Tag Archives: Critical pedagogy

New Book: Rethinking Social Studies: Critical Pedagogy in Pursuit of Dangerous Citizenship

I’m please to announce the publication of my new book Rethinking Social Studies: Critical Pedagogy in Pursuit of Dangerous Citizenship (Information Age Publishing, 2017).

The book is published as a volume in the series: Critical Constructions: Studies on Education and Society, which is edited: Curry Stephenson Malott, West Chester University of Pennsylvania. Brad J. Porfilio, CSU, East Bay. Marc Pruyn, Monash University. Derek R. Ford, DePauw University. Thanks to all the editors for their support of this project.

I would also like to thank Peter McLaren for writing the Foreword to the book. You can read of version of McLaren’s foreword to Rethinking Social Studies here: A Message to Social Studies Educators of the US in the Coming Trump Era.

Book Overview

Social studies is the most dangerous of all school subjects. Its danger, however, is a matter of perspective.

Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not.

In practice social studies has been and continues to be profoundly conversing in nature. Social studies is the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. If you don’t eat your meat, you can’t have any pudding! If you do not memorize these facts, accept these myths as truths so you can pass these exams to get those credentials, then you will not get any pudding. That is the way the world works. And good social studies teachers are here to make the meat palatable because they want everyone to be able to have some pudding.

Social studies too often teaches myths instead of encouraging critical explorations of human existence. Schools are fundamentally authoritarian, hierarchical institutions, they produce myriad oppressive and inequitable by-products and social studies is an integral component in this process.

The challenge, perhaps impossibility, is discovering ways in which schools in general and social studies in particular can contribute to positive liberty. That is a society where individuals have the power and resources to realize and fulfill their own potential, free from the obstacles of classism, racism, sexism and other inequalities encouraged by educational systems and the influence of the state and religious ideologies. A society where people have the agency and capacity to make their own free choices and act independently based on reason not authority, tradition, or dogma.

Does that sound too idealistic to you? Utopian even? I would not be surprised if it did. Many of my students (and more of my colleagues) say the same. They argue for the importance of being “realistic” or “adjusting to circumstances as they are” as if the really existing social studies classes in all their boring and socially reproductive glory are natural phenomenon beyond human capacity to change. I can understand this point of view, but cannot embrace it. You can just throw up your hands or argue for being realistic, but in the face of a world filled with injustices I do not believe sustaining the status quo is an admirable goal and neither is sustaining a social studies that offers conventional (non)explanations of the world.

In 1843, Arnold Ruge overcome with revolutionary despair, wrote a letter to Karl Marx lamenting the impossibility of revolution because the German people were too docile: “our nation has no future, so what is the point in our appealing to it?” To which Marx replied “You will hardly suggest that my opinion of the present is too exalted and if I do not despair about it, this is only because its desperate position fills me with hope.” This is an example of what philosopher Giorgio Agamben has called “the courage of hopelessness.” The courage of hopelessness is an optimistic response to pessimistic circumstances. The equivalent of responding to the criticism that you are “being too idealistic” with “be realistic, demand the impossible!”

The hegemonic system of global capitalism dominates not because people agree with it. It rules because most people are convinced “There Is No Alternative.” Indeed, as I argue in this book the dominant approach to schooling and curriculum, particularly in social studies education, is aimed at indoctrinating students into this belief.

Utopian thinking allows us to consider alternatives, such as the pedagogical imaginaries which this book explores, in attempt to open up spaces for rethinking our approaches to learning, teaching, and experiencing the world. These imaginaries are necessary because traditional tropes of social studies curriculum (e.g., democracy, voting, democratic citizenship) are essentially lies we tell ourselves and students (because democracy is incompatible with capitalism; capitalist democracy creates a shallow, spectator version of democracy at best; democracy as it operates now is inseparable from empire/perpetual war and vast social inequalities).

We certainly have plenty of fuel for our hopes. The challenge we face as social studies educators is to not warm our students’ hearts with empty hopes, but rather confront what are seemingly hopeless times for freedom and equality with a pedagogy and curriculum that come from a courage of hopelessness.

This book aims to rethink social studies so it becomes a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, to make change. Social studies should not be about showing life to students, but bringing them to life. The aim is not getting students to listen to entertaining lectures, but getting to speak for themselves, to understand people make their own history (even if they make it in already existing circumstances). These principles are the foundation for a new social studies, one that is not driven not by standardized curriculum or examinations, but by the perceived needs, interests, desires of our students, our communities of shared interest, and ourselves as educators.

