Tag Archives: books

Teacher education: Demands from the boundaries

TEACHER EDUCATION: DEMANDS FROM THE BOUNDARIES

Héctor Gómez Universidad Católica Silva Henríquez (Santiago, Chile)

Fernando Murillo Universidad Alberto Hurtado and Universidad Católica Silva Henríquez (Santiago, Chile) UBC PhD Student

Tuesday October 14, 2015 Noon – 1:00pm UBC Scarfe 1209

[See link to presentation slides below]

Gómez and Murillo will discuss their new book Formacion docente: demandas desde la frontera [Teacher Education: Demands from the Boundaries], a collection of essays that gives voice to perspectives and approaches frequently absent from traditional practices, but are fundamental to the transformative possibilities of teacher education.

The essays are situated within a postcolonial perspective in dialogue with queer theory, inviting a rethinking of current discursive practices around the curriculum of teacher education, asking – among other things – Where do these discourses and practices come from? What gives them legitimacy?, What effects do they have? as a way to problematize the ways in which the curriculum of teacher education is responsible of signifying, appropriating and reproducing identitarian configurations, as well as problematize ways of thinking that discipline and configure certain modalities of life projects through their formative action.

About the speakers

Héctor Gómez: Bachelor in Education – Teacher of History and Social Sciences, Master of Arts in Education and Curriculum. Professor and researcher at the Faculty of Education of Universidad Católica Silva Henríquez. Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.

Fernando Murillo: Bachelor in Education – Teacher of English as a Foreign Language, Master of Arts in Education and Curriculum, UBC PhD student. Former curriculum advisor and policy maker for the Ministry of Interior, Government of Chile. Professor and curriculum advisor at Faculty of Philosophy and Humanities, Universidad Alberto Hurtado and Universidad Católica Silva Henríquez in Santiago, Chile.

Gomez & Murillo PPT

Teacher Ed Demands from the  Boundaries

Call for chapters: Teaching for Democracy in an Age of Economic Disparity

Call for Book Chapters

Teaching for Democracy in an Age of Economic Disparity
Editor: Cory Wright-Maley, Ph.D.

The book is intended to provide a space for scholars and practitioners to reconsider how we prepare students to engage in a democratic society as well as the state and nature of democratic education as a whole. In doing so, this text will seek to draw from thoughtful scholars in the social studies as well as from related fields who can shed new light on the challenges of democratic education in the twenty-first century. In doing so, this volume is intended to help practitioners reconsider their practices in attending to education for democracy. We welcome scholars and practitioners who approach this issue from a variety of directions and theoretical or philosophical perspectives (see the attached document for details).

Scholars and practitioners are invited to submit on or before September 30, 2014, a 400-600 word proposal clearly explaining the central argument and outlining the content of the proposed chapter, including implications for teacher practice, and providing a rationale that connects the proposal to the theme and purposes of the book. Please indicate the section (or sections, if multiple proposals are submitted) for which you are proposing your chapter. Authors of accepted proposals will be notified by November 14, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by April 3, 2015. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Feel free to send a quick email noting your interest in advance of your submission.

Please send proposals and inquiries to Cory Wright-Maley (Cory.WrightMaley@stmu.ca). Here is a detailed description of the book: Teaching for Democracy in an Age of Economic Disparity – A Call for Chapters

Education, State and Market: Anatomy of Neoliberal Impact

Ravi Kumar‘s new book Education, State and Market: Anatomy of Neoliberal Impact published by Aakar Books (Delhi) is the first volume to comprehensively examine the impact of neoliberal capitalism on education in India.

Kumar is a professor in the Department of Sociology at the University of South Asia, in Delhi. He blogs here and is also part of the editorial collective at Radical Notes.

