Category Archives: Education theory & research

International Conference on Education in Historical and Democratic Memory

EDUCATION IN HISTORICAL AND DEMOCRATIC MEMORY

TRIBUTE TO PROFESSOR ERNESTO GÓMEZ

Faculty of Educational Sciences

University of Malaga, Spain

October 26-28, 2022

Desde febrero de 2020, en la Facultad de Ciencias de la Educación de la Universidad de Málaga, EDUSOC (Grupo de Investigación HUM 856 Educación Social y Ciudadana) organiza las Jornadas Memoria y Olvido en la Enseñanza de la Historia, junto a la asociación INCIDE (Inclusión, Ciudadanía, Diversidad y Educación), con el apoyo del Consejo Social de la universidad y la Asociación contra el Silencio y el Olvido y por la Recuperación de la Memoria Histórica de Málaga. De esta forma desarrollamos y visibilizamos prácticas formativas y docentes en torno a Lugares de la Memoria Democrática relevantes para la historiografía, pero desconocidos para la práctica educativa. Abordamos el fenómeno de la Desbandá o la huida de población civil de las tropas sublevadas que la bombardea por tierra, mar y aire, dando lugar al que es reconocido como el episodio más cruento de la Guerra Civil, con una cifra indeterminada de 3000 a 5000 víctimas. Cuenta con un especial tratamiento el antiguo Cementerio de San Rafael, la mayor fosa común en Europa Occidental, al haber sido escenario de la represión ejercida por los bandos contendientes y hasta los años 50, durante la Dictadura Franquista. El trabajo arqueológico ha descubierto 9 fosas comunes, 4300 víctimas identificadas, 2800 cuerpos recuperados, entre ellos 300 infantiles, muertos en la Cárcel de Mujeres.

En esta ocasión, con ayuda de la Secretaría de Estado de Memoria Democrática, celebraremos el I Congreso Internacional sobre Educación en Memoria Histórica y Democrática para participar en el debate público abierto, a causa de la tramitación parlamentaria y aprobación de la Ley de Memoria Democrática. Un evento científico de estas características puede aportar elementos de discusión vinculados con el Cap. IV Del deber de Memoria Democrática, en concreto relacionados con el artículo 56 Cumplir la importante misión educativa y de trasmisión de valores. A ello se suma la aprobación de los Reales Decretos de la LOMLOE, que siguiendo el artículo 45 de la anterior ley, recoge medidas en materia educativa como la actualización de contenidos curriculares y formación del profesorado.

Con todo ello queremos contribuir a visibilizar prácticas educativas, pero sobre todo a impulsar una investigación que aborde los desafíos éticos del futuro, la construcción de conciencia histórica y ciudadanía democrática. Esa tarea no podemos abordarla sin reflexionar e investigar de forma sistemática sobre cómo y por qué se abordan en el aula pasados en conflicto. El profesorado y el alumnado se debate en ese contexto, entre problemas pedagógicos y políticos, pero también a reacciones afectivas, a frustraciones y confusiones que necesitamos conocer para avanzar en el conocimiento didáctico.

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Since February 2020, at the Faculty of Educational Sciences of the University of Malaga, EDUSOC (Research Group HUM 856 Social and Citizen Education) organizes the Memory and Forgetfulness Conference in the Teaching of History, together with the INCIDE association (Inclusion, Citizenship, Diversity and Education), with the support of the Social Council of the university and the Association against Silence and Oblivion and for the Recovery of the Historical Memory of Malaga. In this way we develop and make visible training and teaching practices around Places of Democratic Memory relevant to historiography, but unknown to educational practice. We address the phenomenon of the Desbandá or the flight of the civilian population from the rebel troops that bombard it by land, sea and air, giving rise to what is recognized as the bloodiest episode of the Civil War, with an undetermined figure of 3,000 to 5,000 victims. The old San Rafael Cemetery, the largest mass grave in Western Europe, has received special treatment, as it was the scene of the repression exerted by the contending sides and until the 1950s, during the Franco dictatorship. Archaeological work has discovered 9 mass graves, 4,300 victims identified, 2,800 bodies recovered, including 300 children, who died in the Women’s Prison. during the Franco dictatorship. Archaeological work has discovered 9 mass graves, 4,300 victims identified, 2,800 bodies recovered, including 300 children, who died in the Women’s Prison. during the Franco dictatorship. Archaeological work has discovered 9 mass graves, 4,300 victims identified, 2,800 bodies recovered, including 300 children, who died in the Women’s Prison.

