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.
Tag Archives: journals
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
Cultural Logic CFP: Learning Vietnam, Again
Call for Manuscripts
Learning Vietnam, Again
Rich Gibson, San Diego State University
E. Wayne Ross, University of British Columbia
January 2018, marks the 50th anniversary of the Tet uprising in Vietnam.
While American elites belittled Tet as a military failure (if they noted it at all—General Westmoreland insisted the Battle of Hue was really nothing), their myopic view of the many Tet battles reflected their past and current inability to connect all the factors of modern warfare: the political, economic, military, international, and cultural matters that the National Liberation Front always tied as one.
To recognize the courage, perseverance, and later victory of the Vietnamese over the many invading empires, we plan a special issue of Cultural Logic, “Learning Vietnam, Again.”
We also hope to contend with the false narratives built up since the US fled Vietnam in April, 1975. These would include the fairly well known myths such as the “spat upon veteran,” and the “stabbed in the back” stories, as well as the Obama administration’s more recent whitewash, neatly exposed by Nick Turse, and the Ken Burns/Lynn Novick PBS documentary “The Vietnam War.”
We seek essays that address any aspect of the Vietnam war, but are especially interested in pieces that link the war and education—in any way you can imagine.
After all, the core project of the Vietnamese revolutionaries was education, while on the US side, the effort was either military propaganda, or promoting ignorance. Essays might also relate the United States’ contemporary problems with insurgencies to the history of the wars on Vietnam—and the national education programs of today.
Submissions may include essays, interviews, reviews (books, films, and other media) or poetry. Please use any one of the commonly accepted scholarly formats (e.g., APA, MLA, Chicago, Humanities, etc.).
Deadline: February 1, 2018.
For more information or to submit manuscripts email the editors:
rg [at] richgibson.com
wayne.ross [at] ubc.ca
Cultural Logic, which has been on-line since 1997, is a non-profit, peer-reviewed, interdisciplinary journal that publishes essays, interviews, poetry, reviews (books, films, other media), etc. by writers working within the Marxist tradition. The editors will also print responses to work published in earlier issues. Texts may be of varying length and may conform to any of the commonly accepted scholarly formats (e.g., APA, MLA, Chicago, Humanities, etc.). Because this is an interdisciplinary journal, we do not demand that contributors adhere to one particular format, with which they might be unfamiliar. Copyright on texts appearing in Cultural Logic remains with the author. These texts may be republished by the author provided that Cultural Logic is acknowledged as the original place of publication.
Texts appearing in Cultural Logic are indexed in MLA Bibliography, EBSCO Databases, MLA International Directory of Periodicals, International Progressive Publications Network (ippn). Cultural Logic is archived by universities participating in the LOCKSS project initiated by Stanford University. Direct correspondence to E. Wayne Ross, Department of Curriculum and Pedagogy, University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4, Canada. Email: email@example.com
Cultural Logic 2017 – Scholactivism: Transforming Praxis in and Beyond the Classroom
The editors of Cultural Logic are pleased to announce that our latest collaboration with with Works & Davids is now available online.
This triple issue of articles, reviews, and poetry was edited by Joseph G. Ramsey.
Thanks to David B. Downing and his staff at Works & Days as well as Cultural Logic co-editor David Siar and Jarib Rahman for their technical assistance in publishing this issue of Cultural Logic.