*****

Rethinking Social Studies is organized into three parts. Part 1 – Redrawing the Lines, expands on the basic premises discussed above. Chapter 1 presents a description and critique of traditional social studies education. The chapter deconstructs the ideology of neutrality, which is frequently taught as part of social studies teacher education and examines the deleterious effects of conceiving of learning and citizenship as spectator projects. Chapter 2 presents a case study of right-wing think tank report on social studies as an example of the politics of the social studies and its connections to movement conservatism. By taking a close look at neo-conservative efforts to control the field and destroy the (at least theoretical) pluralism that has long characterized social studies we can better understand the normative nature of social studies and the inadequacy of adopting a neutral stance as social studies educators. Chapter 3, “Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship,” is in many ways the heart the book. This chapter presents an analysis of neoliberal education reforms in North America. Part of a Global Education Reform Movement (GERM), these corporate-driven reforms include three key strategies: (1) School choice and privatization; (2) human capital policies for teachers; and (3) standardized curriculum coupled with an increased use of standardized testing. The idea of “dangerous citizenship” is presented as a possible antidote to the stultifying effects of GERM on the freedom to think, learn, and teach social studies outside of a hegemonic worldview that is authoritarian and harbours racially, sexually, and class-based discriminatory traditions. Various possibilities for creative disruption of dominant assumptions and practices of social studies teaching and curriculum are presented as imaginaries for what might become insurgent pedagogies that foster dangerous citizenship.

The chapters in Part 2 ­– Social Education for Critical Knowledge for Everyday Life explore questions such as: What is the social justice? Chapter 4 takes a look at the relationship of social justice and power and argues that social justice requires much more that adopting a new vocabulary and socially and culturally inclusive curricula, rather it requires a revolution of everyday life.

Chapter 3 asks, What is critical pedagogy? Then takes a critical look at an approach that is filled with contradictions and too often comes across as either a theory-laden field for left wing academics or a radical idea that is domesticated by liberal teachers and teacher educators, or both. The chapter emphases the importance of everyday life and becoming as part of what it means to practice critical pedagogy.

Why is class an invisible concept in social studies? What would social studies look like if we put class at the center of the curriculum? Chapter 6, “Why Teaching Class Matters” describes both the invisibility of class in the social studies curriculum (and research) and presents an example of how class can be (and is) used as the organizing concept for a high school American Studies course. Chapter 7 analyzes the American empire – making connections between politics, foreign policy and the economy to illustrate the really existing class war in the United States (and the world) – as the context for the political and pedagogical project that is teaching and organizing for social change.

In an era marked by regimented curriculum, bureaucratic outcomes-based accountability systems, and corporatized educational aims, how do you keep your ideals and still teach? The answer to this question is multifaceted, but as argued in Chapter 8, there are at least two necessary, if insufficient responses. First, working in opposition to the mainstream of educational practice requires a question-posing approach. Secondly, collaborative thought and action are crucial to understanding and transformation of educational practices and social relations. Two counterstories are presented in this chapter. The first is based on the individual perspectives of two novice teachers. The second is the counterstory of a collective known as the Rouge Forum.

I often ask the social studies teachers to write about and examine the beliefs that inform their practice as educators. This task is useful in unearthing unstated assumptions that underlie our classroom practices and broader beliefs regarding the role of schools in society and reasons we teach what we teach. In Chapter 9, I have taken my own assignment and completed it, presenting a “my pedagogical creed” (based on the framework of John Dewey’s famously titled article). My hope is that you will be inspired to write your own pedagogical creed as a way analyzing and gaining insight into your practice as a social studies educator.

Part 3 – Beyond the Classroom, extends some themes from earlier in the book and provides an overview of key ideas found in Parts 1 and 2 (plus a few new ones). Democracy within the social studies curriculum is too often presented in its most weak and superficial form, that is, as process of electing of representatives and the functions of government. I say, “don’t vote, engage politics!” and Chapter 10 presents one approach to political engagement, writing for popular media. Chapter 11 is my own “educational autobiography,” another assignment I ask my students to complete, this activity aims to make sense of our current assumptions, thinking, and practices as educators by historicizing and analyzing their preconditions. The idea is that if we can better understand the sources of our present thinking and practice we can then better understand our present circumstances and more clearly envision how what we think and do today can help us achieve our goals in the future. The book closes with an interview conducted by Carlo Fanelli in which I discuss a wide-range of topics, including corporate education reform, critical pedagogy, and educational and politic activism. In many ways this interview is an overview and summary of ideas from the previous chapters.

*****

As researcher, teacher, book and journal editor I have had the privilege and honour to collaborate with many fine educators and scholars. When considering my work it is impossible to separate ideas and accomplishments that could be described as my own from those that are the result of collaboration with others. Mark Twain said,

“There is no such thing as a new idea. It is impossible. We simply take a lot of old ideas and put them into a sort of mental kaleidoscope. We give them a turn and they make new and curious combinations. We keep on turning and making new combinations indefinitely; but they are the same old pieces of coloured glass that have been in use through all the ages.”