On this occasion, with the help of the Secretary of State for Democratic Memory, we will celebrate the I International Congress on Education in Historical and Democratic Memory to participate in the open public debate, due to the parliamentary processing and approval of the Democratic Memory Law. A scientific event of these characteristics can contribute elements of discussion linked to Chap. IV Of the duty of Democratic Memory, specifically related to article 56 Comply with the important educational mission and transmission of values. Added to this is the approval of the Royal Decrees of the LOMLOE, which, following article 45 of the previous law, includes measures in educational matters such as updating curricular content and teacher training.

With all this we want to contribute to making educational practices visible, but above all to promote research that addresses the ethical challenges of the future, the construction of historical awareness and democratic citizenship. We cannot tackle this task without systematically reflecting and investigating how and why conflicting pasts are addressed in the classroom. Teachers and students debate in this context, between pedagogical and political problems, but also affective reactions, frustrations and confusions that we need to know to advance in didactic knowledge.

Conference web stite

Program

#edusocmemoria

Book Cover Social Studies in Latin America

New book: Social Studies in Latin America: Critical Perspectives from the Global South

I’m very pleased to announce the publication of Social Studies in Latin America: Critical Perspectives from the Global South. Published by Routledge and co-edited by Sebastián Plá and me, this the first book in a new series titled Social Studies and Citizenship Education in the Global South.

Social Studies in Latin America offers a path forward, for the growing collaboration in social studies education between Global North and South educators, practitioners, and researchers. In this volume, leading critical social studies education researchers from Latin America explore the constant presence of colonialism, capitalism, patriarchy, and state violence.  Chapter contributors represent a large part of the continent, and offer perspectives on a wide range of topics, including; recent history and memory, cultural dimensions of social studies education, and comparative studies among Latin American countries.

By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.

Citation:

Plá, S., & Ross, E. W. (Eds.). (2023). Social studies education in Latin America: Critical perspectives from the Global South. Routledge. (Published August 30, 2022)

Reviews

Social Studies Education in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.

Edda Sant, Reader in Education, Manchester Metropolitan University, UK

There is an essential uniqueness toSocial Studies Education in Latin America that could truly benefit social studies education in North America. We are in urgent need of a global len s and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.

Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin, USA

The collection of critical research on social studies in Latin America, in dialogue with global issues, makes Social Studies Education in Latin America an indispensable contribution to the renewal of critical social studies education.

Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona, Spain

Social Studies Education in Latin America offers readers vital insights into critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.

Kent den Heyer, Professor, Department of Secondary Education, University of Alberta, Canada

Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes Social Studies Education in Latin America relevant.

Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico, Mexico

Table of Contents

Preface

1. The New Social Studies Research in Latin America: An Introduction
Sebastián Plá & E. Wayne Ross

2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School
Sandra Patricia Rodríguez Ávila

3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students
Fabián González Calderón & Graciela Rubio Soto

4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code
Omar Turra Díaz & Juan Salcedo-Parada

5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile
Carolina Huenchullán Arrué

6. Afrodescendant in Latin America and Social Studies: A Perspective from Mexico
Gabriela Iturralde Nieto

7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning
Fernando Seffner

8. Crossroads of History Teaching and Learning and Political Science in Latin America: TheResidenteProject
Luis Fernando Cerri

9. Disciplinary Codex in History Education
María Paula González

10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History
Ana Zavala

11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography
José Armando Santiago Rivera

12. The Panorama of Social Studies in Latin America Curricula
Sebastián Plá

Insurgent Social Studies

 

Insurgent Social Studies: Scholar-Educators Disrupting Erasure and Marginality has just been published by Myers Education Press.

