During the height of the COVID-19 pandemic, Fatma Mizikaci and Eda Ata (University of Anakara, Turkey) began a free online webinar series called Global Thursday Talks to examine the social and political impact of the pandemic on education, and explore how the creation of digital communities has become indispensable in maintaining connectivity and building networks.
The book version of these GTT talks and interviews, Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis has just been published by Bloomsbury.
A wide-range of critical scholar/activist educators from Europe, North America and Turkey participated in the seminars and contribute to the book. I’m really pleased to have had the opportunity to participate in the project along with Antonia Darder, Liv Mjelde, Michael Apple, Peter McLaren, Henry Giroux, Ira Shor, and many others.
My dialogue with Fatma and Eda as part of GTT is wide-ranging. I discuss my journey as an activist educator and experiences that shaped my thinking about education and its role in the transformation of society. I also describe how the pandemic created a crisis for teaching, learning, and democratic action within the pre-existing crisis that is neoliberal capitalism, including how the threats of corporate education intensified during the pandemic. I also spend time talking about various models of critical resistance for teachers and teacher educators – that is – how post-pandemic educators can take advantage of the disruptions of traditional practices to create more flexible, responsive and subversive approaches to teaching and learning.
#CFP Workplace Special Issue: Third Space Academic Labor
Guest Editor: Aaron Stoller, Colorado College
You are invited to submit proposals for a special issue of Workplace: A Journal for Academic Labor focusing on Third Space labor in higher education. Despite most colleges and universities’ equity and inclusion commitments, labor in higher education is organized, valued, and supported along a false and exclusionary dichotomy. On one side, the “academic” domain — occupied by faculty — is the site of expertise, critical nuance, and knowledge production. On the other, the “non-academic” domain — occupied by staff — is the site of non-intellectual and largely replaceable managerial activity. This labor binary underpins most aspects of university life, radiating into a culture of exclusion regarding professional support systems, agency in governance structures, labor contracts, and policy environments.
Although this dichotomy pervades almost all college campuses, the nature of academic labor is far more complex (Stoller, 2021). Since the late 1960s and early 1970s, colleges and universities have increasingly depended upon what Whitchurch terms Third Space academic labor (Whitchurch, 2013).
Working through problems of division and exploitation between so-called First and Third Worlds, Bhabha (1990; 2004) introduced the concept of Third Space as a creative, disruptive space of cultural production. Following Bhabha, in social theory Third Space has been used to resolve a range of binaries through the conceptualization of identities that trouble conventional ways of being and behaving. Scholars have used Third Space to examine disability, race, gender, and sexuality, where fluid identities disrupt rigid social categorizations and the cultural hierarchies that inevitably follow. Third Space identities are risky and dangerous because they span and complicate defined cultural categories. They are also spaces of creativity and innovation that open new cultural possibilities (Soja and Hooper, 1993).
Whitchurch uses Third Space to identify a non-binary social class within higher education: emerging groups of professionals who disrupt the false distinction between “academic” and “non-academic.” Third Space professionals work in diverse areas of the institution, such as academic advising, writing programs and centers, quantitative reasoning centers, honors programs, first-year experience and transitions programs, women’s and LGBTQ centers, accessibility resources, and teaching and learning centers among others.
By spanning, interweaving, and disrupting traditional notions of academic labor, Third Space professionals bring tremendous value to their institutions and students. They hold deep academic expertise in teaching and learning, increasing the university’s capacity for immersive and engaged pedagogies (Ho, 2000; Gibbs and Coffey, 2004). They also support the DEI missions of colleges and universities. Almost all Third Space professions developed in response to traditional faculty being unable or unwilling to serve students from marginalized, minoritized, and under-resourced backgrounds (Astin, 1971; Boquet, 1999; Carino, 1996; Groark and McCall, 2018). Because of their organizational positionality and academic expertise, they uniquely understand the student learning experience, and they are positioned to advocate for policy, structural, or curricular changes needed to create more equitable learning environments. Third Space professionals work across departmental lines and can identify and develop opportunities for cross-campus partnerships and interdisciplinary collaborations (Bickford & Whisnant, 2010). They create new forms of scholarship (Eatman, 2012, 2014) and have pluralistic forms of scholarly impact (Arguinis, Shapiro, Antonacopoulou, & Cummings, 2014). They advance multiple university goals, often using scholarly approaches to improve a campus’s understanding of an issue and use their knowledge to develop praxis-based scholarship that shapes national and international change movements (Janke, 2019). Because they have advanced degrees and often teach and conduct research, they also enhance the college’s portfolio and can enrich its curriculum.
