Pub Date : 2023-01-01DOI: 10.1080/10714413.2023.2174300
A. Means, Graham B. Slater
We are pleased to open the 2023 volume of the Review of Education, Pedagogy, and Cultural Studies with a themed issue on the university and the cultural politics of higher education. The problems confronting the university are legion and include the precaritization and casualization of the university labor force, relentless right-wing attacks, decades of state disinvestment and student-debt-financed tuition hikes, and an alarming expansion of corporate administration that seems to exist largely to perpetuate its own culture of nullity. Moreover, we live an era of predatory capitalism and resurgent fascism that eat away at the social fabric and manifest in horrifying racism, misogyny, and violence. It is an era of speed, disorientation, and algorithmic manipulation. Vast asymmetries of responsibility and vulnerability mark a horizon of ecological instability. All of these aspects of the present are challenges to the university as well as problems for the university. Despite a prevailing sense of disillusionment, we believe that one can recognize the university as implicated in a range of imperial imaginaries and processes, while at the same time defend the idea of the university as a space and time of study, thought, care, and potentiality. The future of the university, if education means anything at all, is necessarily open and undecided. The Review of Education, Pedagogy, and Cultural Studies has long published critical scholarship on higher education and the university, perhaps most notably its militarization and corporatization, which in North America and the United Kingdom have gone hand-in-hand for decades with neoliberal assaults on public education and social life. Recent right-wing attacks on the university can be traced to the reassertion of the business class and the reactionary backlash against the democratic revolts of the 1960s, which in the United States, can be linked to the 1971 publication of the Powell Memorandum. Driven by a fearmongering narrative about the threat that diverse, politically active university campuses posed to corporate interests and social order, the Powell Memo called for political and ideological war against workers, students, and civil rights activists. The Powell Memo foreshadowed not only the war on drugs and mass incarceration as strategies for managing those being dispossessed by the emerging postindustrial economy, but also the creation of a vast infrastructure of think tanks, endowed chairs in university economics departments, philanthropic foundations, corporate lobbying groups, and media organizations oriented to legitimize ideas that the university exists mainly to subsidize workforce training; that it should mirror and correspond to markets and corporate culture; and that it should provide an extension campus for military and national security research and development (Ferguson, 2017). Decades later, we can see the negative impacts of the neoliberal revolution on all facets of social life and on th
{"title":"Defending a future university to come","authors":"A. Means, Graham B. Slater","doi":"10.1080/10714413.2023.2174300","DOIUrl":"https://doi.org/10.1080/10714413.2023.2174300","url":null,"abstract":"We are pleased to open the 2023 volume of the Review of Education, Pedagogy, and Cultural Studies with a themed issue on the university and the cultural politics of higher education. The problems confronting the university are legion and include the precaritization and casualization of the university labor force, relentless right-wing attacks, decades of state disinvestment and student-debt-financed tuition hikes, and an alarming expansion of corporate administration that seems to exist largely to perpetuate its own culture of nullity. Moreover, we live an era of predatory capitalism and resurgent fascism that eat away at the social fabric and manifest in horrifying racism, misogyny, and violence. It is an era of speed, disorientation, and algorithmic manipulation. Vast asymmetries of responsibility and vulnerability mark a horizon of ecological instability. All of these aspects of the present are challenges to the university as well as problems for the university. Despite a prevailing sense of disillusionment, we believe that one can recognize the university as implicated in a range of imperial imaginaries and processes, while at the same time defend the idea of the university as a space and time of study, thought, care, and potentiality. The future of the university, if education means anything at all, is necessarily open and undecided. The Review of Education, Pedagogy, and Cultural Studies has long published critical scholarship on higher education and the university, perhaps most notably its militarization and corporatization, which in North America and the United Kingdom have gone hand-in-hand for decades with neoliberal assaults on public education and social life. Recent right-wing attacks on the university can be traced to the reassertion of the business class and the reactionary backlash against the democratic revolts of the 1960s, which in the United States, can be linked to the 1971 publication of the Powell Memorandum. Driven by a fearmongering narrative about the threat that diverse, politically active university campuses posed to corporate