The collection brings together contributions from a “new(er)” generation of social studies scholar-educators who take as one of their starting points a social studies curriculum that is “designed to erase or otherwise marginalize voices, bodies, and experiences not accepted by or created for the benefit of white supremacist society.”

The project was inspired by Wayne Au’s conception of pedagogy of insurgency. Au describes this kind of pedagogy as requiring:

  • Bravery and risk, as rebellious educators take the step of fighting back against social and educational injustice in public and visible ways.
  • Allies, accomplices, and solidarity, as educators and community members come together across different identities in order to build a more broad-based and effective movement for educational justice. This, in turn, also helps to mitigate risk.
  • Understanding organizing, protest, and demonstrations as a valuable and worthwhile form of pedagogy and curriculum in itself.
  • Using critical analyses of power as a central approach for teaching and learning about social and educational injustice.
  • Developing a curriculum of insurgency for educators, students, and the community to engage in critical analyses of power in schools and society.
  • Embracing schools as sites of both oppression and liberation, and in the process also reimagining the role that schools can play in broader social change.
  • Connecting to broader social movements, as educators, students, and community see and understand that their own struggles for justice and liberation are part of broader, historic traditions in the fight for change.

The editors, Natasha Hakimali Merchant, Sarah B. Shear and Wayne Au, argue that “taken as a whole, a pedagogy of insurgency seeks to understand and at least partially explain the ways that teachers have the power – through pedagogy, curriculum, and community activism – to actively resist injustice while also working towards a more radically just world.

This is a path-breaking work in social studies education and anyone who is engaged and the political/pedagogical struggles for social justice in schools and the larger society will benefit from reading this collection.

I want to thank the editor for inviting me to write a brief Afterword.

Table of Contents

Introduction – We Won’t Wait Any Longer: An Introduction and Invitation to Insurgency for Social Studies
Natasha Hakimali Merchant, Sarah B. Shear, and Wayne Au

1. Insurgence Must Be Red: Connecting Indigenous Studies and Social Studies Education for Anticolonial Praxis
The Turtle Island Social Studies Collective

2. Solidarity Is a Verb: What the Black Lives Matter Movement Can Teach Social Studies About the Intersectional Fight Against Anti-Black Racism
Tiffany Mitchell Patterson

3. The Audacity of Equality: Disrupting the Distortion of Asian America in Social Studies
Noreen Naseem Rodríguez and Esther June Kim

4. “Existence Is Resistance”: Palestine and Palestinians in Social Studies Education
Hanadi Shatara

5. Insurgente: A Familia in Conversation About Latinxs Voices in the Field of Social Studies
La Familia Aponte-Safe Tirado Díaz Beltrán Ender Busey Christ

6. Unsatisfied: The Conceptual Terrain of De-Essentializing Islam in Social Studies
Natasha Hakimali Merchant

7. Queer Worlding as Historical Inquiry for Insurgent Freedom-Dreaming
Tadashi Dozono

8. Democracy Is Interdisciplinary: The Case for Radical Civic Innovation Across Content Areas
Antero Garcia, Nicole Mirra, and Mark Gomez

9. Cultural Bombs and Dangerous Classes: Social Studies Education as State Apparatus in the War on Terror
Jennice McCafferty-Wright

10. Whiteness and White Responsibility in Social Studies
Andrea M. Hawkman

Afterword – Insurgent Social Studies and Dangerous Citizenship
E. Wayne Ross

Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis

During the height of the COVID-19 pandemic, Fatma Mizikaci and Eda Ata (University of Anakara, Turkey) began a free online webinar series called Global Thursday Talks to examine the social and political impact of the pandemic on education, and explore how the creation of digital communities has become indispensable in maintaining connectivity and building networks.

The book version of these GTT talks and interviews, Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis has just been published by Bloomsbury.

A wide-range of critical scholar/activist educators from Europe, North America and Turkey participated in the seminars and contribute to the book. I’m really pleased to have had the opportunity to participate in the project along with Antonia Darder, Liv Mjelde, Michael Apple, Peter McLaren, Henry Giroux, Ira Shor, and many others.

