Category Archives: Education theory & research

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

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

EDCP Seminar Series: Wayne Au “A Pedagogy of Insurgency in Troubling Times”

Global Thursday Talks: Video of my interview with Fatma Mizikaci & Eda Ata on Curriculum and Instruction in relation to pandemic and online education, academic activism, ed technology, & dangerous citizenship

Was honoured to participate in @GlobalThursdayTalks this past week. Thank you Fatma Mizikaci and Eda Ata from University of Ankara for organizing these events and the invitation to participate. Also thanks to everyone who attended the live event. Here’s the video of the interview.

New journal launched — The Annals of Social Studies Education Research for Teachers (ASSERT)

The Annals of Social Studies Education Research for Teachers (ASSERT)

New Social Studies Journal for Teachers is Now Live!

From the editor Cory Wright-Maley:

We know that social studies teachers are dedicated to their craft and always looking for ways to improve those practices. Teachers tell us that they would like to make use of research that illustrates powerful social studies teaching and learning, but that they don’t have access to the research, don’t have time to read it, or find it too difficult to digest.

Here at ASSERT we want to break down these barriers for you. On our site, you will find easily digestible, relevant, well-written, summaries of the best published social studies research the profession has to offer with practical advice on how to implement these ideas in your classroom.

Each article is blind peer-reviewed by two professionals, a scholar with expertise in the field and a practicing social studies teacher. These reviewers help to ensure that the summaries you read are of the highest possible quality, that they accurately represent the research, and that they provide teachers with practical advice they can use to take their teaching to the next level. They are published along-side a Q & A companion article that poses five questions (generated by teachers and teacher educators) about the author’s article.

Best of all, we provide you with access to these summaries free of charge. We are a collective of social studies teachers and teacher educators dedicated to the profession and to hard working teachers like yourself. You and your students should have the best new ideas, research, and practices available to you. Now, you have it at your fingertips. The Annals of Social Studies Education Research for Teachers welcomes you to join us in this new and exciting venture.

Visit the site an register to receive notifications of all our future issues: https://assertjournal.com/index.php/assert/index

Dr Alpesh Maisuria | Neoliberalism, Critical Education, and Social Justice: A focus on the Current Moment in History

University of British Columbia, Department of Curriculum & Pedagogy

Seminar Series 2020-2021

“Neoliberalism, Critical Education, and Social Justice: A focus on the Current Moment in History”

Dr Alpesh Maisuria
University of the West of England

September 15, 2020 12:30-2:00pm Pacific [Zoom link tba]

Call for Papers: The Labour of COVID section of Workplace: A Journal for Academic Labour

Call for Papers: The Labour of COVID section of Workplace: A Journal for Academic Labour

As instructors and students brace for a fall semester taught on-line, the effects of COVID on the labour of post-secondary learning continue to set in. Course outlines and assessment criteria are being reworked. Students wrestle with rising tuition and the prospects of prolonged periods of unemployment. As recent Canadian Association of University Teachers survey results suggest, the pandemic is making higher education even less tenable for current and prospective students. International students stuck in their home countries will be forced to participate in classes across time zones. Research programs are being put on hold. Making matters worse, the gutting of teaching and learning resources at some universities have forced administrators to piece together support for instructors and staff ill-equipped to make the transition on-line. Workloads have increased. But in the midst of this crisis, some post-secondary institutions seek opportunity to advance particular agendas. It was only after significant backlash from students and lecturers that the UK’s Durham University halted its attempt at providing online-only degrees in its effort to significantly cut in-person teaching. In Alberta, the government has merely delayed a performance-based funding model as a result of COVID, signaling that austerity, not improving the quality of education, is driving policy decisions. Meaningful interventions by faculty associations have been limited as the collegial governance process is sidelined for the sake of emergency pandemic measures. And what of academic and support staff who face increase workloads and the prospects of limited child care when the fall semester resumes? To this concern, what are the gendered effects of COVID? What do these circumstances mean for precariously employed sessional and term instructors? This special edition of Workplace invites all academic workers to make sense of COVID through a work and employment lens. Possible themes include:

Faculty association responses to a shift towards on-line education
“Mission creep” and the lure of distant learning for post-secondary institutions: opportunities and threats
The gendered and racialized implications of COVID in the classroom and on campus
Implications for sessionals, adjuncts and the precariously employed
COVID and workplace accommodations: from child care to work refusals
Student experiences and responses
COVID and performance-based funding policies
COVID and the collective bargaining process
Internationalization and the COVID campus

Aim and Scope: Workplace: A Journal for Academic Labor is a refereed, electronic, open access journal published by a collective of scholars in critical higher education promoting a new dignity in academic work. Contributions are aimed primarily at higher education workplace activism and dialogue on all issues of academic labour.

Invitations: Contributions from all ranks of academic workers – from tenured and tenure stream to graduate students, sessional instructors, contract faculty, and administrative support staff – are encouraged to submit.