interests and social order, the Powell Memo called for political and ideological war against workers, students, and civil rights activists. The Powell Memo foreshadowed not only the war on drugs and mass incarceration as strategies for managing those being dispossessed by the emerging postindustrial economy, but also the creation of a vast infrastructure of think tanks, endowed chairs in university economics departments, philanthropic foundations, corporate lobbying groups, and media organizations oriented to legitimize ideas that the university exists mainly to subsidize workforce training; that it should mirror and correspond to markets and corporate culture; and that it should provide an extension campus for military and national security research and development (Ferguson, 2017). Decades later, we can see the negative impacts of the neoliberal revolution on all facets of social life and on th","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"18 1","pages":"1 - 3"},"PeriodicalIF":0.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80985379","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 : 2023-01-01DOI: 10.61436/pedagogy/v2i1.pp09-17
Noli Krisnanto, Hartono Hartono, Rahman Susanto
Implementation of Numbered Head Together (NHT) learning model to improve the student learning result in senior high school (SHS). This research aimed to determine the implementation of Numbered Head Together (NHT) learning model to improve the student learning result in senior high school (SHS) in studying chemistry. This research is conducted in SMKN 4 Palembang which the subject of research is students in X class. The populations are class X TKJ 3, the subjects were 36 students. The research is conducted by teaching students with Numbered Head Together (NHT) learning model. This research was conducted in two cycles, each cycle consisting of two meetings. The data were obtained by using observation sheet and test instrument of student learning result which was done at the end of the meeting. Improvement of student learning outcomes can be seen from the average of student learning outcomes before the action done (T0) of 70,00 with mastery learning 58,33%, an increase in cycle I (T1) to 77,22 with mastery learning 77,78% and in cycle II (T2) increased to 83,06 with learning mastery 86,11%. Keywords: classroom action research, numbered head together (nht) learning model, student chemistry learning result DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp09-17
{"title":"Implementation of the Numbered Head Together (NHT) Learning Model to Improve Student Chemistry Learning Outcomes in Vocational Schools","authors":"Noli Krisnanto, Hartono Hartono, Rahman Susanto","doi":"10.61436/pedagogy/v2i1.pp09-17","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i1.pp09-17","url":null,"abstract":"Implementation of Numbered Head Together (NHT) learning model to improve the student learning result in senior high school (SHS). This research aimed to determine the implementation of Numbered Head Together (NHT) learning model to improve the student learning result in senior high school (SHS) in studying chemistry. This research is conducted in SMKN 4 Palembang which the subject of research is students in X class. The populations are class X TKJ 3, the subjects were 36 students. The research is conducted by teaching students with Numbered Head Together (NHT) learning model. This research was conducted in two cycles, each cycle consisting of two meetings. The data were obtained by using observation sheet and test instrument of student learning result which was done at the end of the meeting. Improvement of student learning outcomes can be seen from the average of student learning outcomes before the action done (T0) of 70,00 with mastery learning 58,33%, an increase in cycle I (T1) to 77,22 with mastery learning 77,78% and in cycle II (T2) increased to 83,06 with learning mastery 86,11%. Keywords: classroom action research, numbered head together (nht) learning model, student chemistry learning result DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp09-17","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208515","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}
Implementation of Guided Inquiry Learning Models do Improve Student Chemistry Learning Outcomes in SMK. This experiment aims to knowing the increase in student chemistry learning outcomes using guided inquiry models and describe the learning process by using a guided inquiry model. This experiment is a classroom action research. On top that, this experiment is carried out in the class of XI TAV SMK N 4 Palembang, with 37 students. There are two cycles in this experiment through the steps : plan, action, observation, reflection. Based on the experiment result, there are improvements of learning outcomes, which are in the first cycle obtained that the percentage of students having the learning outcomes about the default value (KKM) 75 is about 45,95% and the second cycle is around 86,49%. That means there is a improvement of percentage from cycle I to II. The target percentage specified is 85% which means this experiment could be said successful in increasing learning outcomes. Keywords: guided inkuiri, learning outcomes DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp39-48
