Category Archives: Publications

New issue launch Workplace: A Journal for Academic Labor #35 (2024-2025)

 

 

 

 

 

 

New issue launch Workplace: A Journal for Academic Labor #35 (2024-2025)

Articles in Workplace #35 address a variety of labour issues on campus and beyond, including the first in a series of articles by graduate student participants in the Global Labour Research Centre Symposium at York University.

Find the Workplace #35 here: https://ices.library.ubc.ca/index.php/workplace/index

Call for manuscript reviewers – Critical Education

Critical Education — sibling journal to Workplace: A Journal for Academic Labor — is a looking to expand its pool of manuscript reviewers.

If you are interested in contributing to the broad, multi-disciplinary field of critical education by participating in the peer review process, we encourage you to register with Critical Education as a reviewer.

We define critical education broadly as a field or approach that works theoretically and practically toward social change and addresses social injustices that result from various forms of oppression in globalized capitalist societies and under neoliberal governance.

We are looking for reviewers with expertise from across the broad range of education scholarship including but not limited to various: forms of research (e.g., empirical, theoretical, philosophical), contexts (e.g., early childhood, primary and secondary education, higher education, informal and popular education), conceptual orientations (e.g., critical pedagogy, anarchism, Marxism, critical postmodernism) and subfields (e.g., anti-racism, alternative education, critical and media literacy, disability studies, gender and sexuality, de/colonial and Indigenous education, leadership and policy studies, climate, outdoor, and place-based education, teacher education, solidarity and social movements, disciplinary subjects, etc.).

Critical Education uses a double-blind review process and follows the guidelines and practices of the Committee on Publication Ethics.

How do I sign up as a reviewer for Critical Education?

If you are already a registered user of the journal, sign in and from the drop-down menu below your username (top-right corner) choose View Profile > Role > check Reviewer box and list the key words that describe your areas of expertise. Before closing the profile window be sure to click the Save button on the bottom left of the page.

If you are not yet registered with Critical Education, use the Register link at the top of the journal home page and create an account. When creating your profile be sure to check the Reviewer role box and list the key words that describe your areas of expertise. Don’t forget to click the Save button.

Founded in 2010, Critical Education is an international, diamond open-access (no fees to read or publish), peer-reviewed journal, which publishes articles that critically examine contemporary education contexts and practices. Critical Education is published by the Institute for Critical Education Studies and hosted by The University of British Columbia Library. Critical Education is indexed in a number of scholarly databases including Scopus, EBSCO, DOAJ, and ERIC and is a member of the Free Journal Network. For more about Critical Education see: https://ices.library.ubc.ca/index.php/criticaled/about

Critical Education special issue call for submissions: Neoliberal Capitalism and Public Education

Critical Education

Special Issue Call: Neoliberal Capitalism and Public Education

Special Issue Editor:
Lana Parker
Associate Professor, Education University of Windsor, Canada Lana.parker@uwindsor.ca

The Status of Public Education: Documenting Neoliberal Capitalism’s Harms and Advocating for the Common Good

Overview and Aims:

 “The mode of production of material life conditions the general process of social, political and intellectual life. It is not the consciousness of men that determines their existence, but their social existence that determines their consciousness.” (Marx, 1859/1977)

Seen as a common or public good, public education offers the foundation for a more equal, just, and democratic society. As Biesta and Säfström (2023) suggest, “public education can be seen as the expression of the democratic values of liberty, equality, and solidarity. … [It has also] played a key role in promoting and sustaining these values” (Public education and the rise of neoliberalism section, emphasis in original). In this vein, a well-funded public school offers opportunities for community, fellowship, ethical relationality, and the development of critical, creative capacities (Parker, 2021, 2023a, 2023b). An economically healthy public system is marked, among other things, by: small class sizes; good teacher wages and the high levels of teacher training attendant to those wages; rich and diverse programming for all students; resources and infrastructure in good repair; and, most significantly, independence from market interests and from reliance on private sources of revenue.

Despite this underlying potential, however, any defense of education as a public good must resist nostalgia, ahistoricism, or conservativism. That is, though public education holds promise, it has also often been rooted in material, cultural, and ideological conditions of exclusion (Nelson et al., 2022). As such, public education as a common good, and the related argument against privatization, must include two parallel, though not mutually exclusive, understandings: First, that the legacy of public education in many countries has often been unjust in its implementation. Second, that although as a system it has been imperfect in its practice of equality and justice, it still represents the most powerful foundation from which to seek and improve these aims.

Decades of neoliberal capitalism have had a corrosive effect on public education systems around the world. Peters (2021) notes that one of the guiding objectives of neoliberalism is to displace the idea of public goods with the notion of public choice. This permits the entry of market ideals, profit motives, and choice through every facet of educational systems and policies. For example,

the neoliberal belief that public education funding is inefficient permits systematic and prolonged underfunding and diversions of tax-payer dollars to private schools. Neoliberal perceptions of choice and the focus on the individual versus the collective serve to similarly undermine arguments for public education for all. Further, the very premise of education — the answer to the fundamental question of what is education for? — has been reshaped by neoliberal values of economic competition and unmitigated capitalist growth. In all, scholars have documented that neoliberalism in education influences all education policy, curriculum, and pedagogy, as well as refashions the underlying economic fiscal supports that uphold the public system.