Praise for the volume:

The book presents a set of papers that illuminate in profound ways how the wide-angle historical frames provided by Marxist analysis facilitate our understanding of the details embedded in national and more local educational contexts. Neoliberalism attacks human dignity. The consequences of social, economic, and educational policies that exacerbate inequality, magnify exploitation, and undermine personal and social freedoms are clearly analyzed by each of the contributors. The circumstances are dire and readers will most certainly be outraged as they learn how neoliberal policies and practices reduce the process of education to a commodity and teachers and learners to elements in formula for the relentless production of profit. This volume presents a clear and compelling analysis of how neoliberal thought and practice has transformed education at the policy level in India and in the process distorted the official aims of education as well as social relations among teachers and learners. Most importantly, however, these chapters provide insights into how we might channel our rage against neoliberal capitalist mechanisms into the creation of new visions of resistance to educational practices that privilege profits over people.
- E. Wayne Ross, University of British Columbia, Canada
 
Editor Ravi Kumar has assembled the finest scholarship to investigate key questions in regard to the relationship of the development of modern capitalism, its connections to empire, the role of the state, and the resulting impact on education. The essays within go to the core: what is valued as “knowledge” now? Who shall schools serve? Indeed: Why have school? The critical reader will find new questions, and profound answers. 
- Rich Gibson, Professor Emeritus, San Diego State University, USA

‘Out of the Ruins’: The Emergence of New Radical Informal Learning Spaces

Below is a call for chapters that is sure be of interest to folks interested in both resisting the authoritarian, hierarchical, and standardizing approaches to education that dominant public education and creating new radical informal spaces for learning.

Rob Harworth and John Elmore, two of the folks behind the fantastic Critical Theories in the 21st Century Conference at West Chester University, are putting together a new edited book titled:’Out of the Ruins’: The Emergence of New Radical Informal Learning Spaces and they are looking for chapters on the following broad topics:

  • The Purpose of Education and The Politics of Learning
  • Developing Theories of Transformative Possibilities and Radical Informal Learning
  • The Emergence of Radical Informal Learning Spaces
  • Learning from Our Experiences: Sharing Narratives of Resistance

The complete call for chapters, with an extended framework for the book and detailed chapter topics, timeline and contacts please take a look at this PDF: Out of the Ruins CFP.

Good luck to Rob and John on what is an exciting project!

New edition of “The Social Studies Curriculum: Purposes, Problems, and Possibilities” in production

I’m very pleased to announce that the Fourth Edition of the The Social Studies Curriculum: Purposes, Problems, and Possibilities is now in production at The State University of New York Press and will be available in 2014.

This fourth edition includes 12 new chapters on: the history of the social studies; creating spaces for democratic social studies; citizenship education; anarchist inspired transformative social studies; patriotism; ecological democracy; Native studies; inquiry teaching; Islamophobia; capitalism and class struggle; gender, sex, sexuality and youth experiences in school; and critical media literacy. Chapters carried over from the Third Edition, which was published in 2006, have been substantially revised and updated, including those: on teaching in the age of curriculum standardization and high-stakes testing; critical multicultural social studies; prejudice and racism, assessment; and teaching democracy.

As with previous editions——the first edition of The Social Studies Curriculum was published in 1997 and the Revised Edition was released in 2001——the aim of this collection of essays is to challenge readers to reconsider their assumptions and understandings of the origins, purposes, nature, and possibilities of the social studies curriculum.

A fundamental assumption of this collection is that the social studies curriculum is much more than subject matter knowledge—a collection of facts and generalizations from history and the social science disciplines to be passed on to students. The curriculum is what students experience. It is dynamic and inclusive of the interactions among students, teachers, subject matter and the social, cultural, economic and political contexts education. The true measure of success in any social studies course or program will be found in its effects on individual students’ thinking and actions as well as the communities to which students belong. Teachers are the key component in any curriculum improvement and it is our hope that this book provides social studies teachers with perspectives, insights, and knowledge that are beneficial in their continued growth as professional educators.