Like other non-binary identities, Third Space professionals fall outside normative social categories and therefore face interpersonal, cultural, and structural challenges specific to their work and professional identities. Their work is consistently miscategorized within the academy’s false labor binary, resulting in it being reduced to a “mere” administrative activity (Stefani & Matthew, 2002; Green & Little, 2017), or an “illegitimate” form of scholarship (Rowland et al., 1998; Harland & Staniforth, 2003). Faculty often frame Third Space professional contributions in oppositional (rather than complementary) terms (Handal, 2008). Because they are coded as “non-academic” and not tied to “home” departments, their expertise is rendered invisible in the epistemic economy of the university (Solomon et al., 2006). They rarely have access to institutional support structures for their academic work (e.g., teaching, research, grants, and fellowships), although their contracts often include these activities as part of their professional duties (Bickford and Whisnant, 2010). Third Space professionals are often barred from receiving institutional recognition, such as institutional designations, named professorships, and teaching and research awards, simply because of their class category (Post, Ward, Longo, & Saltmarsh, 2016). Despite their academic expertise and connection to the teaching and research mission of the university, they are systematically excluded from university governance structures (Bessette, 2020a). They also have no clear pathways for professional growth (Kim, 2020; Bessette, 2020b) and yet are often criticized for “abandoning” their institutions for professional gain. Because their labor often performs a “helping” function, it is often coded as “feminine” and devalued as a result (Tipper, 1999; Leit et al., 2007; Bernhagen & Gravett, 2017). Conversely, because traditional academic labor is culturally assumed to be more desired and desirable, Third Space professionals are often coded as “failed” academics (Whitchurch, 2015, p. 86).
This cultural denigration of their labor means they are frequently the subject of bullying and micro- aggressions by traditional faculty, but because faculty enjoy the protections of tenure there is no possibility of accountability for workplace abuses suffered by Third Space professionals (Henderson, 2005; Perry, 2020).
This issue seeks articles that identify and conceptualize problems cutting across the diverse forms of Third Space labor, and articles that propose pathways forward. Questions addressed by articles might include but are not limited to:
- How might we redefine the nature of academic labor from a Third Space positionality, or how might we create language that more adequately describes Third Space academic labor?
- What are the theoretical and practical connections that unify diverse forms of Third Space labor and professional identities?
- What are the material, structural, and cultural barriers to supporting and legitimizing Third Space
- How might we organize and create solidarity between Third Space laborers nationally and internationally?
Inquiries or to Submit:
For inquiries or to submit proposals, contact Aaron Stoller at email@example.com. Prospective contributors should submit a proposal of 1-2 pages plus bibliography and a 1-paragraph author bio to Aaron Stoller firstname.lastname@example.org. Final contributions should be between 5,000 – 8,000 words and follow APA style.
- Call for Proposals: April – June 2022
- Peer Review and Acceptance of Proposals: July – October 2022
- Full Drafts of Papers: February 2023
- Issue Publication: March 2023
Workplace: A Journal for Academic Labor
Workplace: A Journal for Academic Labor is a refereed, open access journal published by the Institute for Critical Education Studies (ICES) and a collective of scholars in critical university studies, or critical higher education, promoting dignity and integrity in academic work. Contributions are aimed at higher education workplace scholar-activism and dialogue on all issues of academic labor.
I’m pleased to provide a sneak peak of a new book coming out from Routledge later in 2022.
Social Studies Education in Latin America: Critical Perspectives from the Global South will be the first entry in a new Routledge books series titled Social Studies and Citizenship Education in the Global South. The book and book series are edited by Sebastián Plá (Professor at the National Autonomous University of Mexico) and me.
This book offers a path forward, for the growing collaboration in social studies education between Global North and South educators, practitioners, and researchers. In this volume, leading critical social studies education researchers from Latin America explore the constant presence of colonialism, capitalism, patriarchy, and state violence. Chapter contributors represent a large part of the continent, and offer perspectives on a wide range of topics, including; recent history and memory, cultural dimensions of social studies education, and comparative studies among Latin American countries.
By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.
