Was honoured to participate in @GlobalThursdayTalks this past week. Thank you Fatma Mizikaci and Eda Ata from University of Ankara for organizing these events and the invitation to participate. Also thanks to everyone who attended the live event. Here’s the video of the interview.
University of British Columbia, Department of Curriculum & Pedagogy
Seminar Series 2020-2021
Dr Alpesh Maisuria
University of the West of England
September 15, 2020 12:30-2:00pm Pacific [Zoom link tba]
Event cancelled based on UBC recommendations regarding COVID-19.
Institute for Critical Educational Studies
THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION
Marta Estellés, PhD
University of Cantabria (Spain)
Thursday, April 2, 2020
12:30 – 1:30 pm
University of British Columbia, Vancouver — Scarfe 1209
The aim of this presentation is to briefly problematize current ways of thinking and talking about (global) citizenship education. Citizenship is a process more than it is an attribute, since the concept has incorporated the main characteristics both of the political transformations experienced by the State and of the State’s relations with society. The successive battles for the definition of citizenship have an impact on that institution of socialization that is school. Examining the evolution of curricular prescriptions and orientations is enough to glimpse changes in the languages and frames through which certain relations between the individual, the community, and the State are naturalized.
The results of our research show that the two major cycles of socio-institutional restructuring in Western countries – from the crisis of the nineteenth-century liberal regimes to the present – have imposed different trends in relation to citizenship education in schools. The first cycle reached its culmination with the implementation of Welfare States after the Second World War. It was not a coincidence that the first major defense for democratic citizenship education appeared in this moment, with the reformist impulse that gave rise in 1916 to Social Studies in the US. The recognition of socio-economic rights and the formation of citizenship appeared inextricably linked in the texts of the reform, in an attempt to establish a new “regime of truth” that radically redefined the meaning of education for all, and not only for a privileged minority. This redefinition also implied a criticism of the patriotic and nationalistic purposes of education. This language, however, started to become blurred as neoliberal policies instituted their own frames in the 1980s with Reagan in the US and Thatcher in the UK. Citizenship education began to adopt the rhetoric of accountability with its emphasis on testing, performance levels, skills, etc. and the focus was on promoting responsible and active citizenship that clearly emphasized duties over rights. Thus, it began to be assumed that citizens should be responsible for their own well-being and not the State. Recent discourses on global citizenship education should be seen as heirs of this last redefinition. After all, global citizenship education “aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve global challenges” (UNESCO, 2014, p. 15), assuming that the responsibility of solving those challenges lies with the individuals, not on governments or international organizations.
Marta Estellés, PhD, is Assistant Professor of the Department of Education at the University of Cantabria (Spain). Her research interests include citizenship education, social studies education, curriculum policies and teacher education. She has published several works on the intersectional field of democratic citizenship education and initial teacher education. She is currently working on a research project related to teachers’ political views and behaviors and their attitudes towards including controversial issues in the classroom. She is also part of the Fedicaria collective (http://www.fedicaria.org), which advocates for critical social studies education.
Call for Manuscripts: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America (Deadline extended to Aug 1, 2020)
Special Series Editors:
Lauren Ware Stark, University of Virginia
Rhiannon Maton, State University of New York College at Cortland
Erin Dyke, Oklahoma State University
Call for Manuscripts:
Throughout the past two years, educators have led the most significant U.S. labor uprisings in over a quarter century, organizing alongside parents and community members for such common good demands as affordable health care, equitable school funding, and green space on school campuses (Bureau of Labor Statistics, 2019a; Bureau of Labor Statistics, 2019b). These uprisings can be seen as evidence of the growth of a new form of unionism, alternately called social justice or social movement unionism (Fletcher & Gapasin, 2008; Peterson, 1999; Rottmann, 2013; Weiner, 2012). They can also be understood as evidence of contemporary educator movements: collective struggles that have developed throughout the past decade with the goal of transforming educators’ unions, schools, and broader society (Stark, 2019; Stern, Brown, & Hussain, 2016).
These struggles share much in common with other contemporary “movements of movements” (Sen, 2017) in that they develop in networks, utilize new technologies alongside traditional organizing tools, integrate diverse groups and demands, and often organize through horizontal, democratic processes (Juris, 2008; Wolfson, Treré, Gerbaudo, & Funke, 2017). They have been led by rank-and-file educators, who in many cases have organized in solidarity with parents and community members. While some recent scholarship on contemporary educator movements has conceptualized these movements as a unified class struggle (Blanc, 2019), other scholarship has emphasized heterogeneity, intersectionality, knowledge production, learning, and tensions within these movements (Maton, 2018; Stark, 2019).
This Critical Education special series builds on the latter tradition to offer “movement-relevant” scholarship written from within contemporary educator movements (Bevington & Dixon, 2005). Our aim for the series is to offer resources for contemporary educator movement organizers and scholars to:
- understand the links between contemporary educator labor organizing and earlier struggles,
- study tensions within this organizing,
- explore how educator unionists are learning from each other’s work,
- highlight urban and statewide education labor struggles in the U.S., as well as major struggles in Canada and Mexico, and
- connect local education labor struggles to broader power structures.