I am very appreciative to all the authors who wrote chapters for this and previous editions of the book, including: Jane Bernard-Powers, Margaret Smith Crocco, Abraham DeLeon, Terrie Epstein, Ronald W. Evans, Linda Farr Darling, Stephen C. Fleury, Four Arrows (aka Don T. Jacobs), Kristi Fragnoli, Rich Gibson, Neil O. Houser, David W. Hursh, Kevin Jennings, Gregg Jorgensen, Lisa Loutzenheiser, Joseph Kahne, Gloria Ladson-Billings, Christopher R. Leahey, Curry Stephenson Malott, Perry M. Marker, Sandra Mathison, Cameron McCarthy, Merry Merryfield, Jack L. Nelson, Nel Noddings, Paul Orlowski, Valerie Ooka Pang, J. Michael Peterson, Marc Pruyn, Greg Queen, Frances Rains, David Warren Saxe, Doug Selwyn, Özlem Sensoy, Binaya Subedi, Brenda Trofanenko, Kevin D. Vinson, Walter Werner, Joel Westheimer, and Michael Whelan. Each of one of these contributors are exemplary scholars and educators and their work has had a tremendous impact on my own thinking and practice as well as many other educators.

Contents
The Social Studies Curriculum: Purposes, Problems, and Possibilities
(4th Edition)

Preface

Part I: Purposes of the Social Studies Curriculum

1. Social Studies Curriculum Migration: Confronting Challenges in the 21st Century
Gregg Jorgensen, Western Illinois University

2. Social Studies Curriculum and Teaching in the Age of Standardization
E. Wayne Ross, University of British Columbia
Sandra Mathison, University of British Columbia
Kevin D. Vinson, The University of the West Indies

3. Creating Authentic Spaces for Democratic Social Studies Education
Christopher R. Leahey, North Syracuse (NY) Public Schools & SUNY Oswego

4. “Capitalism is for the Body, Religion is for the Soul”: Insurgent Social Studies for the 22nd Century
Abraham P. DeLeon, University of Texas, San Antonio

Part II: Social Issues and the Social Studies Curriculum

5. Dangerous Citizenship
E. Wayne Ross, University of British Columbia
Kevin D. Vinson, The University of the West Indies

6. Teaching Students to Think About Patriotism
Joel Westheimer, University of Ottawa

7. Ecological Democracy: An Environmental Approach to Citizenship Education
Neil O. Houser, University of Oklahoma

8. Native Studies, Praxis, and The Public Good
Four Arrows, Fielding Graduate University

9. Marxism and Critical Multicultural Social Studies Education: Redux
Curry Malott, West Chester University
Marc Pruyn, Monash University

10. Prejudice, Racism, and the Social Studies Curriculum
Jack L. Nelson, Rutgers University
Valerie Ooka Pang, San Diego State University

11. The Language of Gender, Sex, and Sexuality and Youth Experiences in Schools
Lisa Loutzenheiser, University of British Columbia

Part III: The Social Studies Curriculum in Practice

12. Making Assessment Work for Teaching and Learning
Sandra Mathison, University of British Columbia

13. Why Inquiry?
Doug Selwyn, SUNY Plattsburgh

14. Beyond Fearing the Savage: Responding to Islamophobia in the Classroom
Özlem Sensoy, Simon Fraser University

15. Class Struggle in the Classroom
Greg Queen, Fitzgerald Senior High School (Warren, MI)

16. Critical Media Literacy and Social Studies
Paul Orlowski, University of Saskatchewan

17. Teaching Democracy: What Schools Need to Do
Joseph Kahne, Mills College
Joel Westheimer, University of Ottawa

Part IV: Conclusion

18. Remaking the Social Studies Curriculum
E. Wayne Ross, University of British Columbia

THE ASSAULT ON UNIVERSITIES: A MANIFESTO FOR RESISTANCE

THE ASSAULT ON UNIVERSITIES: A MANIFESTO FOR RESISTANCE

The UK White Paper on universities that was published in June contains yet more proposals that will embed the market ever deeper into our educational system through the entrance of private providers and the extension of a logic of financialisation. The deadline for submissions is 20 September and we encourage you to make a response (http://bit.ly/jpLET3).