{"title":"Implementation of the Guided Inquiry Learning Model to Improve Student Chemistry Learning Outcomes in Vocational Schools","authors":"Judika Sereana Damayanti Lumbantobing, Hartono Hartono, Eddy Dharmansyah","doi":"10.61436/pedagogy/v2i1.pp39-48","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i1.pp39-48","url":null,"abstract":"Implementation of Guided Inquiry Learning Models do Improve Student Chemistry Learning Outcomes in SMK. This experiment aims to knowing the increase in student chemistry learning outcomes using guided inquiry models and describe the learning process by using a guided inquiry model. This experiment is a classroom action research. On top that, this experiment is carried out in the class of XI TAV SMK N 4 Palembang, with 37 students. There are two cycles in this experiment through the steps : plan, action, observation, reflection. Based on the experiment result, there are improvements of learning outcomes, which are in the first cycle obtained that the percentage of students having the learning outcomes about the default value (KKM) 75 is about 45,95% and the second cycle is around 86,49%. That means there is a improvement of percentage from cycle I to II. The target percentage specified is 85% which means this experiment could be said successful in increasing learning outcomes. Keywords: guided inkuiri, learning outcomes DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp39-48","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207633","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 : 2023-01-01DOI: 10.61436/pedagogy/v2i2.pp48-55
Harlely Rianavita, Muhammad Hadeli L, Meidia Farlina
Application of Guided Inquiry Learning Model To Improve The Chemical Learning Outcomes of Students in Class X TBSM II SMK N 2 Palembang. This study aimed to improve students’ chemistry learning outcomes through Guided Inquiry learning model in class X TBSM II SMK Negeri 2 Palembang. This study was conducted in two cycles, each cycle consists of two meetings. Data were obtained by using an instrument of observation and test. The finding showed that guided inquiry model was effective to improve student learning outcomes proven by the average student learning outcomes before the action (To) 71,87 with 63.33% learning completeness has increased in cycle I (T1) become 76.38 with 73.33% learning completeness then more in cycle II (T2) increased become 84.80 with 86.67% learning completeness. Keywords: classroom action research, inquiry learning, student learning outcomes. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp48-55
运用引导式探究学习模式提高TBSM II SMK n2巨港班学生化学学习成果本研究旨在透过引导式探究学习模式，在TBSM II SMK Negeri 2 Palembang班改善学生的化学学习成果。本研究分两个周期进行，每个周期由两个会议组成。数据是通过观察和测试仪器获得的。研究结果表明，引导式探究模式对提高学生的学习成果是有效的，行动前学生的平均学习成果(to) 71、87以63.33%的成绩在第一周期(T1)提高到76.38以73.33%的成绩提高，第二周期(T2)提高到84.80以86.67%的成绩提高。关键词:课堂行动研究、研究性学习、学生学习成果DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp48-55
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Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i2.pp61-74
Nofyta Arlianti, Al Ikhlas
This development research aims to develop a Complex Analysis module with a guide inquiry approach that is valid, practical, and effective in terms of contents and constructs. The focus of this study is the use of modules that can lead to interest in learning and creative thinking because they are easy to understand and like to use. The subject of this study was the seventh semester students of mathematics education at STKIP Muhammadiyah Sungai Penuh. Data collected using The development model is 4D from Thiagarajan, but only 3D is used, for the deployment phase it is not done because research is not aimed at generalizing. The results showed that the module with an inquiry guide approach in the Complex Analysis lecture was practical, based on the results of the description and data analysis, the level of student activity during the lecture process was active students, and learning outcomes were obtained more than 70% of students got scores over 65. Keywords: module, guided inquiry approach, mathematics learning. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp61-74
本开发研究旨在开发一个在内容和结构上都有效、实用、有效的复杂分析模块。本研究的重点是使用模块，可以导致学习兴趣和创造性思维，因为他们很容易理解和喜欢使用。本研究的对象是STKIP Muhammadiyah Sungai Penuh数学教育第七学期的学生。使用Thiagarajan的开发模型收集的数据是4D的，但只使用了3D，在部署阶段没有这样做，因为研究的目的不是泛化。结果表明，Complex Analysis讲座中采用探究式引导方式的模块是实用的，根据描述和数据分析的结果，学生在讲座过程中的活动水平是积极的学生，学习成果超过70%的学生得分在65分以上。关键词:模块，引导探究法，数学学习。DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp61 - 74
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Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i1.pp01-08
Siti Wulan Dari, Hartono Hartono, Rahman Susanto
Implementasi Problem Based Learning Model to Improve Chemistry Learning Outcomes in SMK .This classroom action aimed to improve the learning chemistry achievement of class X students at SMK Negeri 4 Palembang through Problem based learning model specifically TKR 3class. This research was carried out in teo cycles, each cyscle consisted of two meetings. The data were obtained by using observation sheet and students’ learning achievement test which was conducted at the end of the meeting. The improvement of students’ achievement could be seen from the students’ learning achievement average. The students’ learning achievement average before the action was 59,44 with learning completeness was 38,89%. The improvement in cycle 1 was up to 70,55 with learning completeness 66,67% and cycle II improved up to 84,44with learning completeness was 86,11 %. Keywords: learning, action, research, problem DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp01-08