My dialogue with Fatma and Eda as part of GTT is wide-ranging. I discuss my journey as an activist educator and experiences that shaped my thinking about education and its role in the transformation of society. I also describe how the pandemic created a crisis for teaching, learning, and democratic action within the pre-existing crisis that is neoliberal capitalism, including how the threats of corporate education intensified during the pandemic. I also spend time talking about various models of critical resistance for teachers and teacher educators – that is – how post-pandemic educators can take advantage of the disruptions of traditional practices to create more flexible, responsive and subversive approaches to teaching and learning.

#CFP Workplace Special Issue: Third Space Academic Labor

Workplace journal logo

#CFP Workplace Special Issue: Third Space Academic Labor

Guest Editor: Aaron Stoller, Colorado College

You are invited to submit proposals for a special issue of Workplace: A Journal for Academic Labor focusing on Third Space labor in higher education. Despite most colleges and universities’ equity and inclusion commitments, labor in higher education is organized, valued, and supported along a false and exclusionary dichotomy. On one side, the “academic” domain — occupied by faculty — is the site of expertise, critical nuance, and knowledge production. On the other, the “non-academic” domain — occupied by staff — is the site of non-intellectual and largely replaceable managerial activity. This labor binary underpins most aspects of university life, radiating into a culture of exclusion regarding professional support systems, agency in governance structures, labor contracts, and policy environments.

Although this dichotomy pervades almost all college campuses, the nature of academic labor is far more complex (Stoller, 2021). Since the late 1960s and early 1970s, colleges and universities have increasingly depended upon what Whitchurch terms Third Space academic labor (Whitchurch, 2013).

Working through problems of division and exploitation between so-called First and Third Worlds, Bhabha (1990; 2004) introduced the concept of Third Space as a creative, disruptive space of cultural production. Following Bhabha, in social theory Third Space has been used to resolve a range of binaries through the conceptualization of identities that trouble conventional ways of being and behaving. Scholars have used Third Space to examine disability, race, gender, and sexuality, where fluid identities disrupt rigid social categorizations and the cultural hierarchies that inevitably follow. Third Space identities are risky and dangerous because they span and complicate defined cultural categories. They are also spaces of creativity and innovation that open new cultural possibilities (Soja and Hooper, 1993).

Whitchurch uses Third Space to identify a non-binary social class within higher education: emerging groups of professionals who disrupt the false distinction between “academic” and “non-academic.” Third Space professionals work in diverse areas of the institution, such as academic advising, writing programs and centers, quantitative reasoning centers, honors programs, first-year experience and transitions programs, women’s and LGBTQ centers, accessibility resources, and teaching and learning centers among others.

By spanning, interweaving, and disrupting traditional notions of academic labor, Third Space professionals bring tremendous value to their institutions and students. They hold deep academic expertise in teaching and learning, increasing the university’s capacity for immersive and engaged pedagogies (Ho, 2000; Gibbs and Coffey, 2004). They also support the DEI missions of colleges and universities. Almost all Third Space professions developed in response to traditional faculty being unable or unwilling to serve students from marginalized, minoritized, and under-resourced backgrounds (Astin, 1971; Boquet, 1999; Carino, 1996; Groark and McCall, 2018). Because of their organizational positionality and academic expertise, they uniquely understand the student learning experience, and they are positioned to advocate for policy, structural, or curricular changes needed to create more equitable learning environments. Third Space professionals work across departmental lines and can identify and develop opportunities for cross-campus partnerships and interdisciplinary collaborations (Bickford & Whisnant, 2010). They create new forms of scholarship (Eatman, 2012, 2014) and have pluralistic forms of scholarly impact (Arguinis, Shapiro, Antonacopoulou, & Cummings, 2014). They advance multiple university goals, often using scholarly approaches to improve a campus’s understanding of an issue and use their knowledge to develop praxis-based scholarship that shapes national and international change movements (Janke, 2019). Because they have advanced degrees and often teach and conduct research, they also enhance the college’s portfolio and can enrich its curriculum.

