- Global Talks Thursday (Dec 10, 2020): Dialogue on Curriculum and Instruction in Relations to the Pandemic/Online Education
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- CFM Deadlined Extended: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America
- Dr. Sebastián Plá | “Curriculum and Structural Violence: Teaching Social Studies in Latin America’s Secondary Schools”
- E Wayne Ross on The Courage of Hopelessness: Democratic Education in the Age of Empire [Video]
- George Rammell on The Courage of Hopelessness: Democratic Education in the Age of Empire [Video]
- Shannon M on BC elementary school bans touching at recess #NoMoreTag #bced #yteubc #occupyeducation
- SD61 Board Meeting, June 17, 2013: The Record Off The Record: It Sounds So Nice | Lined Paper on BC schools face total budget shortfall of $130 million #bcpoli
- Monday Memo – June 3, 2013 | Surrey Teachers Association on BC Teachers Federation scores landmark victory in academic freedom and freedom of expression #bcpoli
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Monthly Archives: February 2016
VI International Conference on Critical Education – Dialogue, Solidarity & Resistance Against Neoliberalism and Neoconservatism in Education
The Courage of Hopelessness: Democratic Education in the Age of Empire [Video]
Dr. E. Wayne Ross | Professor, EDCP
January 15, 2016
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.
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.
CFP: AVPC 2016: Visual Pedagogies and Digital Cultures
Call for Papers AVPC 2016
We are pleased to announce the Second Call for Papers for the first Association of Visual Pedagogies Conference AVPC 2016: Visual Pedagogies and Digital Cultures. The conference is hosted by the University of Applied Sciences in Zagreb, Croatia, on June 18-19 2016.
Peer reviewed conference articles will be published in The Video Journal of Education & Pedagogy (Springer) and a invited selection from the conference will be published as a special issue by conference organisers in consultation with the Editor-in-Chief, Michael A. Peters.
Please send an abstract of no more than 400 words to Petar Jandrić (firstname.lastname@example.org) by 15 February 2016.
Conference website: http://avpc.tvz.hr/
We look forward to meeting you in Zagreb!
Petar Jandrić, University of Applied Sciences, Croatia, Michael A. Peters, University of Waikato, New Zealand, Tina Besley, University of Waikato, New Zealand, Jayne White, University of Waikato, New Zealand, Kathrin Otrel-Cass, Aalborg University, Denmark, John O’Neill, Massey University, New Zeland, Milan Bajić, University of Applied Sciences, Croatia.
Tagged AVPC, CFP, CFPs, digital cultures, visual pedagogies
CALL FOR PAPERS: Special issue of Policy Futures in Education Lefebvre’s teachings
CALL FOR PAPERS:
Special issue of Policy Futures in Education
Guest editor: Derek R. Ford, PhD
Although the person of Henri Lefebvre has been gone since 1991, the exploration of the implications of his thought for a variety of disciplines and social movements is still in its infancy. And it is likely to be a long life, as Lefebvre wrote over 60 books throughout his life, in addition to numerous articles, edited volumes, and lectures. Not only is the translation of his work into English still incomplete, but new manuscripts are still being discovered, Towards an Architecture of Enjoyment being the most recent.
Lefebvre’s thought has been most influential in geography and urban studies, animating key debates around, for example, the primary and secondary circuits of capital, industrialism versus urbanism, and spatial production more generally. It is primarily this body of secondary literature that has helped Lefebvre’s thought spread outward. Relatedly, his work on the right to the city has sparked a whole host of academic debates and policy formulations, and even some political coalitions. The growing importance of struggles over space in protest, social, and resistance movements across the globe has, to be sure, energized this interest.
Educational theory, research, and policy, however, have yet to engage with Lefebvre’s vast body of work in a sustained manner. There are just a handful of articles deeply engaging Lefebvre (e.g., Atasay and Delavan, 2012; Christie, 2013; Ford, 2013, in press; Taylor and Helfenbein, 2009) and one dedicated monograph (Middleton, 2013), although his work is referenced in and gestured toward quite a bit more often, primarily in sociology of education.
This special issue of Policy Futures in Education will be the first journal issue to focus specifically on Lefebvre’s thought and its import for educational theory, research, and policy. While authors need not be in the field of education proper, we seek submissions that represent sustained educational encounters with Lefebvre. Papers might examine Lefebvre’s work on everyday life and sociology, the state, rhythmanalysis, architecture, Marxism, dialectical materialism, Nietzsche, modernity, cities, space, or urbanism, and how this work relates to educational philosophies, practices, research, and policies. We are open to papers that explore Lefebvre’s relevance for education as well as papers that explore education’s relevance for Lefebvrean thought. If you are unsure if your topic will fit with the issue, please e-mail the editor for feedback.
An early expression of interest and a 200-300 word abstract is preferred by April 1st, 2016. Manuscripts—which should adhere to normal journal requirements—will be due October 1st, 2016. The expression of interest and abstract should be sent to email@example.com. Authors of successful expressions of interest/abstracts will be directed to submit full manuscripts at http://mc.manuscriptcentral.com/pfie.
About the guest editor:
Derek R. Ford is a teacher, organizer, and writer living in Philadelphia, PA, USA. He received his PhD in cultural foundations of education from Syracuse University in 2015. He has published several articles on Lefebvre and education and recently co-edited a special journal issue on education and the right to the city. His most recent books are Marx, capital, and education: Towards a critical pedagogy of becoming (with Curry Malott) and Leaders in critical pedagogy: Narratives for understanding and solidarity (with Brad Porfilio). His latest book, The secret and struggle of study: Political economy, alterity, pedagogy, will be published this year by Lexington Books.
Atasay, E., & Delavan, G. (2012). Monumentalizing Disaster and Wreak-construction: a case study of Haiti to rethink the privatization of public education. Journal of Education Policy, 27(4), 529-553.
Christie, P. (2013). Space, Place, and Social Justice: developing a rhythmanalysis of education in South Africa. Qualitative Inquiry, 19(10), 775-785.
Ford, D.R. (2013). Toward a Theory of the Educational Encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), 299-310.
Ford, D.R. (in press). A Pedagogy for Space: teaching, learning, and studying in the Baltimore Rebellion. Policy Futures in Education.
Middleton, S. (2013). Henri Lefebvre and Education: space, history, theory. London and New York: Routledge.
Taylor, H. L., & Helfenbein, R. J. (2009). Mapping Everyday: gender, Blackness, and discourse in urban contexts. Educational Studies, 45(3), 319-329.