions and conditions that inform these differing perspectives. The authors then draw on the insights of several indigenous scholars to ‘reread’ key themes that emerged from this analysis with the hope that it might offer more productive and relational possibilities for thinking about and discussing educational futures for Aboriginal communities and peoples.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"74 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82565386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to illustrate how policymakers draw on both neoliberal and neoconservative elements to craft educational policies. When employed together, neoliberalism and neoconservatism can create a powerful mechanism for educational policymakers and others to drive educational change that is more market based. While separate, and even at times contradictory, it is important to understand how both of these theories work in conjunction with each other. I specifically examine performance based funding in the United States. Performance based funding policies are state level policies which stipulate that public institutions of higher education must meet certain targets, such as producing a certain amount of degrees in a given year (McClendon & Hearn, 2013). Currently, 30 U.S. states employ a version of performance based funding. I specifically examined Tennessee because Tennessee is the national leader of performance based funding (Gorbunov, 2013).
{"title":"The Evolution of Control: The Convergence of Neoliberalism and Neoconservatism in Performance Based Funding Policies","authors":"Angelo J. Letizia","doi":"10.14288/CE.V7I2.186031","DOIUrl":"https://doi.org/10.14288/CE.V7I2.186031","url":null,"abstract":"The purpose of this paper is to illustrate how policymakers draw on both neoliberal and neoconservative elements to craft educational policies. When employed together, neoliberalism and neoconservatism can create a powerful mechanism for educational policymakers and others to drive educational change that is more market based. While separate, and even at times contradictory, it is important to understand how both of these theories work in conjunction with each other. I specifically examine performance based funding in the United States. Performance based funding policies are state level policies which stipulate that public institutions of higher education must meet certain targets, such as producing a certain amount of degrees in a given year (McClendon & Hearn, 2013). Currently, 30 U.S. states employ a version of performance based funding. I specifically examined Tennessee because Tennessee is the national leader of performance based funding (Gorbunov, 2013).","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"40 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77453284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work examines the intersection of place-based and border pedagogies, including the concepts of heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism, and pragmatic hope that form the basis of a new critical border dialogic . Critical border dialogic (Cashman, 2015, in press) resituates teachers, students, cultural workers, decision makers, policymakers, and the larger community. A critical border dialogic draws upon a critical pedagogy of place and border pedagogy. Gruenewald’s (2003) critical, place-based pedagogy influences assumptions, practices, and outcomes. Border pedagogy (Giroux, 2005), in turn, engages a critical pedagogy of place and involves a recognition and understanding of margins as affected by history, power, and difference. A critical border dialogic positions us, as educators, students, cultural workers, and members of the larger community, on the course to critical border praxis . Critical border praxis actively engages us as cross borders in a contemplation of historically and socially constructed limitations.
{"title":"Critical Border Praxis: Choosing the Path of Critical Border Dialogism","authors":"Timothy G. Cashman","doi":"10.14288/CE.V7I1.186012","DOIUrl":"https://doi.org/10.14288/CE.V7I1.186012","url":null,"abstract":"This work examines the intersection of place-based and border pedagogies, including the concepts of heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism, and pragmatic hope that form the basis of a new critical border dialogic . Critical border dialogic (Cashman, 2015, in press) resituates teachers, students, cultural workers, decision makers, policymakers, and the larger community. A critical border dialogic draws upon a critical pedagogy of place and border pedagogy. Gruenewald’s (2003) critical, place-based pedagogy influences assumptions, practices, and outcomes. Border pedagogy (Giroux, 2005), in turn, engages a critical pedagogy of place and involves a recognition and understanding of margins as affected by history, power, and difference. A critical border dialogic positions us, as educators, students, cultural workers, and members of the larger community, on the course to critical border praxis . Critical border praxis actively engages us as cross borders in a contemplation of historically and socially constructed limitations.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"28 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90521466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-15DOI: 10.14288/CE.V6I23.186000
N. Dolby
The practice of cat declawing is intertwined with how both veterinarians and the public are educated and socialized to make sense of animals and the relationship between humans and animals. In this article, I review the history of the veterinary profession, its intrinsic “hidden curriculum,” and how it has intersected with three different ways of valuing animals through the lenses of animal health, animal welfare and animal rights. In recent years, successful critical public education efforts are changing the way that people think about animals and their use (and abuse) for human ends. I describe the history of cat declawing and how The Paw Project is reshaping the public conversation around this controversial practice. In conclusion, I examine how The Paw Project can be understood as an important critical education project in the public sphere.