Types of Submissions:
Specifically, we seek to include interviews with organizers, movement art, and empirical studies that engage critical and engaged qualitative methodologies (for example, autoethnographic, ethnographic, oral history, and/or participatory methodologies). We especially encourage submissions with and/or from rank-and-file education organizers.
- Empirical research (4,000-8,000 words)
- Interviews or dialogues with organizers (2,000-4,000 words)
- Creative writing, including poems or short prose essays (<2,000 words; maximum three poems or one essay)
- Art, including images of banner art and photographs (minimum 300dpi for images in .jpeg file format)
Examples of Possible Topics:
- The significance of caucuses and/or labor-community organizing within a specific local context,
- Challenges and possibilities for radical democratic or horizontal decision-making in contemporary educator movements,
- Possibilities and challenges in transforming teacher unions to more radical entities,
- Political education with and for rank-and-file educators,
- Rank-and-file educator organizing to engage issues of race, indigeneity, language, and culture in education,
- Issues of gender and/or sexuality in contemporary educator movements,
- In-depth studies of rank-and-file educator-led campaigns and organizing experiences,
- Tensions and possibilities between contemporary educator movements and specific North American social movements (i.e., climate justice movements, movements for decolonization, queer and trans liberation movements, prison abolition movements),
- Critical whiteness studies and education labor organizing/movements,
- Among others.
- August 1, 2020 – Manuscript submissions due. (Note: Manuscripts will undergo a double blind peer review process. Invitation to submit a manuscript does not ensure publication.)
- December 1, 2020 – Authors receive reviewer feedback and notification of publication decision (accept, accept with revisions, or reject for this particular series.)
- January 1, 2020 – Manuscript revisions due.
All submissions must follow the guidelines described here. Submissions should be maximum 8,000 words and use APA format (6th edition). All work must be submitted via the Critical Education submission platform.
Use this link to submit papers: http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions)
Bevington, D., & Dixon, C. (2005). Movement-relevant theory. Social Movement Studies, 4(3), 185-208.Bureau of Labor Statistics (2019a, February 15). Major Work Stoppages (Annual) News Release. Retrieved from https://www.bls.gov/news.release/archives/wkstp_02082019.htm
Blanc, E. (2019b). Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics. London & New York: Verso Books.
Bureau of Labor Statistics. (2019b, March 07). Eight major work stoppages in educational services in 2018. Retrieved from https://www.bls.gov/opub/ted/2019/eight-major-work-stoppages-in-educational-services-in-2018.htm
Fletcher, B., & Gapasin, F. (2008). Solidarity divided: The crisis in organized labor and a new path toward social justice. Los Angeles: University of California Press.
Juris, J. (2008). Networking Futures: The Movements Against Corporate Globalisation. Durham, NC: Duke University Press.
Maton, R. (2018.) From Neoliberalism to Structural Racism: Problem Framing in a Teacher Activist Organization. Curriculum Inquiry, 48 (3): 1–23.
Peterson, B. (1999). Survival and justice: Rethinking teacher union strategy. In B. Peterson & M. Charney (Eds.) Transforming teacher unions: Fighting for better schools and social justice (pp. 11-19). Milwaukie, WI: Rethinking Schools.
Rottmann, C. (2013, Fall). Social justice teacher activism. Our Schools / Our Selves, 23 (1), 73-81.
Sen, J. (2017). The movements of movements: Part 1. Oakland, CA: PM Press; New Delhi: Open Word.
Stark, L. (2019). “We’re trying to create a different world”: Educator organizing in social justice caucuses (Doctoral dissertation).
Stern, M., Brown, A. E. & Hussain, K. (2016). Educate. Agitate. Organize: New and Not-So-New Teacher Movements. Workplace, 26, 1-4.
Weiner, L. (2012). The future of our schools: Teachers unions and social justice. Chicago, Illinois: Haymarket Books.
Wolfson, T., Treré, E., Gerbaudo, P., & Funke, P. N. (2017). From Global Justice to Occupy and Podemos: Mapping Three Stages of Contemporary Activism. TripleC: Communication, Capitalism & Critique, 15(2), 390 – 542.
New issue of Critical Education launched:
Volume 8, Number 4
March 1, 2017
The New Teachers’ Roundtable: A Case Study of Collective Resistance
Beth Leah Sondel
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
Neoliberalism; Teacher Resistance; Critical Pedagogy; Social Movements
Radical Departures: Ruminations on the Purposes of Higher Education in Prison
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University
Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.
The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.
In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.
Manuscripts may examine, but are not limited to, the following questions:
- What does it mean to teach and/or learn on inside prisons?
- How can educational theory inform possibility inside prison classrooms?