What is sometimes obscured, and perhaps increasingly so as neoliberalism enjoins neoconservative ideologies, is that the underlying mechanism of neoliberal capitalism is economic. Its project has been about converting previously public goods into terrain for marketization and competition, with an emphasis on generating profits that are concentrated into the hands of a few. As such, this special issue will focus on revealing neoliberal capitalist policies and critiquing the material conditions of inequality, impoverishment, and austerity that these shifts have produced; it is also aimed at advocacy for well-funded public education as a common good worth protecting.

 Description of Invited Articles:

For this issue, I invite analysis that foregrounds a critique of the contemporary expression of neoliberal capitalism. I seek submissions from a range of interdisciplinary perspectives (e.g., from within education, but also from public policy studies, progressive economics, sociology, philosophy, and more) to substantively engage with the material and philosophical challenges wrought by a neoliberal, capitalist totality, as it operates on education. A prevailing theme will be how this totality has produced harms for public education as a public good. Papers can be philosophical, theoretical, or conceptual; they can also be empirical, with methodologies such as Critical Policy Analysis, Critical Discourse Analysis, and the like. Some of the questions that you may wish to engage include:

  • What are the material harms that have been produced in classrooms as a result of underfunding and austerity budgets?
  • What are the changing economic underpinnings of public education? How has public spending changed and privatization increased?
  • Neoliberalism presumes one set of goals and accountability measures for public education systems. What alternative goals and measures could be considered?
  • How has neoliberal capitalism impoverished conceptions of public education’s purpose?
  • What might an anti-capitalist education look like?

Timeline:

 Manuscripts due to Editor: January 31, 2024 Manuscripts under review: February 1 – March 15, 2024

Manuscripts returned to authors for revision: March 31, 2024 Final Manuscripts due to Co-editors: April 30, 2024 Publication of Special Issue: May 31, 2024

About the Editor:

 The special issue editor, Lana Parker, is an Associate Professor of Education at the Faculty of Education at the University of Windsor, Canada. She has expertise employing philosophical methods and critical discourse tools to analyze neoliberal trends in education. Her work interrogates these trends in contrast with the possibilities of ethical, responsible, and responsive pedagogy. She served as the Editor for the Journal of Teaching and Learning for three years. Her nationally funded research includes a phenomenological analysis of how capitalism and social media shape how youth engage with information, including mis- and disinformation, which is reflected in her recently published edited collection, Education in the Age of Misinformation: Philosophical and Pedagogical Explorations. In addition, Lana is a co-investigator on the Public Exchange Project, which exposes neoliberal trends of privatization in the Canadian context.

About Critical Education:

Critical Education is an international, refereed, open access journal published by the Institute for Critical Education Studies (ICES). Contributions critically examine contemporary education contexts, practices, and theories. Critical Education publishes theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, higher education, and informal education. ICES, Critical Education, and its companion publication Workplace: A Journal for Academic Labor, defend the freedom, without restriction or censorship, to disseminate and publish reports of research, teaching, and service, and to express critical opinions about institutions or systems and their management. Co-Directors of ICES, co-Hosts of ICES and Workplace blogs, and co-Editors of these journals resist all efforts to limit the exercise of academic freedom and intellectual freedom, recognizing the right of criticism by authors or contributors.

Author Guidelines: https://ices.library.ubc.ca/index.php/criticaled/about/submissions

 References

 Biesta, G., & Säfström, C. A. (2023). Introduction: The publicness of education. In G. Biesta &

C. A. Säfström (Eds.), The new publicness of education (pp. 1-7). Routledge. Marx, K. (1977). A contribution to the critique of political economy. Progress Publishers. (Original work published 1859)

Nelson, C., Broom, S., Sisaket, L., & Orphan, C. (2022). Imagining decolonial desires of the public good. International Journal of Qualitative Studies in Education, 35(5), 456–477.

Parker, L. (2021). Literacy in the post-truth era: The significance of affect and the ethical encounter. Educational Philosophy and Theory, 53(6), 613-623.

Parker, L. (2023a). Education in the age of misinformation: An afterword. In L. Parker (Ed.), Education in the age of misinformation: Philosophical and pedagogical explorations (pp. 251-256). Palgrave Macmillan.

Parker, L. (2023b). Making the most of it: Thinking about educational time with Hägglund and Levinas. Journal of Philosophy of Education. https://doi.org/10.1093/jopedu/qhad067

Peters, M. A. (2021). Neoliberalism as political discourse: The political arithmetic of homo oeconomicus. In M. Sardoč (Ed.), The impacts of neoliberal discourse and language in education (pp. 69-85). Routledge.