Scholactivism: Reflections on Transforming Praxis in and Beyond the Classroom
In Memoriam, Edmond Caldwell
“Here We Come”
Joseph G. Ramsey
Reflections on Transforming Praxis in and beyond the Classroom”
Edward J. Carvalho
A Responsibility “to confront and dismantle
Interview with Ward Churchill”
A Roundtable Interview with Ricardo Antunes, Pietro Basso, Patrick Bond, Michael Lowy, Jose Paulo Netto, and Leo Panitch”
Carl Grey Martin and Modhumita Roy
A Conversation with Historian Marcus Rediker”
“We Are All Activists Now”
Patrick Colm Hogan
“Politically Engaged Scholars:
An Analytic of Positions and Norms”
The MLA Subconference Collective: Bennett Carpenter, Laura Goldblatt, Lenora Hanson, Karim Wissa, and Andrew Yale
Learning Within/Against/Beyond the Institution”
“Resolving the Contradictions of Academic Unionism”
“Critical Revolutionary Praxis in the Neoliberal University”
Bradley M. Freeman
‘”Better Days Ahead”
Teaching Revolutionary Futures and Protesting the Present’
“Lukács, Mariátegui, and the Dialectical Roots of Edu-Activism”
Stephen C. Ferguson II and Gregory D. Meyerson
“Shred of Truth:
Antinomy and Synedoche in the Work of Ta-Nehisi Coates”
“Student Evaluations, Neoliberal Managerialism, and Networks of Mistrust”
“I am Not that Corpse:
A Working Praxis for Black Lives Matter”
“Amos D. Squire,
Chief Physician of Sing Sing 1914-1925”
Ali Shehzad Zaidi
“The Promise and Peril of the Virtual University”
Efadul Huq and Xavier Best
‘Untangling the Scholactivist Web
“What’s on Your Mind”‘
Sophia A. McClennen
“What’s Wrong with Slactivism? Confronting the Neoliberal Assault on Millenials”
Jeffrey R. DiLeo
On Administrative Activism in the Neoliberal Academy”
On Being a WGSS Program Director in the Neoliberal University”
Vincent B. Leitch
“Letter on Scholactivism:
To Graduate Students and Young Colleagues”
“Occupy Los Intersticios!
Or, In Defense of Carbon-Free Unicorns”
Tony Van der Meer
“Fighting to be Different in the Academy”
“Rights and Rebellion: The Faculty Role, Revisited”
“Richard Levins and Dialectical Thinking”
Joel Woller, Courtney Maloney, Charles Cunningham
“On the Ground with David Demarest:
Toward a Methodology of Scholar Activism”
“John Trudell and the Spirit of Life”
Cultural Logic launches new issue #CulturalLogic21
Cultural Logic is a journal of marxism, literature, and radical politics, which has been an open access journal since it was founded in 1997.
The new issue, Cultural Logic 21, features the following articles and poetry.
“Identifying the Theoretical Development of the League of RevolutionaryBlack Workers for a Pedagogy of Revolution”
“Consolidating US Hegemony:A neo-Gramscian of Pantich and Gindin, and Konings”
“Sudents and Teachers! The Unasked Question:Why Have School?”
“The Gun as Political Object:Transcoding Contemporary Gun Culture and Neoliberal Governmentality”
“The Ford Foundation, Little Magazines and The CIA in the Early Cold War”
Alan J. Spector
“Campus Activism Today — Some Lessons from Students for a Democratic Society”
“1932, A Pseudo-Revolutionary Poem”
Cultural Logic 22 will be a massive 20th anniversary triple issue on “Schol-Activism” produced in collaboration with Works & Days. Look for it in the coming months.
Call for Manuscripts: Radical Departures: Ruminations on the Purposes of Higher Education in Prison
Call for Manuscripts:
Radical Departures: Ruminations on the Purposes of Higher Education in Prison
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University
Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.
The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.
In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.
Manuscripts may examine, but are not limited to, the following questions:
- What does it mean to teach and/or learn on inside prisons?
- How can educational theory inform possibility inside prison classrooms?
- What does/should education mean inside prisons during hyperincarceration?
- What should be the purposes of higher education in prison?
- How can/do various educational theories take root inside prison classrooms?
- Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
- How do examples in practice provide potential for re-theorization?
Manuscripts due: May 1, 2017.