Table of Contents
1. The New Social Studies Research in Latin America: An Introduction
Sebastián Plá & E. Wayne Ross
2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School
Sandra Patricia Rodríguez Ávila
3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students
Fabián González Calderón & Graciela Rubio Soto
4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code
Omar Turra Díaz & Juan Salcedo-Parada
5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile
Carolina Huenchullán Arrué
6. Afrodescendant in Latin America and Social Studies: A Perspective from Mexico
Gabriela Iturralde Nieto
7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning
8. Crossroads of History Teaching and Learning and Political Science in Latin America: TheResidenteProject
Luis Fernando Cerri
9. Disciplinary Codex in History Education
María Paula González
10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History
11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography
José Armando Santiago Rivera
12. The Panorama of Social Studies in Latin America Curricula
“The New Social Studies Research in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.” – Dr. Edda Sant, Reader in Education, Manchester Metropolitan University (UK)
“There is an essential uniqueness to The New Social Studies Research in Latin America that could truly benefit social studies education in North America. We are in urgent need of a global lens and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.” – Dr. Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin (USA)
“The collection of critical research on social studies in Latin America, in dialogue with global issues, makes The New Social Studies Research in Latin America an indispensable contribution to the renewal of critical social studies education.” – Dr. Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona (Spain)
“The New Social Studies Research in Latin America offers readers vital insights into critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.” – Dr. Kent den Heyer, Professor, Department of Secondary Education, University of Alberta (Canada)
“Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes The New Social Studies Research in Latin America relevant.” – Dr. Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico (Mexico)
Brill has just published the Encyclopaedia of Marxism and Education, edited by Alpesh Maisuria, who is a professor in Education Policy in Critical Education at the University of the West of England, Bristol, UK.
“This encyclopaedia showcases the explanatory power of Marxist educational theory and practice. The entries have been written by 51 leading authors from across the globe. The 39 entries cover an impressive range of contemporary issues and historical problematics. The editor has designed the book to appeal to readers within the Marxism and education intellectual tradition, and also those who are curious newcomers, as well as critics of Marxism.
The Encyclopaedia of Marxism and Education is the first of its kind. It is a landmark text with relevance for years to come for the productive dialogue between Marxism and education for transformational thinking and practice.”
I co-authored, with Sandra Mathison, a chapter titled “Critical Education” for EME. In this chapter we define critical education broadly as a field or approach that works theoretically and practically toward social change that anticipates a post-capitalist world. We explore multiple foundational sources for critical education including Marxism and critical theory, but also democracy and anarchism. And finally, we provide an overview of several manifestations of critical education. While many conflate critical pedagogy with critical education, we contend critical education has a broader reach.
Please contact me if you would like a copy of our chapter on critical education, as I have a limited number of offprints I can share.
Table of Contents
List of Figures and Tables
Notes on Contributors
2 The 4th Industrial Revolution, Post-Capitalism, Waged Labour and Vocational Education
3 Alienation and Education
4 Alternatives to Capitalism
5 Capital Accumulation and Education
John Fraser Rice
6 Colonialisms and Class
7 Communism: The Party – Pedagogy and Revolution from Marx to China
Collin L. Chambers and Derek R. Ford
8 Corporate State: “Downhill All the Way” – Education in England from Welfare to Corporate State
9 Critical Education
Sandra Mathison and E. Wayne Ross
10 Critical Realism
11 Cuban-Marxist Education
Rosi Smith, Leticia de las Mercedes García Rosabal and Maikel J. Ortiz Bosch
12 Dialectical Materialism (Materialist Dialectics)
Constantine (Kostas) Skordoulis
13 Disaster Education
14 Early Childhood, Feminism, and Marx
Rachel Rosen and Jan Newberry
15 Employment: Education without Jobs – Young People, Qualifications, and Employment in 21st Century Britain
16 Ethnography of Education and Marxism: Education Research for Social Transformation
17 Freire, Paulo (1921–1997) as a Marxist Revolutionary for Education
18 Gramsci, Antonio (1891–1937): Culture and Education
19 Green Marxism
20 Guevara, Ernesto “Che” (1928–1967)
Peter McLaren and Lilia D. Monzó
21 Intersectionality: Scaling Intersectional Praxes
Gregory Martin and Benjamin “Benji” Chang
22 Lenin, Vladimir (1870–1924) and Education
Juha Suoranta and Robert FitzSimmons
23 Liberation Theology
24 Luxemburg, Rosa (1871–1919) and Education