- What does/should education mean inside prisons during hyperincarceration?
- What should be the purposes of higher education in prison?
- How can/do various educational theories take root inside prison classrooms?
- Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
- How do examples in practice provide potential for re-theorization?
Manuscripts due: May 1, 2017.
For details on manuscript submission see: Critical Education Information for Authors
Additional questions can be directed to Erin L. Castro: firstname.lastname@example.org
Critical Education Special Series: Call for Papers
(Re)Considering STEM Education: A Special Series in Critical Education
Critical Education provides a space for inquiry into the philosophies and contexts of educational priorities set by today’s global elite and the role of STEM Education in the political and economic restructuring of education and educational research. The time is now for an ongoing, dedicated space that deconstructs and reconstructs the interdisciplinary, ubiquitous, powerful and perhaps dangerous STEM (Science, Technology, Engineering and Mathematics). The series title reflects our concerns and suggests a space for dedicated inquiries taking up oppositions to—and substantive and timely reframings of—STEM. It is the desire of the editors of this series to cultivate a series of articles from a diverse array of educational research occurring both within and from outside the critical-foundations community. The special series continues a long tradition of such critique, at least those occurring in STEM related journals like For the Learning of Mathematics, Journal of Urban Mathematics Education and Cultural Studies of Science Education, and will be the first location dedicated specifically to critical explication of STEM on the whole.
We invite manuscripts that contribute to understanding and defining STEM education in a variety of ways, from critical curricular and pedagogic explorations of STEM contents on their own and in total, to broader conception of STEM such as the infiltration of STEM culture throughout higher education and research programs. In considering STEM, we especially seek explorations (re)considering how STEM perpetuates systems of domination and hierarchy while potentially offering unexpected moments for reformations that foster alternatives. In other words, how is mainstream STEM a part of the problem? In (re)considering STEM, we hope contributions will provide the opportunities for scholarly projects that range from policy to grant research, curriculum to media, experiences in STEM education from diverse students, and from teacher innovation to student resistance.
The issue aims to critique STEM but also present it as a space for critical examinations that move beyond the traditional perspectives reproducing the dominance of STEM. Such endeavors might include but are not limited to manuscript submissions that draw from a variety of frameworks appropriate to critical-foundations work, including critical theories like, ecojustice education, critical race theory and critical disability studies and with goals that counter neoliberal projects and embrace community, democracy, anarchism and anti-capitalism. In general, this series seeks to foster an ongoing scholarly conversation through manuscripts that broadly engage the question: How are critical scholars engaging and working within STEM educational spaces and/or habits of mind?
All manuscripts, including references and notes, should be 4000-6000 words. Authors are encouraged to submit complete manuscripts that match this call for papers as soon as possible. For now, this is an open call lasting at least through December, 30 2016.
All manuscripts are subject to the journal’s blind peer review process and are to be submitted online at http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions).
Pending review and the editors’ approval, articles will be published in this special series of Critical Education. Articles should follow the journal style guidelines of APA 6th Edition
We also encourage essay reviews of books on these subjects. For more information about submitting a book review contact the editors. Reviews should be approximately 2500 words.
If you have any further questions, please don’t hesitate to contact us.
New Workplace Issue #25
- Writing About Academic Labour
- Survival in the New Corporatized Academy: Resisting the Privatization of Higher Education
- The Radical Keynes: An Appraisal
- “A Multitude of Wedges:” Neoliberalism and Micro-Political Resistance in British Columbia’s Public Schools 2001-2014
- British Columbia Obstructs the Shock Doctrine: Struggle, Solidarity, and Popular Resistance
- Higher Education Reform in Bangladesh: An Analysis
Md Moazzom Hossain, Amir Md Khan
- Film Review of Economic Freedom in Action: Changing Lives
Sandra Ximena Delgado, Michelle Gautreaux
Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).
The series will be launched on March 30, 2015 and run through August 15, 2015.
Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:
Forthcoming Articles in Volume 6:
Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Manchester Metropolitan University
Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein
Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
California State University, East Bay
Rebecca A. Goldstein
Montclair State University
Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Hobart and William Smith College
Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media: An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University
Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
University of British Columbia
Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Loyola University Chicago
Volume 6 Number 13
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
University of Texas at Austin
Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
University of Illinois at Urbana-Champaign
Volume 6 Number 15
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln
Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati
Volume 5, Number 17
November 15, 2014
News Framing and Charter School Reform
This paper reviews the historical development of charter schools and the ways in which charter schools are currently viewed by the American public. Using the tools of news framing analysis, the study also examines a sample of news reports from The Washington Post, The New York Times, and The Philadelphia Inquirer in order to identify dominant news frames. This process reveals two dominant frames — Public Accountability, and Freedom, Choice, and Innovation – which are illustrated with excerpts from the news sample. The paper concludes by considering the implications of these frames for charter school reform and suggests several new directions for scholarship in this area.
Charter Schools; School Reform; News Framing; Politics of Education