{"title":"The Paw Project: Animals and Critical Education in the Public Sphere","authors":"N. Dolby","doi":"10.14288/CE.V6I23.186000","DOIUrl":"https://doi.org/10.14288/CE.V6I23.186000","url":null,"abstract":"The practice of cat declawing is intertwined with how both veterinarians and the public are educated and socialized to make sense of animals and the relationship between humans and animals. In this article, I review the history of the veterinary profession, its intrinsic “hidden curriculum,” and how it has intersected with three different ways of valuing animals through the lenses of animal health, animal welfare and animal rights. In recent years, successful critical public education efforts are changing the way that people think about animals and their use (and abuse) for human ends. I describe the history of cat declawing and how The Paw Project is reshaping the public conversation around this controversial practice. In conclusion, I examine how The Paw Project can be understood as an important critical education project in the public sphere.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"14 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85880408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.14288/CE.V6I22.185903
P. Parkinson, Matthew Knoester
There was a time in United States history when the central argument for investing in public education was to ensure that voters were sufficiently informed about the issues of the day to make wise decisions: education for self-governance. According to multiple sources, voter ignorance remains a serious concern and this may be a factor in why the political system in the United States is not more responsive to the needs and preferences of the electorate. Based on an analysis of political discourse and educational policy initiatives, this essay argues that democratic citizenship education has been sidelined by the focus on education for jobs and the economy and outlines what a serious focus on education for active democratic citizenship should entail.
{"title":"Where Is Citizenship Education in the Age of Common Core State Standards","authors":"P. Parkinson, Matthew Knoester","doi":"10.14288/CE.V6I22.185903","DOIUrl":"https://doi.org/10.14288/CE.V6I22.185903","url":null,"abstract":"There was a time in United States history when the central argument for investing in public education was to ensure that voters were sufficiently informed about the issues of the day to make wise decisions: education for self-governance. According to multiple sources, voter ignorance remains a serious concern and this may be a factor in why the political system in the United States is not more responsive to the needs and preferences of the electorate. Based on an analysis of political discourse and educational policy initiatives, this essay argues that democratic citizenship education has been sidelined by the focus on education for jobs and the economy and outlines what a serious focus on education for active democratic citizenship should entail.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"19 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81552999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-15DOI: 10.14288/CE.V6I19.185102
Emil Marmol, Dave Hill, A. Maisuria, A. Nocella, M. Parenti
Since the neo-liberal turn, corporate investment in universities has accelerated as the withdrawal of government funding, among other factors, has further exposed universities to market forces. While this process offers numerous benefits for corporations and wealthy individuals, it has been mostly detrimental for students, educators, and the public at large. In this interview, international scholars Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti broadly explain why corporations have been aggressively investing in universities. They address the numerous ways that corporate involvement in university activity negatively impacts academic freedom, research outcomes, and the practice of democracy. The interview ends on a hopeful note by presenting examples of resistance against corporate influence. Their analyses focus primarily on the United States, United Kingdom, and Canada.