实施基于问题的学习模式以提高SMK化学学习成果这一课堂行动旨在通过基于问题的学习模式，特别是TKR 3班，提高SMK Negeri 4 Palembang X班学生的化学学习成绩。这项研究分两个周期进行，每个周期由两个会议组成。数据通过观察表和会议结束时进行的学生学习成绩测试获得。学生成绩的提高可以从学生的平均学习成绩看出。学生在行动前的平均学习成绩为59.44，学习完成度为38.89%。第1周期改善达70,55，学习完成度达66.67%;第2周期改善达84,44，学习完成度达86.11%。关键词:学习，行动，研究，问题DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp01-08
{"title":"Implementation of the Problem Based Learning (PBL) Learning Model to Improve Chemistry Learning Outcomes in Vocational Schools","authors":"Siti Wulan Dari, Hartono Hartono, Rahman Susanto","doi":"10.61436/pedagogy/v2i1.pp01-08","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i1.pp01-08","url":null,"abstract":"Implementasi Problem Based Learning Model to Improve Chemistry Learning Outcomes in SMK .This classroom action aimed to improve the learning chemistry achievement of class X students at SMK Negeri 4 Palembang through Problem based learning model specifically TKR 3class. This research was carried out in teo cycles, each cyscle consisted of two meetings. The data were obtained by using observation sheet and students’ learning achievement test which was conducted at the end of the meeting. The improvement of students’ achievement could be seen from the students’ learning achievement average. The students’ learning achievement average before the action was 59,44 with learning completeness was 38,89%. The improvement in cycle 1 was up to 70,55 with learning completeness 66,67% and cycle II improved up to 84,44with learning completeness was 86,11 %. Keywords: learning, action, research, problem DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp01-08","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207833","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 : 2023-01-01DOI: 10.61436/pedagogy/v2i1.pp28-38
Nobelia L, M Siregar, Hartono Hartono, Dewi Kusmawaty
Application Make A Match to Improve Learning Outcomes Student Chemistry in SMK. In this research cooperative learning model type make a match applied. Cooperative learning type make a match is one of learning model enable students to study easier because the students will discuss one another, students are encouraged to have enthusiasm, active, and confidence. The goodness of this learning model are : (a) physically (cognitive aspect it will improve student’s learning activity; (b) this is an enjoyable that involve games learning model; (c) not only improve student’s comprehending on topic learned but also student’s learning interest; (d) student’s confidence to present their ideas will be trained effectively; (e) student’s discipline will be trained effectively. This is a classroom action research. The research conducted in grade X TITL 3 SMK Negeri 4 Palembang with 36 students. Research conducted in two cycles with some stages, they are : (a) planning; (b) action; (c) observation; (d) reflection. Based on the research result, in the first cycle percantage of students who pass the minumum standard (75 in scale of 100) are 41,67% and in the second cycle the percentage become 86,11%. There’s improvement in second cycle. Target percentage is 85%, therefore this classroom ation research is success improve student’s learning outcome and student’s learning interest. Keywords: make a match DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp28-38
{"title":"Application of Make A Match to Improve Students' Chemistry Learning Outcomes in Vocational Schools","authors":"Nobelia L, M Siregar, Hartono Hartono, Dewi Kusmawaty","doi":"10.61436/pedagogy/v2i1.pp28-38","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i1.pp28-38","url":null,"abstract":"Application Make A Match to Improve Learning Outcomes Student Chemistry in SMK. In this research cooperative learning model type make a match applied. Cooperative learning type make a match is one of learning model enable students to study easier because the students will discuss one another, students are encouraged to have enthusiasm, active, and confidence. The goodness of this learning model are : (a) physically (cognitive aspect it will improve student’s learning activity; (b) this is an enjoyable that involve games learning model; (c) not only improve student’s comprehending on topic learned but also student’s learning interest; (d) student’s confidence to present their ideas will be trained effectively; (e) student’s discipline will be trained effectively. This is a classroom action research. The research conducted in grade X TITL 3 SMK Negeri 4 Palembang with 36 students. Research conducted in two cycles with some stages, they are : (a) planning; (b) action; (c) observation; (d) reflection. Based on the research result, in the first cycle percantage of students who pass the minumum standard (75 in scale of 100) are 41,67% and in the second cycle the percentage become 86,11%. There’s improvement in second cycle. Target percentage is 85%, therefore this classroom ation research is success improve student’s learning outcome and student’s learning interest. Keywords: make a match DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp28-38","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207545","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 : 2022-11-30DOI: 10.1080/10714413.2022.2139982