Like other non-binary identities, Third Space professionals fall outside normative social categories and therefore face interpersonal, cultural, and structural challenges specific to their work and professional identities. Their work is consistently miscategorized within the academy’s false labor binary, resulting in it being reduced to a “mere” administrative activity (Stefani & Matthew, 2002; Green & Little, 2017), or an “illegitimate” form of scholarship (Rowland et al., 1998; Harland & Staniforth, 2003). Faculty often frame Third Space professional contributions in oppositional (rather than complementary) terms (Handal, 2008). Because they are coded as “non-academic” and not tied to “home” departments, their expertise is rendered invisible in the epistemic economy of the university (Solomon et al., 2006). They rarely have access to institutional support structures for their academic work (e.g., teaching, research, grants, and fellowships), although their contracts often include these activities as part of their professional duties (Bickford and Whisnant, 2010). Third Space professionals are often barred from receiving institutional recognition, such as institutional designations, named professorships, and teaching and research awards, simply because of their class category (Post, Ward, Longo, & Saltmarsh, 2016). Despite their academic expertise and connection to the teaching and research mission of the university, they are systematically excluded from university governance structures (Bessette, 2020a). They also have no clear pathways for professional growth (Kim, 2020; Bessette, 2020b) and yet are often criticized for “abandoning” their institutions for professional gain. Because their labor often performs a “helping” function, it is often coded as “feminine” and devalued as a result (Tipper, 1999; Leit et al., 2007; Bernhagen & Gravett, 2017). Conversely, because traditional academic labor is culturally assumed to be more desired and desirable, Third Space professionals are often coded as “failed” academics (Whitchurch, 2015, p. 86).

This cultural denigration of their labor means they are frequently the subject of bullying and micro- aggressions by traditional faculty, but because faculty enjoy the protections of tenure there is no possibility of accountability for workplace abuses suffered by Third Space professionals (Henderson, 2005; Perry, 2020).

This issue seeks articles that identify and conceptualize problems cutting across the diverse forms of Third Space labor, and articles that propose pathways forward. Questions addressed by articles might include but are not limited to:

  • How might we redefine the nature of academic labor from a Third Space positionality, or how might we create language that more adequately describes Third Space academic labor?
  • What are the theoretical and practical connections that unify diverse forms of Third Space labor and professional identities?
  • What are the material, structural, and cultural barriers to supporting and legitimizing Third Space

academic labor?

  • How might we organize and create solidarity between Third Space laborers nationally and internationally?

Inquiries or to Submit:

 For inquiries or to submit proposals, contact Aaron Stoller at astoller@coloradocollege.edu. Prospective contributors should submit a proposal of 1-2 pages plus bibliography and a 1-paragraph author bio to Aaron Stoller astoller@coloradocollege.edu. Final contributions should be between 5,000 – 8,000 words and follow APA style.

Timeline

  • Call for Proposals: April – June 2022
  • Peer Review and Acceptance of Proposals: July – October 2022
  • Full Drafts of Papers: February 2023
  • Issue Publication: March 2023

Workplace: A Journal for Academic Labor

Workplace: A Journal for Academic Labor is a refereed, open access journal published by the Institute for Critical Education Studies (ICES) and a collective of scholars in critical university studies, or critical higher education, promoting dignity and integrity in academic work. Contributions are aimed at higher education workplace scholar-activism and dialogue on all issues of academic labor.

Sneak peak at New Book: Social Studies Education in Latin America

I’m pleased to provide a sneak peak of a new book coming out from Routledge later in 2022.

Social Studies Education in Latin America: Critical Perspectives from the Global South will be the first entry in a new Routledge books series titled Social Studies and Citizenship Education in the Global South. The book and book series are edited by  Sebastián Plá (Professor at the National Autonomous University of Mexico) and me.

This book offers a path forward, for the growing collaboration in social studies education between Global North and South educators, practitioners, and researchers. In this volume, leading critical social studies education researchers from Latin America explore the constant presence of colonialism, capitalism, patriarchy, and state violence.  Chapter contributors represent a large part of the continent, and offer perspectives on a wide range of topics, including; recent history and memory, cultural dimensions of social studies education, and comparative studies among Latin American countries.