We would also like to let you know that the manifesto has now been published in a book, ‘The Assault on Universities: A Manifesto for Resistance’ (Pluto Press) which contains a series of short essays identifying the consequences of the reforms as well as possible alternatives. We are sure you will find it both stimulating and useful in your response to the attacks on higher education.

Details of the book are at: http://bit.ly/lKgYdE

You can also use the book and manifesto as the focus for a meeting, debate or other form of campaign activity where you work.

We would be delighted to help arrange a meeting on your campus and to build up a head of steam against the government’s disastrous reforms.

No university is immune and there will certainly be a good audience for a lively and topical meeting.

Please don’t hesitate to contact us: hemanifesto@gmail.com (or d.freedman@gold.ac.uk if you have trouble accessing gmail).

New book: The Phenomenon of Obama and the Agenda for Education Can Hope Audaciously Trump Neoliberalism?

The Phenomenon of Obama and the Agenda for Education
Can Hope Audaciously Trump Neoliberalism?

Edited by Paul R. Carr, Lakehead University
Bradley Porfilio, Lewis University in Romeoville, IL

A volume in the series: Critical Constructions: Studies on Education and Society. Series Editor: Curry Stephenson Malott, West Chester University

Published 2011

Who should read this book? Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students.

As for the question contained in the title of the book–Can hope audaciously trump neoliberalism?–, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the forward and afterword respectively, that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.

TABLE OF CONTENTS
Acknowledgements. Foreword: Challenging the Empire’s Agenda for Education, Christine E. Sleeter. SECTION I: USING HISTORICAL AND THEORETICAL INSIGHTS TO UNDERSTAND OBAMA’S EDUCATIONAL AGENDA. More of the Same: How Free Market-Capitalism Dominates the Economy and Education, David Hursh. Concocting Crises to Create Consent: The Importance of “The Shock Doctrine” to Understanding Current Educational Policy, Virginia Lea. Educational Hope Ignored Under Obama: The Persistent Failure of Crisis Discourse and Utopian Expectations, P. L. Thomas. Competing Definitions of Hope in Obama’s Education Marketplace: Media Representations of School Reform, Equality, and Social Justice, Rebecca A. Goldstein, Sheila Macrine, Nataly Z. Chesky, and Alexandra Perry. SECTION II: THE PERILS OF NEOLIBERAL SCHOOLING: CRITIQUING CORPORATIZED FORMS OF SCHOOLING AND A SOBER ASSESSMENT OF WHERE OBAMA IS TAKING US. Charting a New Course for Public Education Through Charter Schools: Where is Obama Taking Us? Mary Christianakis and Richard Mora. Manufactured Consent: Latino/a Themed Charter Schools, in Whose Interests? Theresa Montaño and Lynne Aoki. Whose Schools are These Anyway—American Dream or Nightmare? Countering the Corporate Takeover of Schools in California, Roberta Ahlquist. Obama, Escucha! Estamos en la Lucha! Challenging Neoliberalism in Los Angeles Schools, Theresa Montaño. Standardized Teacher Performance Assessment: Obama/Duncan’s Quick Fix for What They Think it is That Ails Us, Ann Berlak. The Political Economy of Educational Restructuring: On the Origin of Performance Pay and Obama’s “Blueprint” for Education, Mark Garrison. SECTION III: ENVISIONING NEW SCHOOLS AND A NEW SOCIAL WORLD: STORIES OF RESISTENCE, HOPE, AND TRANSFORMATION. The Education Agenda is a War Agenda: Connecting Reason to Power and Power to Resistance, Rich Gibson and E. Wayne Ross. Connecting Communities and Schools: Accountability in the Post-NCLB Era, Tina Wagle and Paul Theobald. If There is Anyone Out There, Peter McLaren. Afterword: Working the Contradictions: The Obama Administration’s Educational Policy, and Democracy Will Come, Dennis Carlson. Biographies.

Educating for Peace in a Time of Permanent War: Call for proposals:

CALL FOR CHAPTER PROPOSALS

FOR A BOOK ENTITLED

EDUCATING FOR PEACE IN A TIME OF PERMANENT WAR:
ARE SCHOOLS PART OF THE SOLUTION OR THE PROBLEM?