Henry A. Giroux
Abstract The United States is at a turning point in its history. As civic culture collapses, neoliberalism wages war on the public imagination, and politics is emptied of democratic values, violence and staggering inequality in wealth and power occupy the center of power and everyday life. This articles explores how the different mobilizing passions of fascism overlap and shape language, policies and a range of educational practices that extend from banning books and whitewashing history to forcing teachers to take loyalty while enacting punishing policies aimed at Black, Brown, and trans-gender youth. As fascism is normalized, it is crucial for the crisis of education to be matched by a crisis of ideas. In addition, there is an urgent need for educators to merge a mass movement for economic and social justice with a formative culture and educational project that places matters of morality, justice, compassion, care, and civic courage above a predatory neoliberal capitalism that is destroying the planet and ushering in a new age of fascist barbarism. The article calls upon teachers and educators along with artists, youth and others committed to a democratic socialist society to unite and fight for a future defined by social justice democratic values, equality, social responsibility, inclusiveness, and freedom.
{"title":"The Nazification of American society and the challenge for educators","authors":"Henry A. Giroux","doi":"10.1080/10714413.2022.2139982","DOIUrl":"https://doi.org/10.1080/10714413.2022.2139982","url":null,"abstract":"Abstract The United States is at a turning point in its history. As civic culture collapses, neoliberalism wages war on the public imagination, and politics is emptied of democratic values, violence and staggering inequality in wealth and power occupy the center of power and everyday life. This articles explores how the different mobilizing passions of fascism overlap and shape language, policies and a range of educational practices that extend from banning books and whitewashing history to forcing teachers to take loyalty while enacting punishing policies aimed at Black, Brown, and trans-gender youth. As fascism is normalized, it is crucial for the crisis of education to be matched by a crisis of ideas. In addition, there is an urgent need for educators to merge a mass movement for economic and social justice with a formative culture and educational project that places matters of morality, justice, compassion, care, and civic courage above a predatory neoliberal capitalism that is destroying the planet and ushering in a new age of fascist barbarism. The article calls upon teachers and educators along with artists, youth and others committed to a democratic socialist society to unite and fight for a future defined by social justice democratic values, equality, social responsibility, inclusiveness, and freedom.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"2 1","pages":"217 - 232"},"PeriodicalIF":0.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80617633","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 : 2022-11-01DOI: 10.1080/10714413.2022.2139556
A. Means, Amy N. Sojot, E. Meyerhoff
The following is a conversation between Eli Meyerhoff, Amy Sojot, and Alexander Means. The three discuss ideas from Meyerhoff’s Beyond Education: Radical Studying for Another World (University of Minnesota Press, 2019) a groundbreaking work of political theory that challenges received liberal, progressive, and radical approaches to the university and to pedagogy. The conversation touches on a number themes such as study and world making, university and labor struggles, the emotional economy of neoliberal education, and abolition. Amy: Beyond Education is an innovative work. And we wanted to begin by asking you, how would you characterize this book? It seems that one of the things the book is attempting to do is to disrupt categories of academic inquiry. It straddles a number of different areas such as political theory, feminist theory, historical and new materialisms, educational philosophy, social history, and genealogical analyses. On a meta-level, how do you conceptualize this book? Eli: It’s interdisciplinary work definitely. I’m coming from a political theory disciplinary background, but the work brings together several different methodologies. There’s a critical genealogy of education in a few historical chapters that try to unsettle our sense of the inevitability of education as the best, only possible way of studying in the world. I also have a chapter that I would characterize as embedded militant research, based on my involvement in a radical anarchistic study project, called the Experimental College of the Twin Cities, where we appropriated resources from normal universities and used those resources for putting on free self-organized classes that share ties with radical movements. The book is also engaging with contemporary debates about higher education, intervening in how we understand the university today. I see the university as a terrain of struggle between different ways of studying and different ways of making the world. My book uses historical, ethnographic, and theoretical tools to help us to understand that terrain of struggle better.