Twain is right, but only up to a point. If we continue to manipulate that kaleidoscope at some point we will witness something entirely new, yet carrying forward aspects of what it was. We can understand and change the world and in the process we create ourselves anew. This is what I have experienced in my collaborative relationships with others and it is important for me to acknowledge those folks who contributed to who I am today as a person, a teacher, and a scholar.

This book emphases my collaborations with Kevin D. Vinson, Perry Marker, Rich Gibson, and Gregg Queen.

Kevin and I have had a long and fruitful collaboration as writing partners, but most importantly as friends. I came to now him when he submitted an manuscript to a journal I was editing and I like it so much I had to call him up and talk about it. That was, of course, back in the day when people actually called each other on the phone. Our interests and thinking has been so intertwined over the years that each of us has written pieces then given the other credit for writing. We allowed ourselves the conceit that our relationship was not unlike Lennon and McCartney, without the hits.

Perry and I met as graduate students when Ohio State University and Indiana University regularly held colloquia for social studies students and faculty, since then we have worked together on nearly twenty presentations, articles, and journal issues. Perry’s work as a social studies teacher educator and curriculum scholar is the exemplar of critical, democratic praxis and I have long admired his dedication to both the ideals of democracy and his students, but most of all I appreciate his friendship, particularly his willingness to engage with me in spirited discussions of politics and baseball, which are often fuelled by bourbon whiskey.

I was chairing the question and answer part of a conference session when this fellow wearing a black leather jacket stood up and asked a question that pulled the rug out from under the assumptions of all the prior presentations. Afterwards, I chased the guy down and found out his name was Rich Gibson and soon learned he was a full-time troublemaker and revolutionary. We began working together almost immediately, helping to found the Rouge Forum and writing articles for newspapers, political and academic journals, co-editing books and journals. He has been my mentor on Marx, martial arts, spaghetti westerns, revolution, and all things Detroit (and I reciprocate by sharing obscure blues, R & B, and rockabilly recordings with him).

Greg Queen is Rich’s former graduate student and in my mind he is one of the most unique and accomplished high school social studies teachers ever. He has provided leadership for social change in his community and nationally as the Community Coordinator for the Rouge Forum. His teaching embodies a critical, revolutionary spirit and he has been honoured for his dedication to teaching against the grain with the National Council for the Social Studies’ defence of academic freedom award. Greg does what most social studies teachers are afraid to do, objectively teach the unvarnished truth of United States history. When my students say nobody can teach that way and keep their job, Greg is the person I point to.

The influences of Kevin, Perry, Rich, and Greg are easy enough to spot in the pages of this book, but I must acknowledge a number of others who have influenced my thinking and practice as an educator. As a social studies educator I am deeply indebted to my professors, particularly Richard C. Phillips (University of North Carolina, Chapel Hill) and M. Eugene Gilliom (The Ohio State University) and my teachers at Independence High School in Charlotte, NC, the epitome, in a curricular sense, of the “shopping mall” high school.

I have learned much from many superb colleagues in the field of social studies education, including: Ceola Ross Baber, Jane Bernard-Powers, Jeffrey W. Cornett, Margaret Smith Crocco, Abraham DeLeon, Ronald W. Evans, Stephen C. Fleury, Four Arrows (aka Don T. Jacobs), Todd Hawley, Neil O. Houser, Gregg Jorgensen, Joseph Kahne, Gloria Ladson-Billings, Christopher R. Leahey, Merry Merryfield, Jack L. Nelson, Nel Noddings, Paul Orlowski, Valerie Ooka Pang, Marc Pruyn, Doug Selwyn, Özlem Sensoy, Walter Werner, Joel Westheimer, and Michael Whelan.

It has been a privilege to collaborate with many great scholars on a variety of projects including, Derek Ford, David Gabbard, David W. Hursh, Kathleen Kesson, Johnny Lupinacci, Curry Stephenson Malott, Gail McCutcheon, Stephen Petrina, Ken Saltman, Patrick Shannon, Larry Stedman, Ken Teitelbaum, John F. Welsh, and Mark Wolfmeyer.

All the people in, and around, The Rouge Forum have continued to be a huge inspiration to me as a scholar, teacher, and activist, most especially Brad Porfilio, Faith Agostinone Wilson, Gina Steins, Bryan Reinholdt, Joe Wegwert, Amber Goslee, Dennis Carlson, Peter McLaren, and Adam Renner (1970-2010).

Colin and Rachel continue to make me a proud father. And, as always, the person who provides my life with love, happiness, and excitement is Sandra Mathison.