{"title":"The Corporate University: An E-interview by Emil Marmol with Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti","authors":"Emil Marmol, Dave Hill, A. Maisuria, A. Nocella, M. Parenti","doi":"10.14288/CE.V6I19.185102","DOIUrl":"https://doi.org/10.14288/CE.V6I19.185102","url":null,"abstract":"Since the neo-liberal turn, corporate investment in universities has accelerated as the withdrawal of government funding, among other factors, has further exposed universities to market forces. While this process offers numerous benefits for corporations and wealthy individuals, it has been mostly detrimental for students, educators, and the public at large. In this interview, international scholars Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti broadly explain why corporations have been aggressively investing in universities. They address the numerous ways that corporate involvement in university activity negatively impacts academic freedom, research outcomes, and the practice of democracy. The interview ends on a hopeful note by presenting examples of resistance against corporate influence. Their analyses focus primarily on the United States, United Kingdom, and Canada.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"42 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78642441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-09-01DOI: 10.14288/CE.V6I17.185091
Joseph Cunningham
Cognitive capitalism represents an extension of capitalism that involves the valorization of knowledge and knowledge labor. With the university as a crucial site of knowledge work, the implications of cognitive capitalism become of great significance. This essay functions as a critical way of understanding cognitive capitalism for educators. First utilizing Marxist theory, the origins of cognitive capitalism are examined as the social nature of capital enables the valorization of cognitive labor. Afterward, pertinent features of cognitive capitalism are discussed, particularly how cognitive capitalism functions in contemporary capitalism and how the production of knowledge commodities supplants non-commodified forms of knowledge. This discussion leads to an analysis of the relation between cognitive capitalism and education where education recast as a commodified process holds problematic implications for the work educators perform and their relationships with students.
{"title":"Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education","authors":"Joseph Cunningham","doi":"10.14288/CE.V6I17.185091","DOIUrl":"https://doi.org/10.14288/CE.V6I17.185091","url":null,"abstract":"Cognitive capitalism represents an extension of capitalism that involves the valorization of knowledge and knowledge labor. With the university as a crucial site of knowledge work, the implications of cognitive capitalism become of great significance. This essay functions as a critical way of understanding cognitive capitalism for educators. First utilizing Marxist theory, the origins of cognitive capitalism are examined as the social nature of capital enables the valorization of cognitive labor. Afterward, pertinent features of cognitive capitalism are discussed, particularly how cognitive capitalism functions in contemporary capitalism and how the production of knowledge commodities supplants non-commodified forms of knowledge. This discussion leads to an analysis of the relation between cognitive capitalism and education where education recast as a commodified process holds problematic implications for the work educators perform and their relationships with students.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"619 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77618763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-15DOI: 10.14288/CE.V6I16.184961
S. R. Osborn, Jessica L. Sierk
Teach For America (TFA), a 501(c)(3) nonprofit corporation, recruits college graduates, often from outside of the educational domain, from some of the United States’ most prestigious universities to teach for two years in low-income, oftentimes racially diverse, schools around the country. This social semiotic approach to multimodal critical discourse analysis seeks to uncover and explore the ideologies found in the discourse surrounding TFA’s media representation. The purpose of this analysis is to describe how TFA is represented by it’s own organization and how it is represented by the media both positively and negatively, giving explicit attention to how social actors are either collectivized or individualized. TFA’s media portrayal enables individuals who have not interacted with the organization, and also may have very little understanding of it, to form an opinion about its work and effectiveness, thus creating and reinforcing beliefs that align people for or against TFA.
{"title":"Teach For America in the Media: A Multimodal Semiotic Analysis","authors":"S. R. Osborn, Jessica L. Sierk","doi":"10.14288/CE.V6I16.184961","DOIUrl":"https://doi.org/10.14288/CE.V6I16.184961","url":null,"abstract":"Teach For America (TFA), a 501(c)(3) nonprofit corporation, recruits college graduates, often from outside of the educational domain, from some of the United States’ most prestigious universities to teach for two years in low-income, oftentimes racially diverse, schools around the country. This social semiotic approach to multimodal critical discourse analysis seeks to uncover and explore the ideologies found in the discourse surrounding TFA’s media representation. The purpose of this analysis is to describe how TFA is represented by it’s own organization and how it is represented by the media both positively and negatively, giving explicit attention to how social actors are either collectivized or individualized. TFA’s media portrayal enables individuals who have not interacted with the organization, and also may have very little understanding of it, to form an opinion about its work and effectiveness, thus creating and reinforcing beliefs that align people for or against TFA.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"6 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87835188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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