By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.

Table of Contents

Preface

1. The New Social Studies Research in Latin America: An Introduction
Sebastián Plá & E. Wayne Ross

2. Educational Trajectories in an Adverse Political Context: The Social Sciences and History in the Colombian School
Sandra Patricia Rodríguez Ávila

3. Education, History, and Memory in the Chilean School: A Perspective on Chile’s Recent History from the Narratives of High School Students
Fabián González Calderón & Graciela Rubio Soto

4. Interculturalism in the Training of History Teachers: Persistence of the Disciplinary Code
Omar Turra Díaz & Juan Salcedo-Parada

5. Decolonial Pedagogy: Intersections and Resistances of Memory and History, in Mapuche Communities of Southern Chile
Carolina Huenchullán Arrué

6. Afrodescendant in Latin America and Social Studies: A Perspective from Mexico
Gabriela Iturralde Nieto

7. When Gender and Sexuality Intersect with History Teaching: Brazil is Burning
Fernando Seffner

8. Crossroads of History Teaching and Learning and Political Science in Latin America: TheResidenteProject
Luis Fernando Cerri

9. Disciplinary Codex in History Education
María Paula González

10. On the History We Teach Every Day: Historics, Historiography and Philosophy of History
Ana Zavala

11. The Critical Reading of the Southern Geographical Reality: The Challenge of School Geography
José Armando Santiago Rivera

12. The Panorama of Social Studies in Latin America Curricula
Sebastián Plá

Advance Endorsements

“The New Social Studies Research in Latin America is an achievement and an opportunity to facilitate a better exchange of ideas and more equal academic discussion. Written by leading researchers in Latin America and edited by key authorities in the field, it opens access to Latin American social studies research in their own words. The book is an essential read for social studies academics and practitioners who are open to being challenged and engaging in more ethical constructions of knowledge.” – Dr. Edda Sant, Reader in Education, Manchester Metropolitan University (UK)

“There is an essential uniqueness to The New Social Studies Research in Latin America that could truly benefit social studies education in North America. We are in urgent need of a global lens and vital dialogue that examines the political, economic, and social histories inherent to Central and South America. Like none before, this book will bring to our classrooms perspectives on power and a wonderful opportunity to shift our practices.” – Dr. Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, University of Texas at Austin (USA)

“The collection of critical research on social studies in Latin America, in dialogue with global issues, makes The New Social Studies Research in Latin America an indispensable contribution to the renewal of critical social studies education.” – Dr. Antoni Santisteban Fernández, Professor & Director of the Department of Didactics of Language and Literature, and Social Sciences, Autonomous University of Barcelona (Spain)

The New Social Studies Research in Latin America offers readers vital insights into critical teaching and learning. The chapters call upon educators to account for the classed, gendered, and racialized nature of systems born in Empire and inequality and for the capacities of communities to learn themselves into a more just co-existence.” – Dr. Kent den Heyer, Professor, Department of Secondary Education, University of Alberta (Canada)

“Language has become a barrier to knowledge and exchange between research carried out in countries whose language is of Latin origin, in our case Spanish and Portuguese. It is important to promote and discuss the knowledge created in Latin America, which makes The New Social Studies Research in Latin America relevant.” – Dr. Ángel Díaz-Barriga, Institute for Research on the University and Education, National Autonomous University of Mexico (Mexico)

Encyclopaedia of Marxism and Education

Encyclopaedia of Marxism and Education

Brill has just published the Encyclopaedia of Marxism and Education, edited by Alpesh Maisuria, who is a professor in Education Policy in Critical Education at the University of the West of England, Bristol, UK.

“This encyclopaedia showcases the explanatory power of Marxist educational theory and practice. The entries have been written by 51 leading authors from across the globe. The 39 entries cover an impressive range of contemporary issues and historical problematics. The editor has designed the book to appeal to readers within the Marxism and education intellectual tradition, and also those who are curious newcomers, as well as critics of Marxism.