Table of Contents
Foreword, Peter McLaren.
Acknowledgments.
Preface.
Permissions.
PART I: REDRAWING THE LINES
CHAPTER 1: Redrawing the Lines: The Case Against Traditional Social Studies Instruction.
CHAPTER 2: If Social Studies Is Wrong, I Don’t Want to Be Right (with Perry Marker). CHAPTER 3: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship (with Kevin D. Vinson).
PART II: SOCIAL EDUCATION AND CRITICAL KNOWLEDGE FOR EVERYDAY LIFE
CHAPTER 4: Social Studies Requires a Revolution of Everyday Life.
CHAPTER 5: Broadening the Circle of Critical Pedagogy.
CHAPTER 6: Why Teaching Class Matters (with Gregg Queen).
CHAPTER 7: Education for Class Consciousness (with Rich Gibson).
CHAPTER 8: How Do I Keep My Ideals and Still Teach (with Rich Gibson, Greg Queen, and Kevin D. Vinson).
CHAPTER 9: Teaching for Change: Social Education and Critical Knowledge for Everyday Life.
PART III: BEYOND THE CLASSROOM
CHAPTER 10: Social Studies as Public Pedagogy: Engaging Social Issues in the Media. CHAPTER 11: A Sense of Where You Are.
CHAPTER 12: Critical Education and Insurgent Pedagogies: An Interview With E. Wayne Ross.
About the Author.

The Courage of Hopelessness: Democratic Education in the Age of Empire [Video]

banner seminar for web

Dr. E. Wayne Ross| Professor, EDCP

January 15, 2016

Short Bio:
E. Wayne Ross is Professor in the Department of Curriculum and Pedagogy at UBC. He has written and edited numerous books including: Critical Theories, Radical Pedagogies and Social Education (Sense, 2010); The Social Studies Curriculum: Purposes, Problems and Possibilities (4th Ed., SUNY Press, 2014) and Working for Social Justice Inside and Outside the Classroom (Peter Lang, 2016). He also edits the journals Critical Education, Workplace: A Journal for Academic Labor, and Cultural Logic.

Abstract:
In this talk I argue there is a disconnect between the rhetoric and reality of democracy in North America that subverts traditional approaches to democratic education. The tropes that have historically dominated the discourse on democracy and democratic education now amount to selling students (and ourselves) a lie about history and contemporary life. Our challenge is to re-imagine our roles as educators and find ways to create opportunities for students to create meaningful personal understandings of the world. Education is not about showing life to people, but bringing them to life. The aim is not getting students to listen to convincing lectures by experts, but getting them to speak for themselves in order to achieve, or at least strive for an equal degree of participation and a more democratic, equitable, and justice future. This requires a new mindset, something I call dangerous citizenship.

New Book: Working for Social Justice Inside and Outside the Classroom

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I am pleased to announce a new book just published by Peter Lang, Working for Social Justice Inside and Outside the Classroom: A Community of Students, Teachers, Researchers, and Activistswhich I co-edited.

Working for Social Justice Inside and Outside the Classroom delivers critical counter-narratives aimed at resisting the insatiable greed of a few and supporting a common good for most. The book reflects the efforts of a hopeful community, the Rouge Forum, which has been working against perpetual war, corporate education reform, the destruction of our natural environment, increasing poverty, and social inequalities as they fight to preserve democratic ideals in a just and sustainable world. Written teachers, researchers, and activists, this collection is a tapestry of social justice issues woven in and out of formal and informal education.

The Rouge Forum has endured for two decades, a group of educators, students, parents, organizers, and activists who persist in working for social justice, democratic education and a common good. Founded by social education teachers, scholars, and activists, the Rouge Forum moves like waves that, once set in motion, are unstoppable. This remarkably inclusive community has been sustained with hundreds of thousands of visitors to the Rouge Forum website, annual conferences held throughout the United States and Canada, and many of the original founders continuing to ride the waves of change.

The Rouge Forum is uniquely inclusive. Educators, scholars, students, writers, union organizers, artists, and many more gather each year for dialogic interaction and learning together. Membership crosses cultural, national, racial, and class boundaries in the struggle for a just and sustainable world.

Rouge Forum conferences aim to foster dialogue among participants rather than stand-and-deliver speeches. Panel and roundtable discussions are encouraged. As one student said after presenting on a panel at the 2014 Denver Conference, “As we went one by one, you could tell that our confidence continued to rise. When we completed our panel, the crowd kept the conversation going with questions …about our ideas…on how to have dialogic discussions and [build] communities….” She continued saying that the participants were not asking questions about what they knew, how much they had prepared for their panel presentation, instead they wanted to know what those students thought. She ended by saying “…this experience was one for the books.”

This book was written for those who fight for democratic ideals and work against perpetual war, the destruction of our natural environment, and increasing poverty and social inequalities. As the world watches the skewed mass media portrayal of the 99%, the people of the Rouge Forum stand together to delivering a counter-narrative.

Contents:

Nancye McCrary & E. Wayne Ross: Working for Social Justice Inside and Outside the Classroom: A Community of Teachers, Researchers, and Activists

Nancye McCrary: The Last Teacher

Staughton Lynd: What Is to Be done?