Julia Damphouse and Sebastian Engelmann
25 Managerialism and Higher Education
26 Marxism and Education: [Closed] and … Open …
27 Marxism and Human Rights against Capitalism
Daniel Hedlund and Magnus Nilsson
28 Marxist Feminism and Education: Gender, Race, and Class
Sara Carpenter and Shahrzad Mojab
29 Middle Classes of the World
30 Neo-Liberalism and Revolution: Marxism for Emerging Critical Educators
31 New Left, Anarchism and Education
32 Palestine: Education in Mandate Palestine
33 Plebs League: Towards a Modern Plebs League
34 Postdigital Marxism
35 Poverty: Class, Poverty and Neo-Liberalism
36 Public Pedagogy
37 Public University: The Political Economy of the Public University
David Harvie, Mariya Ivancheva and Robert Ovetz
38 Social Class: Education, Social Class and Marxist Theory
Dave Hill and Alpesh Maisuria
39 State and Private Capital: Education, State and Capital
Ravi Kumar and Rama Paul
40 World-Systems Critical Education
Tom G. Griffiths
Jordi Castellví Mata (Universidad Internacional De La Rioja) interviewed Xosé Manuel Souto (University of Valencia, Spain) and me on issues of critical social studies education, critical literacy, global citizenship and countering hate speech. The interview is in a combination of Spanish and English and published in the multi-lingual journal Bellaterra Journal of Teaching & Learning Language & Literature.
Big thanks to Jordi who coordinated the interview and translated the commentary back and forth between Spanish and English for this dialogue.
Castellví Mata, J. (2021). Read the world to write the future: An interview with professors E Wayne Ross and Xosé Manuel Souto, experts in critical social studies / Leer el mundo y escribir el futuro: Entrevista con los profesores E Wayne Ross y Xosé Manuel Souto, expertos en estudios sociales críticos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(2), 1-20. https://doi.org/10.5565/rev/jtl3.974
As instructors and students brace for a fall semester taught on-line, the effects of COVID on the labour of post-secondary learning continue to set in. Course outlines and assessment criteria are being reworked. Students wrestle with rising tuition and the prospects of prolonged periods of unemployment. As recent Canadian Association of University Teachers survey results suggest, the pandemic is making higher education even less tenable for current and prospective students. International students stuck in their home countries will be forced to participate in classes across time zones. Research programs are being put on hold. Making matters worse, the gutting of teaching and learning resources at some universities have forced administrators to piece together support for instructors and staff ill-equipped to make the transition on-line. Workloads have increased. But in the midst of this crisis, some post-secondary institutions seek opportunity to advance particular agendas. It was only after significant backlash from students and lecturers that the UK’s Durham University halted its attempt at providing online-only degrees in its effort to significantly cut in-person teaching. In Alberta, the government has merely delayed a performance-based funding model as a result of COVID, signaling that austerity, not improving the quality of education, is driving policy decisions. Meaningful interventions by faculty associations have been limited as the collegial governance process is sidelined for the sake of emergency pandemic measures. And what of academic and support staff who face increase workloads and the prospects of limited child care when the fall semester resumes? To this concern, what are the gendered effects of COVID? What do these circumstances mean for precariously employed sessional and term instructors? This special edition of Workplace invites all academic workers to make sense of COVID through a work and employment lens. Possible themes include:
- Faculty association responses to a shift towards on-line education
- “Mission creep” and the lure of distant learning for post-secondary institutions: opportunities and threats
- The gendered and racialized implications of COVID in the classroom and on campus
- Implications for sessionals, adjuncts and the precariously employed
- COVID and workplace accommodations: from child care to work refusals
- Student experiences and responses
- COVID and performance-based funding policies
- COVID and the collective bargaining process
- Internationalization and the COVID campus
Aim and Scope: Workplace: A Journal for Academic Labor is a refereed, electronic, open access journal published by a collective of scholars in critical higher education promoting a new dignity in academic work. Contributions are aimed primarily at higher education workplace activism and dialogue on all issues of academic labour.
Invitations: Contributions from all ranks of academic workers – from tenured and tenure stream to graduate students, sessional instructors, contract faculty, and administrative support staff – are encouraged to submit.
Deadlines: Submissions will be considered for peer review and publications on a rolling basis. The deadline has been extended to May 15, 2021. A complete volume of The Labour of COVID will be complete and made available in the spring of 2021. Formatting and submission guidelines can be found here
Please direct questions about the special issue to Dr. Andrew Stevens at Andrew.email@example.com