For details on manuscript submission see: Critical Education Information for Authors
Additional questions can be directed to Erin L. Castro: firstname.lastname@example.org
(Re)Considering STEM Education: A Special Series in Critical Education
Critical Education Special Series: Call for Papers
(Re)Considering STEM Education: A Special Series in Critical Education
Mark Wolfmeyer, Ph.D., Kutztown University of PA
John Lupinacci, Ph.D., Washington State University
Critical Education provides a space for inquiry into the philosophies and contexts of educational priorities set by today’s global elite and the role of STEM Education in the political and economic restructuring of education and educational research. The time is now for an ongoing, dedicated space that deconstructs and reconstructs the interdisciplinary, ubiquitous, powerful and perhaps dangerous STEM (Science, Technology, Engineering and Mathematics). The series title reflects our concerns and suggests a space for dedicated inquiries taking up oppositions to—and substantive and timely reframings of—STEM. It is the desire of the editors of this series to cultivate a series of articles from a diverse array of educational research occurring both within and from outside the critical-foundations community. The special series continues a long tradition of such critique, at least those occurring in STEM related journals like For the Learning of Mathematics, Journal of Urban Mathematics Education and Cultural Studies of Science Education, and will be the first location dedicated specifically to critical explication of STEM on the whole.
We invite manuscripts that contribute to understanding and defining STEM education in a variety of ways, from critical curricular and pedagogic explorations of STEM contents on their own and in total, to broader conception of STEM such as the infiltration of STEM culture throughout higher education and research programs. In considering STEM, we especially seek explorations (re)considering how STEM perpetuates systems of domination and hierarchy while potentially offering unexpected moments for reformations that foster alternatives. In other words, how is mainstream STEM a part of the problem? In (re)considering STEM, we hope contributions will provide the opportunities for scholarly projects that range from policy to grant research, curriculum to media, experiences in STEM education from diverse students, and from teacher innovation to student resistance.
The issue aims to critique STEM but also present it as a space for critical examinations that move beyond the traditional perspectives reproducing the dominance of STEM. Such endeavors might include but are not limited to manuscript submissions that draw from a variety of frameworks appropriate to critical-foundations work, including critical theories like, ecojustice education, critical race theory and critical disability studies and with goals that counter neoliberal projects and embrace community, democracy, anarchism and anti-capitalism. In general, this series seeks to foster an ongoing scholarly conversation through manuscripts that broadly engage the question: How are critical scholars engaging and working within STEM educational spaces and/or habits of mind?
All manuscripts, including references and notes, should be 4000-6000 words. Authors are encouraged to submit complete manuscripts that match this call for papers as soon as possible. For now, this is an open call lasting at least through December, 30 2016.
All manuscripts are subject to the journal’s blind peer review process and are to be submitted online at http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions).
Pending review and the editors’ approval, articles will be published in this special series of Critical Education. Articles should follow the journal style guidelines of APA 6th Edition
(For info: http://ices.library.ubc.ca/index.php/criticaled/about/submissions#authorGuidelines)
We also encourage essay reviews of books on these subjects. For more information about submitting a book review contact the editors. Reviews should be approximately 2500 words.
If you have any further questions, please don’t hesitate to contact us.
Mark Woflmeyer (email@example.com) and John Lupinacci (firstname.lastname@example.org)
Critical Education to publish articles series “The Media and the Neoliberal Privatization of Education”
Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).
The series will be launched on March 30, 2015 and run through August 15, 2015.
Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:
Forthcoming Articles in Volume 6:
Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Manchester Metropolitan University
Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein
Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
California State University, East Bay
Rebecca A. Goldstein
Montclair State University
Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Hobart and William Smith College
Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media: An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University
Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
University of British Columbia
Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Loyola University Chicago
Volume 6 Number 13
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
University of Texas at Austin
Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
University of Illinois at Urbana-Champaign
Volume 6 Number 15
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln
Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati
CFP: Learning, technologies, and time in the age of global neoliberal capitalism
Call for Papers
SPECIAL ISSUE OF KNOWLEDGE CULTURES
Learning, Technologies, and Time in the Age of Global Neoliberal Capitalism
The study of time, technology and learning has preoccupied scholars across disciplines for decades. From the psychological impacts of networked gadgets to the nature of perception, attention, communication and social interaction, through the paradigm of 24/7 teacher/student availability, to the acceleration of study programs and research, these themes are dialectically intertwined with human learning in the age of global neoliberal capitalism.