Susan Ohanian: Against Obedience

Alan Singer & Eustace Thompson: Pearson, Inc.: Slashing Away at Hercules’ Hydra

Faith Agostinone-Wilson: Relation of Theory and Research to Practice in Social Justice Education – On the Urgency and Relevance of Research for Marxists

Four Arrows & Darcia Narvaez: Reclaiming Our Indigenous Worldview: A More Authentic Baseline for Social/Ecological Justice Work in Education

Rich Gibson: Why It Is Possible and Imperative to Teach Capital, Empire, and Revolution – and How.

Dave Hill: Class Struggle and Education: Neoliberalism, (Neo)conservatism, and the Capitalist Assault on Public Education

Doug Selwyn: Social Justice in the Classroom? It Would Be a Good Idea

Patrick Shannon: Poverty, Politics, and Reading Education in the United States.

Glenabah Martinez: Counter-Narratives in State History: The 100 Years of State and Federal Policy Curriculum Project

E. Wayne Ross: Broadening the Circle of Critical Pedagogy

Leah Bayens: Social Justice Education Outside the Classroom: «Putting First Things First»: Obligation and Affection in Ecological Agrarian Education.

Tara M. Tuttle: «Barely in the Front Door» but Beyond the Ivory Tower: Women’s and Gender Studies Pedagogy Outside the Classroom

Paul Street: Our Pass-Fail Moment: Livable Ecology, Capitalism, Occupy, and What Is to Be Done

Brad J. Porfilio & Michael Watz: Youth-Led Organizations, the Arts, and the 411 Initiative for Change in Canada: Critical Pedagogy for the 21st Century.

Working for Social Justice Inside and Outside the Classroom, is the second book published in the Peter Lang book series Social Justice Across Contexts in Education.

Read the read the preface and introduction here.

CFP: Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 theme:
critical pedagogy vs. capital:
reigniting the conversation

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

New book: The Phenomenon of Obama and the Agenda for Education – 2nd Edition

The Phenomenon of Obama and the Agenda for Education – 2nd Edition
Can Hope (Still) Audaciously Trump Neoliberalism?

Edited by:
Paul R. Carr, Université du Québec en Outaouais
Brad J. Porfilio, CSU, East Bay

A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Curry Stephenson Malott, West Chester University of Pennsylvania, Brad J. Porfilio, California State University, East Bay, Marc Pruyn, Monash University, Derek R. Ford, Syracuse University.

Published 2015

Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. 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, education institutions 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 United States, and beyond – 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 – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize 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, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. 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.

CONTENTS
Acknowledgments. Foreword: Barack Obama’s Neoliberal War on Public and Democratic Education (2014, for the second edition), Paul Street. Foreword: Challenging the Empire’s Agenda for Education (2011, for the first edition), Christine Sleeter. Introduction: Audaciously Espousing Hope (well into a second mandate) Within a Torrent of Hegemonic Neoliberalism: The Obama Educational Agenda and the Potential for Change, Paul R. Carr and Brad J. Porfilio.

SECTION I: USING HISTO RICAL AND THEORETICAL INSIGHTS TO UNDERSTAND OBAMA’S EDUCATIONAL AGENDA. Even More of the Same: How Free Market Capitalism Dominates Education, David Hursh. “The Hunger Games”: A Fictional Future or a Hegemonic Reality Already Governing Our Lives?Virginia Lea. Ignored Under Obama: Word Magic, Crisis Discourse, and Utopian Expectations, P. L. Thomas. The Obama Education Marketplace and the Media: Common Sense School Reform for Crisis Management, Rebecca A. Goldstein, SheilaMacrine, and Nataly Z. Chesky.

SECTION II: THE PERILS OF NEOLIBERAL SCHOOLING: CRITIQUING CORPORATIZED FORMS OF SCHOOLING AND A SOBER ASSESSMENT OF WHERE OBAMA IS TAKING THE UNITED STATES. Charter Schools and the Privatization of Public Schools, Mary Christianakis and Richard Mora. Undoing Manufactured Consent: Union Organizing of Charter Schools in Predominately Latino/a Communities, Theresa Montaño and Lynne Aoki. Dismantling the Commons: Undoing the Promise of Affordable, Quality Education for a Majority of California Youth, Roberta Ahlquist. Obama, Escucha! Estamos en la Lucha! Challenging Neoliberalism in Los Angeles Schools,Theresa Montaña. From PACT to Pearson: Teacher Performance Assessment and the Corporatization of Teacher Education, Ann Berlak and Barbara Madeloni. Value-Added Measures and the Rise of Antipublic Schooling: The Political, Economic, and Ideological Origins of Test-Based Teacher Evaluation, Mark Garrison.