Under Contract
Routledge / Taylor & Francis

Co-editors Paul R. Carr (Lakehead University, Orillia) & Brad J. Porfilio (Lewis University)

Afterword Zvi Bekerman (Hebrew University)

SCHEDULE

1. Chapter proposals due: February 28, 2011
2. Feedback and decisions from editors to contributors: April 4, 2011
3. First drafts due to editors: July 15, 2011
4. Feedback on first drafts from editors to contributors: September 5, 2011
5. Final drafts by contributors due to editors: October 14, 2011
6. Manuscript to publisher: December 1, 2011
7. It is our expectation that the book will be publisher in early 2012

Statement of aims
This project responds to a defined need to add to the literature in a critical manner, providing scholars, educators and others interested in peace and peace education with a nuanced, complexifed analysis and, importantly, strategies to better understand how schools engage with the notion of war and peace, and, moreover, what they can do to become part of the solution related to creating societies that strive to establish peace as a foundational component to socio-cultural, economic and political manifestations framing relations and experiences.

This CALL FOR CHAPTER PROPOSALS seeks critical contributions from scholars who are concerned with the unchecked infiltration of the military within schools, whether it be through the curriculum, through pedagogy, through policy, through experiential learning, or through military recruitment. As Paulo Freire and other critical theorists, including Henry Giroux, Peter McLaren, bell hooks, Joe Kincheloe, Antonia Darder and others have acknowledged, education is a political process, and it should, necessarily, address human suffering and oppression. The willful neglect, combined with our individual and collective complicity within the military enterprise, sometimes referred to as the military-industrial complex, takes place at many levels, including ignorance of militarization at home and abroad, tacit support for military conflict in spite of alternatives for peace that exist, an uncritical reading of history that glorifies war and patriotism, a lack of critical engagement to promote peace over war, and a general reluctance to infuse a more critical pedagogical experience interwoven into education that would allow for deliberative democracy and engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences.

Little is done in schools at the formal and informal levels to address war and peace, especially in relation to what can and should be done to bring about peace, and this volume seeks to provide a range of policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict.

We are particularly interested in the connection between war and peace. Many excellent texts deal specifically with peace and peace education, and we are hoping that this volume will make a more explicit connection between war/conflict/militarization and peace in and through education. We are also interested in nuanced, alternative, critical interdisciplinary studies that bring to light how we know, understand, engage with, and problematize war within our societies, and, particularly, within our schools. This manuscript is intended for an international audience, and we welcome proposals from scholars in diverse contexts, geographical locations and disciplines.

ONE LINE DESCIPTION OF THE BOOK

Ignorance is no defense, and may even be construed as complicity in the quest for what Peter McLaren calls “permanent war”.

If education is not about peace, then is it about war?

Can a society have education that willfully avoids considering peace as its central objective?

FOCUS

This book intends to better articulate how schools are part of the war industry, and, importantly, how schools can do peace education by examining war.

War is not a nebulous, far-away, mysterious venture; we are involved in perpetrating and perpetuating it, and education about and against war can be as liberating as it is necessary.

If war equates killing, can our schools avoid engaging in the examination of what war is all about?

This book shines a light on the pivotal role played by schools and education in ending or continuing war.

CALL FOR CHAPTER PROPOSALS

1. Submit the following by February 28, 2011, to Paul R. Carr and Brad J. Porfilio: prcarr@gmail.com & Porfilio16@aol.com
2.
a. Title of proposed chapter
b. Author(s) and complete institutional titles and contact information
c. A 150-word biography for each author
d. A 300-word abstract of the proposed chapter, including what research methods are being used, theoretical and conceptual framework used, focus, and findings (or expected findings), and how the chapter is directly connected to the focus of the book.