{"title":"Radical studying for another world: A conversation with Eli Meyerhoff","authors":"A. Means, Amy N. Sojot, E. Meyerhoff","doi":"10.1080/10714413.2022.2139556","DOIUrl":"https://doi.org/10.1080/10714413.2022.2139556","url":null,"abstract":"The following is a conversation between Eli Meyerhoff, Amy Sojot, and Alexander Means. The three discuss ideas from Meyerhoff’s Beyond Education: Radical Studying for Another World (University of Minnesota Press, 2019) a groundbreaking work of political theory that challenges received liberal, progressive, and radical approaches to the university and to pedagogy. The conversation touches on a number themes such as study and world making, university and labor struggles, the emotional economy of neoliberal education, and abolition. Amy: Beyond Education is an innovative work. And we wanted to begin by asking you, how would you characterize this book? It seems that one of the things the book is attempting to do is to disrupt categories of academic inquiry. It straddles a number of different areas such as political theory, feminist theory, historical and new materialisms, educational philosophy, social history, and genealogical analyses. On a meta-level, how do you conceptualize this book? Eli: It’s interdisciplinary work definitely. I’m coming from a political theory disciplinary background, but the work brings together several different methodologies. There’s a critical genealogy of education in a few historical chapters that try to unsettle our sense of the inevitability of education as the best, only possible way of studying in the world. I also have a chapter that I would characterize as embedded militant research, based on my involvement in a radical anarchistic study project, called the Experimental College of the Twin Cities, where we appropriated resources from normal universities and used those resources for putting on free self-organized classes that share ties with radical movements. The book is also engaging with contemporary debates about higher education, intervening in how we understand the university today. I see the university as a terrain of struggle between different ways of studying and different ways of making the world. My book uses historical, ethnographic, and theoretical tools to help us to understand that terrain of struggle better.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"2 1","pages":"107 - 120"},"PeriodicalIF":0.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78530550","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 : 2022-07-29DOI: 10.1080/10714413.2022.2091396
Ourania Filippakou
Abstract In this paper, I explore the current state of higher education with particular—although not exclusive—reference to the issue of neutrality in research, revealing its ambivalences and contradictions. My main concern is less with the complex details of the politics of higher education than with the milieu of the dominant higher education neoliberal paradigm. I set out not just to expose the myth of neutrality but to argue for the vision of a just society and a refusal to acquiesce in the barbarism of the contemporary world.
{"title":"Higher education and the myth of neutrality: Rethinking the cultural politics of research in the age of instrumental rationality","authors":"Ourania Filippakou","doi":"10.1080/10714413.2022.2091396","DOIUrl":"https://doi.org/10.1080/10714413.2022.2091396","url":null,"abstract":"Abstract In this paper, I explore the current state of higher education with particular—although not exclusive—reference to the issue of neutrality in research, revealing its ambivalences and contradictions. My main concern is less with the complex details of the politics of higher education than with the milieu of the dominant higher education neoliberal paradigm. I set out not just to expose the myth of neutrality but to argue for the vision of a just society and a refusal to acquiesce in the barbarism of the contemporary world.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"60 5 1","pages":"77 - 89"},"PeriodicalIF":0.5,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86377677","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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