SECTION III: ENVISIONING NEW SCHOOLS AND A NEW SOCIAL WORLD: STO RIES OF RESISTANCE, HOPE, AND TRANSFORMATION. The Neoliberal Metrics of the False Proxy and Pseudo Accountability, Randy L. Hoover. Empire and Education for Class Consciousness: Class War and Education in the United States, Rich Gibson and E. Wayne Ross. Refocusing Community Engagement: A Need for a Different Accountability, Tina Wagle and Paul Theobald. If There is Anyone Out There…, Peter McLaren. Afterword: Working the Contradictions: The Obama Administration’s EducationalPolicy and Democracy to Come (from the 2011 edition), Dennis Carlson. Afterword: Barack Obama: The Final Frontier, Peter Mclaren. Afterword: Reclaiming the Promise of Democratic Public Education in New Times, Dennis Carlson.About the Authors. Index.

Phenomenon of Obama 2 ed

New UBC graduate program in critical pedagogy & education activism

NEW MASTERS PROGRAM IN THE INSTITUTE FOR CRITICAL EDUCATION STUDIES

CRITICAL PEDAGOGY AND EDUCATION ACTIVISM

BEGINS JULY 2015

APPLY NOW!

The new UBC Masters Program in Critical Pedagogy and Education Activism (Curriculum Studies) has the goal of bringing about positive change in schools and education. This cohort addresses issues such as environmentalism, equity and social justice, and private versus public education funding debates and facilitates activism across curriculum and evaluation within the schools and critical analysis and activism in communities and the media. The cohort is organized around three core themes: solidarity, engagement, and critical analysis and research.

BCTFRallySignJune2014

The new UBC M.Ed. in Critical Pedagogy and Education Activism (Curriculum Studies) is a cohort program in which participants attend courses together in a central location. It supports participation in face-to-face, hybrid (blended), and online activism and learning.

A Perfect Opportunity

  • Earn your Master’s degree in 2 years (part-time)
  • Enjoy the benefits of collaborative study and coalition building
  • Channel your activism inside and outside school (K-12)
  • Develop your knowledge of critical practices with media and technology

Cohort Advisors
Sandra Mathison, Professor, Department of Educational & Counselling Psychology & Special Education
Stephen Petrina, Professor, Department of Curriculum and Pedagogy
E. Wayne Ross, Professor, Department of Curriculum and Pedagogy

Institute for Critical Education Studies

Cultural Logic Releases Three Volumes of Critical Scholarship In One Day

Cultural Logic has just announced an epic launch of three volumes of critical scholarship addressing a wide range of issues.

Cultural Logic, which has been on-line since 1997, is a open access, non-profit, peer-reviewed, interdisciplinary journal that publishes essays, interviews, poetry, reviews (books, films, other media), etc. by writers working within the Marxist tradition.

Volumes 2011 and 2012 were edited by David Siar.

Volume 2013 is the open access version the Education for Revolution issue that was published by Works & Days in December 2013, which I co-edited with Rich Gibson. Thanks to everyone for your contributions, to David Downing and his team for publishing the issue in Works & Days, to David Siar for his editorial and site management, and to Joe Ramsey for suggesting the WD/CL collaboration for the Education for Revolution issue.

Below are the Contents for Volumes 2011, 2012, and 2013

Cultural Logic, Volume 2011
Articles
Mathias Dapprich
“A Contribution Towards a Critical Theory of School Shootings”

Jerry Leonard
“Reading Notes on Sangeeta Ray’s Gayatri Chakravorty Spivak: Polemic with Digressions on a Theory of Irreducibility”

Ronald Paul
“The Politics of the Personal in Edward Upward’s The Spiral Ascent”

Spyros Sakellaropoulos
“On the Causes of the Civil War in Nepal and the Role of the Communist Party of Nepal (Maoist)”

Larry Schwartz
“Apocalypse Then: Philip Roth’s Indignation”

Daniel Silvermintz
“Enlightenment in the Shopping Mall”

Response and Counter-Response
Mike Jones
“Some Comments on Sven-Eric Holmström’s ‘New Evidence’ Concerning the Hotel Bristol in the First Moscow Trial of 1936”

Sven-Eric Holmström
“Reply to Mike Jones”

Poetry
Christopher Barnes
(From) The Electric Chair Poems

Cultural Logic, Volume 2012
Articles
Julianne Buchsbaum
“Alienation, Reification, and Narrativity in Russell Banks’ Affliction”

Alzo David-West
“North Korea and the Theory of the Deformed Workers’ State: Definitions and First Principles of a Fourth International Theory”

Haidar Eid
“White Noise: Representations of (Post)modern Intelligentsia”

Doug Enaa Greene
“Leninism and Blanquism”

Desmond Peeples
“Toward an Anarcho-Empiricism: Integrating Precedent, Theory, and Impetus in the Anarchist Project”

E. San Juan, Jr.
“In Lieu of Saussure: A Prologue to Charles Sanders Peirce’s Theory of Signs”

Huei-ju Wang
“Becoming ‘Migrant John’: John Steinbeck and His Migrants and His (Un)conscious turn to Marx”

