New edition of JCEPS now out
Journal for Critical Education Policy Studies
ISSN 1740-2743
An e-journal published by The Institute for Education Policy Studies
The Journal for Critical Education Policy Studies is published by IEPS, the Institute for Education Policy Studies, an independent Radical Left/ Socialist/ Marxist institute for developing analysis of education policy. It is at www.ieps.org.uk The Journal JCEPS seeks to develop Marxist analysis of policy, theory, ideology and policy development.
The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, and postmodernist analyses and policy, together with articles that attempt to report on, analyse and develop socialist/Marxist transformative policy for schooling and education from a number of Radical Left perspectives, including Freirean perspectives. JCEPS also addresses issues of Social Class, ‘Race’, Gender and Capital/ism; Critical Pedagogy; New Public Managerialism and Academic / non-Academic labour, and Empowerment/ Disempowerment. The journal therefore welcomes articles from academics and activists throughout the globe. It is a refereed / peer juried international journal.
Contact:
dave.hill@northampton.ac.uk and dave.hill35@btopenworld.com
Volume 5, Number 2:
November 2007
Terry Wrigley (University of Edinburgh, Scotland, UK)
Rethinking Education in an Era of Globalisation
Dave Hill (University of Northampton, England, UK) and Simon Boxley (University of Winchester, England, UK)
Critical Teacher Education for Economic, Environmental and Social Justice: an Ecosocialist Manifesto
Richard Hatcher(University of Central England, Birmingham, England, UK)
‘Yes, but how do we get there?’ Alternative visions and the problem of strategy
Valerie Scatamburlo-D’Annibale (University of Windsor, Canada), Ghada Chehade (McGill University, Montreal, Canada), Richard Kahn (University of North Dakota, USA), Clayton Pierce (University of California, Los Angeles, USA) and Sheila L. Macrine (Montclair State University, NJ, USA)
Review Symposium:Pedagogy and Praxis in the Age of Empire: Toward a new Humanism by Peter McLaren and Nathalia Jaramillo
Rich Gibson (San Diego State University, California, USA), Greg Queen (High School teacher, in Warren, Michigan, USA), E. Wayne Ross (University of British Colombia, Vancouver, Canada) and Kevin Vinson (University of Arizona, Texas, USA).
“I Participate, You Participate, We Participate … They Profit,”
Notes on Revolutionary Educational Activism to Transcend Capital: The Rouge Forum
Wayne Au (California State University, Fullerton, USA)
Epistemology of the Oppressed: The Dialectics of Paulo Freire’s Theory of Knowledge
Bill Templer (University of Malaya, Malaysia)
Educational Geopolitics and the ‘Settler University’ in Ariel
Jill Pinkney Pastrana (University of Wisconsin, Eau Claire, Wisconsin, USA)
Subtle Tortures of the Neo-liberal Age: Teachers, Students, and the Political Economy of Schooling in Chile
Amy Salmon (British Columbia Centre of Excellence for Women’s Health, Vancouver, British Columbia, Canada)
Dis/Abling States, Dis/Abling Citizenship: Young Aboriginal Mothers and the Medicalization of Fetal Alcohol Syndrome
Paul Carr (Youngstown State University, Ohio, USA)
Experiencing Democracy Through Neoliberalism: The Role of Social Justice in Democratic Education
Nikos M. Georgiadis (1st Experimental Lyceum of Athens, Greece)
Educational Reforms in Greece (1959 – 1997) and Human Capital Theory
Anastasios Liambas (Department of Primary Education, Aristotelion University of Thessaloniki, Greece), Christos Tourtouras (Researcher and primary school teacher in Greece) and Ioannis Kaskaris (Primary school teacher in Greece)
Socio-cultural appraisals on the Greek non-compulsory secondary education: An analysis on the education provided for the immigrant foreign and the repatriated pupils
David Greene (NYC Department of Education, New York, USA)
Gatekeepers: The Role of Adult Education Practitioners and Programs in Social Control
Park, Hyu-Yong (University of Wisconsin-Madison, Wisconsin, USA)
Emerging Consumerism and the Accelerated ‘Education Divide’: The Case of Specialized High Schools in South Korea
Yasemin Esen (University of Ankara, Turkey)
Sexism in School Textbooks Prepared under Education Reform in Turkey
Steven Best (University of Texas, El Paso, USA) Peter McLaren (University of California, Los Angeles, USA) and Anthony J. Nocella, II (Center for Ethics, Peace and Social Justice, SUNY, Cortland, NY, USA)
Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with “Terrorists”
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