However, the ‘social’ and the ‘technical’ are still frequently discussed as separate spheres in relation to human learning, rather than as mutually shaping of each other within capitalism. Using various critical approaches, this volume invites authors to ask diverse probing questions about the multi-dimensional, individual and social experience of time, by teachers and learners of all kinds, imbued in contemporary neoliberal technoscapes.
This Special Issue of Knowledge Cultures invites authors to explore these questions especially in relation to all kinds of human learning, including, but not limited to, the formal process of schooling. We are particularly interested in situating the relationships between human learning, social acceleration, and digital technologies in the context of global neoliberal capitalism – and in developing viable alternatives / seeds of resistance.
Working at the intersection of technology, psychology, sociology, history, politics, philosophy, arts, science fiction, and other related areas, we welcome contributions from a wide range of disciplines and inter-, trans- and anti-disciplinary research methodologies.
All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use appropriate language. Manuscripts should not exceed 6000 words. For further information and authors’ guidelines please see
All papers will be peer-reviewed, and evaluated according to their significance, originality, content, style, clarity and relevance to the journal.
Please submit your initial abstract (300-400 words) by email to the Guest Editors.
Sarah Hayes, Centre for Learning, Innovation and Professional Practice, Aston University, UK (email@example.com)
Petar Jandrić, Department of Informatics & Computing, Polytechnic of Zagreb, Croatia (firstname.lastname@example.org)
1 May 2015 – Deadline for abstracts to editors
1 June 2015 – Deadline for feedback from reviewers
1 November 2015 – Deadline for submissions/full papers
1 January 2016 – Deadline for feedback from reviewers
1 March 2016 – Final deadline for amended papers
Publication date – late 2016 / early 2017
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
“A Contribution Towards a Critical Theory of School Shootings”
“Reading Notes on Sangeeta Ray’s Gayatri Chakravorty Spivak: Polemic with Digressions on a Theory of Irreducibility”
“The Politics of the Personal in Edward Upward’s The Spiral Ascent”
“On the Causes of the Civil War in Nepal and the Role of the Communist Party of Nepal (Maoist)”
“Apocalypse Then: Philip Roth’s Indignation”
“Enlightenment in the Shopping Mall”
Response and Counter-Response
“Some Comments on Sven-Eric Holmström’s ‘New Evidence’ Concerning the Hotel Bristol in the First Moscow Trial of 1936”
“Reply to Mike Jones”
(From) The Electric Chair Poems
Cultural Logic, Volume 2012
“Alienation, Reification, and Narrativity in Russell Banks’ Affliction”
“North Korea and the Theory of the Deformed Workers’ State: Definitions and First Principles of a Fourth International Theory”
“White Noise: Representations of (Post)modern Intelligentsia”
Doug Enaa Greene
“Leninism and Blanquism”
“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”
“Becoming ‘Migrant John’: John Steinbeck and His Migrants and His (Un)conscious turn to Marx”
Cultural Logic, Education for Revolution, Volume 2013
E. Wayne Ross & Rich Gibson
“Education for Revolution”
David B. Downing, Nicholas P. Katsiadas, Tracy J. Lassiter & Reza Parchizadeh
“Forward to the Revolution” (Forward to the Works & Days Edition)
“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”
“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”
“Undermining Capitalist Pedagogy: Takiji Kobayashi’s Toseikatsusha and the Ideology of the World Literature Paradigm”
“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”
“SDS, the 1960s, and Education for Revolution”