Poetry
George Snedeker
Selected Poems

Cultural Logic, Education for Revolution, Volume 2013
Preface
E. Wayne Ross & Rich Gibson
“Education for Revolution”

Foreword
David B. Downing, Nicholas P. Katsiadas, Tracy J. Lassiter & Reza Parchizadeh
“Forward to the Revolution” (Forward to the Works & Days Edition)

Articles
Rich Gibson
“Barbarism Rising: Detroit, Michigan and the International War of the Rich on the Poor”

E. Wayne Ross & Kevin D. Vinson
“Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenry”

Julie A. Gorlewski & Brad J. Porfilio
“Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy”

Timothy Patrick Shannon & Patrick Shannon
“Learning to Be Fast Capitalists on a Flat World”

Brian D. Lozenski, Zachary A. Casey & Shannon K. McManimon
“Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge”

Mike Cole
“Schooling for Capitalism or Education for Twenty-First Century Socialism?”

Curry Stephenson Malott
“Class Consciousness and Teacher Education: The Socialist Challenge and the Historical Context”

Deborah P. Kelsh
“The Pedagogy of Excess”

John Maerhofer
“Undermining Capitalist Pedagogy: Takiji Kobayashi’s Toseikatsusha and the Ideology of the World Literature Paradigm”

Grant Banfield
“Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch”

David J. Blacker
“The Illegitimacy of Student Debt”

Alan J. Singer
“Hacking Away at the Corporate Octopus”

Richard A. Brosio
“A Tale of Two Cities —— and States”

Alan Spector
“SDS, the 1960s, and Education for Revolution”

Education for Revolution special issue of Works & Days + Cultural Logic launched

Education for Revolution a special issue collaboration of the journals Works & Days and Cultural Logic has just been launched.

Check out the great cover image (Monument to Joe Louis in Detroit) and the equally great stuff on the inside. Hard copies of the issue available from worksanddays.net and Cultural Logic will be publishing and expanded online version of the issue in the coming months.

Rich and I want to thank David B. Downing and his staff at Works & Days for the fabulous work they did on this issue, which is the second collaboration between the two journals. Read Downing’s foreword to the issue here.

Works & Days + Cultural Logic
Special Issue: Education for Revolution
E. Wayne Ross & Rich Gibson (Editors)
Table of Contents

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
Rich Gibson, San Diego State University

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship
E. Wayne Ross, University of British Columbia
Kevin D. Vinson, University of The West Indies

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
Julie Gorlewski, State University of New York, New Paltz
Brad Porfilio, Lewis University

Learning to be Fast Capitalists on a Flat World
Timothy Patrick Shannon, The Ohio State University
Patrick Shannon, Penn State University

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

Schooling for Capitalism or Education for Twenty-First Century Socialism?
Mike Cole, University of East London

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
Curry Stephenson Malott, West Chester University of Pennsylvania

The Pedagogy of Excess
Deborah P. Kelsh, The College of Saint Rose

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
John Maerhofer, Roger Williams University

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
Grant Banfield, Flinders University of South Australia

The Illegitimacy of Student Debt
David Blacker, University of Delaware

Hacking Away at the Corporate Octopus
Alan J. Singer, Hofstra University

A Tale of Two Cities ¬– and States
Richard Brosio, University of Wisconsin, Milwaukee

SDS, The 1960s, and Education for Revolution
Alan J. Spector, Purdue University, Calumet

Cultural Logic, Works & Days to co-publish special issues on “Education for Revolution”

The journals Cultural Logic and Works & Days are collaborating to co-publish special issues on “Marxism and Education: International Perspectives on Education for Revolution.”

The issue will be published this fall, in print, by Works & Days. Cultural Logic will then publish an expanded online version—including several additional articles, including pieces on Greece, India, and Turkey—in 2014.

Rich Gibson and E. Wayne Ross, co-editors of the special issue, describe the context and focus of the issue as:

The core issue of our time is the reality of the promise of perpetual war and escalating color-coded inequality met by the potential of a mass, activist, class-conscious movement to transform both daily life and the system of capitalism itself. In this context, schools in the empires of the world are the centripetal organizing points of much of life. While the claim of capitalist schooling is, in the classics, education, “leading out,” the reality is that schools are segregated illusion factories, in some cases human munition factories. Rather than leading out, they encapsulate.

Mainstream educational and social research typically ignores, disconnects, the ineluctable relationships of what is in fact capitalist schooling, class war, imperialist war, and the development of varying forms of corporate states around the world.

At issue, of course, is: What to do?

The long view, either in philosophy or social practice is revolution as things must change, and they will.

Connecting the long view to what must also be a long slog necessarily involves a careful look at existing local, national, and international conditions; working out tactics and strategies that all can understand, none taken apart from a grand strategy of equality and justice.