The Encyclopaedia of Marxism and Education is the first of its kind. It is a landmark text with relevance for years to come for the productive dialogue between Marxism and education for transformational thinking and practice.”

I co-authored, with Sandra Mathison,  a chapter titled “Critical Education” for EME. In this chapter we define critical education broadly as a field or approach that works theoretically and practically toward social change that anticipates a post-capitalist world. We explore multiple foundational sources for critical education including Marxism and critical theory, but also democracy and anarchism. And finally, we provide an overview of several manifestations of critical education. While many conflate critical pedagogy with critical education, we contend critical education has a broader reach.

Please contact me if you would like a copy of our chapter on critical education, as I have a limited number of offprints I can share.


Table of Contents

Acknowledgements
List of Figures and Tables
Notes on Contributors

1 Introduction
Alpesh Maisuria
2 The 4th Industrial Revolution, Post-Capitalism, Waged Labour and Vocational Education
James Avis
3 Alienation and Education
Richard Hall
4 Alternatives to Capitalism
Peter Hudis
5 Capital Accumulation and Education
John Fraser Rice
6 Colonialisms and Class
Spyros Themelis
7 Communism: The Party – Pedagogy and Revolution from Marx to China
Collin L. Chambers and Derek R. Ford
8 Corporate State: “Downhill All the Way” – Education in England from Welfare to Corporate State
Patrick Ainley
9 Critical Education
Sandra Mathison and E. Wayne Ross
10 Critical Realism
Grant Banfield
11 Cuban-Marxist Education
Rosi Smith, Leticia de las Mercedes García Rosabal and Maikel J. Ortiz Bosch
12 Dialectical Materialism (Materialist Dialectics)
Constantine (Kostas) Skordoulis
13 Disaster Education
John Preston
14 Early Childhood, Feminism, and Marx
Rachel Rosen and Jan Newberry
15 Employment: Education without Jobs – Young People, Qualifications, and Employment in 21st Century Britain
Martin Allen
16 Ethnography of Education and Marxism: Education Research for Social Transformation
Dennis Beach
17 Freire, Paulo (1921–1997) as a Marxist Revolutionary for Education
Juha Suoranta
18 Gramsci, Antonio (1891–1937): Culture and Education
Peter Mayo
19 Green Marxism
Simon Boxley
20 Guevara, Ernesto “Che” (1928–1967)
Peter McLaren and Lilia D. Monzó
21 Intersectionality: Scaling Intersectional Praxes
Gregory Martin and Benjamin “Benji” Chang
22 Lenin, Vladimir (1870–1924) and Education
Juha Suoranta and Robert FitzSimmons
23 Liberation Theology
Peter McLaren
24 Luxemburg, Rosa (1871–1919) and Education
Julia Damphouse and Sebastian Engelmann
25 Managerialism and Higher Education
Goran Puaca
26 Marxism and Education: [Closed] and … Open …
Glenn Rikowski
27 Marxism and Human Rights against Capitalism
Daniel Hedlund and Magnus Nilsson
28 Marxist Feminism and Education: Gender, Race, and Class
Sara Carpenter and Shahrzad Mojab
29 Middle Classes of the World
Göran Therborn
30 Neo-Liberalism and Revolution: Marxism for Emerging Critical Educators
Alpesh Maisuria
31 New Left, Anarchism and Education
Nick Stevenson
32 Palestine: Education in Mandate Palestine
Bernard Regan
33 Plebs League: Towards a Modern Plebs League
Colin Waugh
34 Postdigital Marxism
Petar Jandrić
35 Poverty: Class, Poverty and Neo-Liberalism
Terry Wrigley
36 Public Pedagogy
Mike Cole
37 Public University: The Political Economy of the Public University
David Harvie, Mariya Ivancheva and Robert Ovetz
38 Social Class: Education, Social Class and Marxist Theory
Dave Hill and Alpesh Maisuria
39 State and Private Capital: Education, State and Capital
Ravi Kumar and Rama Paul
40 World-Systems Critical Education
Tom G. Griffiths

Index