Co-editor biographies

Paul R. Carr is originally from Toronto, and now resides in Montreal. He was recently an associate professor at Youngstown State University, where he taught courses in multicultural education, the sociology of education, diversity and leadership, and qualitative methodology, and is now an Associate Professor at Lakehead University (Orillia) in the Departments of Sociology and Interdisciplinary Studies. His current research is broadly concerned with social justice, with specific threads related to critical pedagogy, democracy, media literacy, and intercultural education. In 2007, he co-edited The Great White North? Exploring Whiteness, Privilege and Identity in Education (Rotterdam: Sense Publishers), which won two national awards, and, in 2008, co-edited another book, entitled Doing Democracy: Striving for Political Literacy and Social Justice (New York: Peter Lang). He recently finalized two other edited books: the first in French entitled Les faces caches de l’intercultural (Paris: L’Harmattan), and the second, with Brad Porfilio, entitled Youth Culture, education and resistance: Subverting the commercial ordering of life (Rotterdam: Sense Publishers). He has recently authored book entitled Democracy and critical pedagogy: Does your vote count? (New York: Peter Lang). Paul is the co-founder and co-director of the Global Doing Democracy Research Project, which aims to produce a range of studies on the international level, leading to critical, comparative analysis of how democracy and education can be more effectively connected.

Dr. Brad J. Porfilio is Assistant Professor of Education at Lewis University in Romeoville, IL. He teaches courses on critical pedagogy, qualitative research, globalization and education, multicultural education, foundations of education, and curriculum theory in the Educational Leadership for Teaching and Learning Doctoral Program. The Educational Leadership Program at Lewis University is unique in its critical and transformative focus where students are prepared to become transformative educational leaders who are deeply discerning, knowledgeable and approach the educational system as a potential avenue for challenging and transforming the status quo. Dr. Porfilio received his PhD in Sociology of Education in 2005 at the University at Buffalo. During his doctoral studies, he served as an Assistant Professor of Education at Medaille College and D’Youville College, where he taught courses across the teacher education spectrum and supervised pre-service and in-service teachers from Canada and the US. He has published numerous peer-reviewed articles, book chapters, edited volumes, and conference papers on the topics of urban education, critical social studies education, neoliberalism and schooling, transformative education, teacher education, gender and technology, and cultural studies. He recently published three co- edited volumes: The first, co-edited with Curry Malott, The Destructive Path of Neoliberalism (Rotterdam: Sense Publishers), the second, co-edited with Paul R. Carr, Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life (Rotterdam: Sense Publishers), and the third, co-edited with Curry Malott, Critical Pedagogy in the 21st Century: A New Generation of Scholars (Charlotte, NC: Information Age Publishing).

Paul R. Carr Brad J. Porfilio
Lakehead University (Orillia) Lewis University
prcarr@gmail.edu porfilio16@aol.com

“Empire rots the brains of imperialists, is driven by hubris, racism and arrogance”—R.I.P. Chalmers Johnson

“Imperialism is a form of tyranny, it never rules through consent of the governed. …We talk about the spread of democracy, but we talk about the spread of democracy at the point of an assault rifle.”—Chalmers Johnson

Via Rich Gibson:

So Long Chalmers Johnson (Died November 20, Saturday, San Diego):

“Empire rots the brains of imperialists, is driven by hubris, racism and arrogance.”