“Marxism and Education: Education for Revolution” will be the second collaborative publishing project between Cultural Logic and Works & Days. In 2012, the journals co-published the special issue “Culture and Crisis,” edited by Cultural Logic co-editor Joseph G. Ramsey) in print and online versions.

Table of Contents for Marxism and Education: International Perspectives on Education for Revolution

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
Grant Banfield, Flinders University of South Australia

The Illegitimacy of Student Debt
David J. Blacker, University of Delaware

A Tale of Two Cities – and States
Richard A. Brosio, University of Wisconsin Milwaukee

Schooling For Capitalism or Education for Twenty-First Century Socialism?
Mike Cole, University of East London

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
Rich Gibson, San Diego State University

Reimagining Solidarity: Hip-Hop as Revolutionary Pedagogy
Julie A. Gorlewski, State University of New York, New Paltz
Brad J. Porfilio, Lewis University

The Pedagogy of Excess
Deborah P. Kelsh, The College of Saint Rose

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
Brian D. Lozenski, University of Minnesota
Zachary A. Casey, University of Minnesota
Shannon K. McManimon, University of Minnesota

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
John Maerhofer, Roger Williams University

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
Curry Stephenson Malott, West Chester University of Pennsylvania

Insurgent Pedagogies and Dangerous Citizenship
E. Wayne Ross, The University of British Columbia
Kevin D. Vinson, The University of The West Indies

Learning to be Fast Capitalists on a Flat World
Timothy Patrick Shannon, The Ohio State University
Patrick Shannon, Penn State University

Hacking Away at the Corporate Octopus
Alan J. Singer, Hofstra University

SDS, The 1960s, and Educating for Revolution
Alan J. Spector, Purdue University, Calumet

About the Co-editors:
Rich Gibson is emeritis professor of social studies in the College of Education at San Diego State University. He worked as a foundry worker, an ambulance driver, a pot and pan washer, fence painter, soda jerk, bank teller, surveyor’s assistant, assembly line chaser, a teacher, a social worker, organizer and bargaining agent for National Education Association, TA, and as a professor at Wayne State University. With about ten other people, he helped to found what is now the largest local in the UAW, local 6000, not auto-workers, but state employees.

E. Wayne Ross is professor in the Faculty of Education at the University of British Columbia and a former secondary social studies (Grades 8 to 12) and day care teacher in North Carolina and Georgia. He has taught at Ohio State University, State University of New York, and the University of Louisville. Ross is a member of the Institute for Critical Education Studies at UBC and co-editor of Critical Education and Workplace: A Journal for Academic Labor.

Gibson and Ross are co-editors of Neoliberalism and Education Reform (Hampton Press) and are co-founders of The Rouge Forum, a group of K-12 and university education workers, parents, community people, and students, engaged in fighting for a democratic and egalitarian society. Find out more about The Rouge Forum conferences here and here.

About Cultural Logic:
Cultural Logic—which has been on-line since 1997—is an open access, non-profit, peer-reviewed, interdisciplinary journal that publishes essays, interviews, poetry, reviews (books, films, other media), etc. by writers working within the Marxist tradition.

CL co-editors are: David Siar (Winston-Salem State University), Gregory Meyerson (North Carolina A & T University), James Neilson (North Carolina A & T University), Martha Gimenez, (University of Colorado), Rich Gibson (San Diego State University), E. Wayne Ross, (University of British Columbia), Joe Ramsey (Quincy College)

About Works & Days:
Works & Days provides a scholarly forum for the exploration of problems in cultural studies, pedagogy, and institutional critique, especially as they are impacted by the global economic crisis of late capitalism. Whereas most scholarly journals publish groups of relatively unrelated essays, each volume of Works & Days focuses on a specific issue, and contributors are encouraged to share their work with each other.

Recent special issues of the Works & Days journal have focused on the effect of globalization on women and the environment, the attacks on academic freedom, the privatization of higher education under neoliberal capitalism, the increasing exploitation of part-time, temporary faculty, the shift from print to electronic media, and the politics of knowledge.

Works & Days is edited by David B. Downing (Indiana University of Pennsylvania).

New issue of Critical Education: Pedagogy and Privilege: The Challenges and Possibilities of Teaching Critically About Racism

Critical Education
Vol 4, No 1 (2013)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182400

Articles
——–
Pedagogy and Privilege: The Challenges and Possibilities of Teaching
Critically About Racism
Ken Montgomery

Abstract
This reflective paper examines both the challenges and possibilities of drawing teacher education candidates into critical examination of cultural, structural, historical, and discursive dimensions of racism in the North American context. It considers the importance of fostering both a critical consciousness and humility amongst undergraduate education students as part of the process of preparing them to read and act upon schools and societies in ethically and politically responsible ways. It delineates some of the challenges in attempting to do this and offers up for discussion a few practical strategies for teaching against, through, and about the resistance and denials which often accompany efforts to teach critically about racism in university settings.