Deadlines: Submissions will be considered for peer review and publications on a rolling basis. The final deadline is February 28, 2021. A complete volume of The Labour of COVID will be complete and made available in the spring of 2021. Formatting and submission guidelines can be found here

https://ices.library.ubc.ca/index.php/workplace/information/authors

Please direct questions about the special issue to Dr. Andrew Stevens at Andrew.stevens@uregina.ca

Call for a special issue of the Northwest Journal of Teacher Education, around the theme of “A Critical Reimagination of Teacher Education for Sustainable Social Justice in a Time of Crisis.”

Special Issue Editors: Maika J. Yeigh, Portland State University and Richard D. Sawyer, Washington State University Vancouver.

The Northwest Journal of Teacher Education invites manuscripts for a special issue focused on critical responses to and reflections of teacher educators and students in the northwest United States and southwest Canada to the current COVID-19 crisis facing education. At a time when education is increasingly mediated by technology and online platforms and when the use of such platforms is perceived by many as a remedy if not a panacea for the crisis in education, many of us are deeply troubled by either real or potential issues facing teacher education and preparation programs. However, as a broad and diverse community of teacher educators, many of us are currently engaged in thoughts and actions to lessen threats to social justice or even reimagine and strengthen social justice foundations and dynamics in education. In this issue, we seek to present a collective yet pluralistic response to this crisis.

We invite 1,500 to 3,000 word manuscripts (although there may be exceptions to the length) in a range of genres and formats, including empirical studies, reflection pieces, position papers, auto/duoethnographies, dialogic essays, and/or arts-based (e.g. PhotoVoice) inquiries. The only specific requirement is that the manuscripts take a critical, social justice stance to teacher education at this time of the COVID-19 crisis.

Additional possible topics may include the following:

Indigenous pedagogies and teacher education/preparation

Identity more generally (K-12 student, teacher candidate, faculty members) and crisis education (e.g., isolation, reclaiming self, privileging/erasing identity, technology regulation of identity, various identity markers)

Culturally Sustainable Pedagogy

Truama (K-12 students, teacher candidates, faculty members)

Anti-trauma education

English Language Learners

EcoJustice Education

Neoliberalism and education (e.g., regulatory discourses, the role of ideology, the privatization of education)

Ability, access, and equity issues

The reimagination of education

The above topics are suggestions and we invite you to be creative with the manuscript call. The call is open to faculty members as well as graduate students.

Submission date: July 1, 2020, via the website for the Northwest Journal of Teacher Education: https://pdxscholar.library.pdx.edu/nwjte/. The projected publication date is late fall, 2020.

THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION

Event cancelled based on UBC recommendations regarding COVID-19.

Public Seminar
Institute for Critical Educational Studies

THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION

Marta Estellés, PhD
University of Cantabria (Spain)

Thursday, April 2, 2020
12:30 – 1:30 pm
University of British Columbia, Vancouver — Scarfe 1209

Abstract

The aim of this presentation is to briefly problematize current ways of thinking and talking about (global) citizenship education. Citizenship is a process more than it is an attribute, since the concept has incorporated the main characteristics both of the political transformations experienced by the State and of the State’s relations with society. The successive battles for the definition of citizenship have an impact on that institution of socialization that is school. Examining the evolution of curricular prescriptions and orientations is enough to glimpse changes in the languages and frames through which certain relations between the individual, the community, and the State are naturalized.

The results of our research show that the two major cycles of socio-institutional restructuring in Western countries – from the crisis of the nineteenth-century liberal regimes to the present – have imposed different trends in relation to citizenship education in schools. The first cycle reached its culmination with the implementation of Welfare States after the Second World War. It was not a coincidence that the first major defense for democratic citizenship education appeared in this moment, with the reformist impulse that gave rise in 1916 to Social Studies in the US. The recognition of socio-economic rights and the formation of citizenship appeared inextricably linked in the texts of the reform, in an attempt to establish a new “regime of truth” that radically redefined the meaning of education for all, and not only for a privileged minority. This redefinition also implied a criticism of the patriotic and nationalistic purposes of education. This language, however, started to become blurred as neoliberal policies instituted their own frames in the 1980s with Reagan in the US and Thatcher in the UK. Citizenship education began to adopt the rhetoric of accountability with its emphasis on testing, performance levels, skills, etc. and the focus was on promoting responsible and active citizenship that clearly emphasized duties over rights. Thus, it began to be assumed that citizens should be responsible for their own well-being and not the State. Recent discourses on global citizenship education should be seen as heirs of this last redefinition. After all, global citizenship education “aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve global challenges” (UNESCO, 2014, p. 15), assuming that the responsibility of solving those challenges lies with the individuals, not on governments or international organizations.

Marta Estellés, PhD, is Assistant Professor of the Department of Education at the University of Cantabria (Spain). Her research interests include citizenship education, social studies education, curriculum policies and teacher education. She has published several works on the intersectional field of democratic citizenship education and initial teacher education. She is currently working on a research project related to teachers’ political views and behaviors and their attitudes towards including controversial issues in the classroom. She is also part of the Fedicaria collective (http://www.fedicaria.org), which advocates for critical social studies education.

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