YouTube Preview Image

Johnson was always an anti-communist, which he equated with Soviet and Chinese communism (he quickly identified the latter as little more than peasant nationalism, rightly so). Probably recruited by Hannah Arendt as a CIA asset, Johnson targeted the east, Japan (“US puppets”) and China. With the implosion of Soviet social fascism, Johnson expected a peace dividend which never materialized. Turning his eyes on the US empire of bases (800 plus), he foretold 9/11/2001 in “Blowback,” then built a trilogy with the later “Sorrows of Empire,” and “Nemesis.” In print and in person, he repeatedly said the US is now a fascist state, one of the few truly reputable scholars with the courage to do so. In “Nemesis,” he said bankruptcy would be the key to the end of the US empire–but warned it would not die with a whimper. He had two suggestions for citizens. The first, take your cat and go to Vancouver. Later, he suggested the US just dissolve its own might, as he said the Brits did. The US, however, does not have the US to hide behind. Johnson’s almost reflexive rejection of a Marxist analysis of imperialism (born almost simultaneously with capitalism, a relentless quest for cheap labor, raw materials, markets, regional control–empire) led him to view imperialism as hubris plus militarism–meaning a change of mind could upend the vampire’s desires. It cannot. Nevertheless, Johnson’s incredible prescience creates a field of land-mines for any of his critics. His research methods should be studied by everyone serious about social change. His book on Revolution, opposing it, inspires those who are for it. Finally, his insider knowledge coupled with a razor wit made encounters with Chalmers Johnson a challenge. He never backed down. So long, and “adios” (his habitual farewell) Chalmers. What you did counted.

Good luck to us, every one.

r

Democracy Now!: Chalmers Johnson, 1931-2010, on the Last Days of the American Republic

Audio interview March 2010 on Media Matters with Bob McChesney

John Nichols The Nation Blog: Chalmers Johnson and the Patriotic Struggle Against Empire

Education as Enforcement

Routledge has just published the second edition of Education as Enforcement: The Militarization and Corporatization of Schools, edited by Kenneth J. Saltman and David A. Gabbard.

I’m pleased to have contributed co-authored chapters to both editions (with Kevin D. Vinson and John F. Welsh for the second edition).

The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms.

Education as Enforcement, Second Edition elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.

Table of Contents

Foreword

Governing Through Crime and the Pedagogy of Punishment, HENRY A. GIROUX

Introduction to the Second Edition, Kenneth J. Saltman & David A. Gabbard

Introduction to the First Edition, Kenneth J. Saltman

1. The Function of Schools: Subtler and Cruder Methods of Control, NOAM CHOMSKY

2. Rivers of Fire: BPAmaco’s impact on Education, KENNETH J. SALTMAN and ROBIN TRUTH GOODMAN

3. Education IS Enforcement: The Centrality of Compulsory Schooling in Market Societies, DAVID A. GABBARD

4. Cracking Down: Chicago School Policy and the Regulation of Black and Latino Youth, PAULINE LIPMAN

5. Facing Oppression: Youth Voices from the Front, PEPI LEISTYNA

6. Tased and Confused: From Social Exclusion to Shock in the War on Youth, CHRISTOPHER G. ROBBINS

7. Freedom for Some, Discipline for “Others”: The Structure of Inequity in Education, ENORA R. BROWN

8. Forceful Hegemony: A Warning and a Solution for Indian Country, FOUR ARROWS

9. From Abstraction and Militarization of Language Education to Society for Language Education: Lessons from Daisaku Ikeda and Tsunesaburo Makiguchi, JASON GOULAH

10. The Proliferation of JROTC: Educational Reform or Militarization, MARVIN J. BERLOWITZ and NATHAN A. LONG

11. Combat Girls: What Single-Sex Classrooms Have To Do With the Militarization of Women’s Bodies, ROBIN TRUTH GOODMAN

12. Education for War in Israel: Preparing Children to Accept War as a Natural Factor of Life, HAGGITH GOR

13. Post-Columbine Reflections on Youth Violence as a (Trans)National Movement, JULIE WEBBER

14. Imprisoning Minds: The Violence of Neoliberal Education or “I Am Not For Sale”, SHEILA LANDERS MACRINE

15. Taking Command: The Pathology of Identity and Agency in Predatory Culture, RON SCAPP

16. Commentary on the Rhetoric of Reform: A Twenty Year Retrospective, SANDRA JACKSON

17. Securing the Corporate State: Education, Economism, and Crisis in the Age of Obama, ALEX MEANS

18. Controlling Images: Surveillance, Spectacle, and High-Stakes Testing as Social Control, KEVIN D. VINSON, E. WAYNE ROSS, and JOHN F. WELSH

19. The Politics of Compulsory Patriotism: On the Educational Meanings of September 11, MICHAEL APPLE