Juan F. Carrillo, Dan Heiman, Noah De Lissovoy
Saili Kulkarni, Sunyoung Kim, Nicola Holdman
Posted in Publishing
Tagged anti-racism, children of color with disabilities, classing labor in academe, COVID 19 and classrooms, critical consciousness, Critical Education, critical research, education research, epistemic diobedience, ICES, OJS, open access publishing, pedagogical reflexivity, teacher discourse, virtual learning labs
Abstract
In this essay I challenge the anticommunism that has dominated critical pedagogy since its emergence in 1980, which coincided with imperialism’s somewhat successful counter-offensive against the global communist movement. It is within the context of the absence of communism and the communist movement that paved the way for the rise of Trump and the far right more generally. The anticommunism central to progressive forms of education, from a non-capitalist perspective, represents nothing less than the crossing of class lines. After outlining the major premises this work is grounded in, situated within a common debate between Marxism and Native studies, I review key responses to anticommunist propaganda. I then provide a brief history of the Soviet Union offering concrete responses to the anticommunism that has infected those of us on the educational left, especially in North America. I then offer a short discussion of the Black Panther Party as another example of the current relevance of the communist legacy in the United States and how this legacy has been systematically under attack. The text concludes with a brief summary of some of the core principles of the Party for Socialism and Liberation (PSL) as an example of a contemporary U.S.-based Marxist-Leninist communist party endowed with the necessary analysis and organizational structure to challenge capitalism and imperialism under a Trump presidency.
Keywords
Marxism; Marx; History; Critical Pedagogy; Communism; Anti-Communism; Social Class; Class War; Donald Trump
Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the
Table of Contents here and then visit our web site to review articles and items of interest.
Thanks for the continuing interest in our work,
Stephen Petrina
Sandra Mathison
E. Wayne Ross
Institute for Critical Education Studies
University of British Columbia
https://blogs.ubc.ca/ices/
Critical Education
Vol 4, No 7 (2013)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182445
Articles
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Healthy Systems: Literature, Nature, and Integrity
Rachel A Wilkinson
Abstract
Our interactions with everyday objects inform our understanding of the world; yet today much of what we use is tossed immediately. Items made in haste, used in haste, and made into waste belie the values that, for centuries, humans have taken for granted. What do our consumption practices teach our students today? I suggest that apathy, loss of agency, lack of integrity, and disconnection is often a result of our incomplete understanding of what lasts and where things go when we’re finished with them. Fortunately, the literature classroom, which can introduce students to texts such as “God’s Grandeur,” Grapes of Wrath, and Frankenstein, among others, offers educators an opportunity to challenge our throwaway society and reverence what lasts.
Posted in Publishing
Tagged Critical Education, education research, health, journals, literature, publications
Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to read articles and items of interest.
Thanks for the continuing interest in our work,
Sandra Mathison
Stephen Petrina
E. Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies
University of British Columbia
Critical Education
Vol 3, No 7 (2012)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182260
Articles
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Embracing Change: Reflection on Practice in Immigrant Communities
Gresilda Anne Tilley-Lubbs, Jennifer McCloud
Posted in Uncategorized
Tagged Critical Education, education research, immigrant communities, journals, publications