Call for Chapters: Precarity, Unions, and Meaningful Work in Adult, Community, and Vocational Education  

Call for Chapters: Precarity, Unions, and Meaningful Work in Adult, Community, and Vocational Education  


Submit chapters here https://www.igi-global.com/publish/call-for-papers/submit/6670

Call for Chapters

Proposals Submission Deadline: September 22nd, 2023

Full Chapters Due: December 21, 2023
Submission Date: December 21, 2023

Introduction

“Neoliberalism has had destructive effects on the academic profession. While fulltime academic employment has always been a privilege for a few, the academic precariat has risen as a reserve army of workers with ever shorter, lower paid, hyper-flexible contracts and ever more temporally fragmented and hyper-mobile lives.” (Ivancheva, 2015, p. 39)

According to Standing (2016), starting in the 1980’s, globalisation “has generated a class structure, superimposed on earlier structures, comprising an elite, a salariat, proficians and old ‘core’ working class (proletariat), a precariat, the unemployed and a lumpen-precariat (or “underclass”)” (2014, p. 12) Connecting precariousness with vulnerability Lorey (2011) suggests Precarity is a “category […] that denotes the effects of political, social, and legal compensations for general precariousness” (para. 4). Chinnery explains: “so while we are all vulnerable to whims of fortune, health, violence, and natural disasters, there are some people whose social, economic or political status renders them more vulnerable, more precarious than others” (2015, p. 2). These people, the Precariat, are also susceptible to “the governmental or the structural ways in which precariousness in distributed and managed” (Lorey, 2011, para. 5), what Chinnery (2015) and Lorey (2011) refer to as Precaritisation.

Objective

This edited volume will provide a comprehensive scan of the politics and policies that inform and shape precarity in adult, community, and vocational education. It will explore the in/adequacy of existing theories of adult and workplace education and professional development to capture the experiences of the precariat. It will explore the role of unions and union learning in facilitating and combating precarity experienced by educators. It will showcase first-person narratives of educators who experience precaritisation, each and every day. Finally, it will explore the concept of meaningful work and self-care and describe what meaningful work and self-care look and feel like in this landscape of precarity.

Target Audience

Writers, researchers and practitioners in areas of:

  • Adult, community and vocational education
  • Employment, precarity and the impact of neoliberalism
  • Union education
  • Meaningful work
  • Self-care

Recommended Topics

This work will be a significant addition to the field addressing politics and policy, theory and practice, first-person narratives, all in relation to the concept and experience of meaningful work and self-care. This work will be a useful resource for adult, community, and vocational educators across a range of contexts.

In no particular order contents will include, but may not be limited to:

• Contexts of adult, community and vocational learning
• Neoliberal and globalised politics and policy as they relate to work, workplace education and professional development
• The role of unions and union learning
• Theories of work, workplace education, and professional development
• Precaritisation, precariousness, precarity
• First-person narratives of experience
• Meaningful work
• Self-care

Editors

Rupert C. Collister, PhD, Ontario Institute for Studies in Education/University of Toronto, University of New Brunswick, & Yorkville University, Canada

Submission Procedure

Researchers and practitioners are invited to submit on or before August 23, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by September 6, 2023 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by December 21, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Precarity, Unions, and Meaningful Work in Adult, Community, and Vocational Education. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager. Submit your proposal here:https://www.igi-global.com/publish/call-for-papers/submit/6670

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.

Important Dates

September 22nd, 2023: Proposal Submission Deadline

From September 6, 2023: Notification of Acceptance

December 21, 2023: Full Chapter Submission
February 18, 2024: Review Results Returned
March 31, 2024: Final Acceptance Notification
April 14, 2024: Final Chapter Submission

Inquiries

Rupert C. Collister, PhD
Ontario Institute for Studies in Education/University of Toronto, University of New Brunswick, & Yorkville University

rc_collister@hotmail.com

New Workplace Issue: Academic Bullying & Mobbing #highered #ubc #caut

New Workplace Issue #24

Academic Bullying & Mobbing

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

CFP: Critical Theories for the 21st Century

Critical Education is proud to be the sponsor journal for Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 THEME:
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

Adult Basic Education is a basic right

Adult Basic Education is a Basic Right is a collaboratively authored by researchers and educators in the adult education field in British Columbia. Our aim to gather and share information about how ABE tuition cuts and adult education policy in BC effects people, programs, depending inequity and socio-economic participation.

Read Lynn Horvat’s paper: “Re-Framing the Conversation: Respecting Adult Basic Education in British Columbia”

#Workplace preprints available #criticaled #highered

WORKPLACE: A JOURNAL FOR ACADEMIC LABOR
PREPRINTS AVAILABLE

 

Call for Submissions: Teaching Poor: Voices of the Academic Precariat

Via the CoCal distribution list:

*Call for Submissions*: *Teaching Poor: Voices of the Academic Precariat*

The career of college professor, giving back to the society that provided for them through education, was once a respectable path to the middle class. That class position is now slipping through the hands of the very people who helped create it, thanks to the erosion of tenured and tenure-track positions in favor of short-term contract positions without security. What should be rags to riches stories about the power of education to lift people out of poverty by providing a pathway to better jobs have become, for many academics, stories of stagnation, downward mobility, and outright impoverishment under the burden of massive debt uncompensated for by the very academy that helped contract faculty incur it.

*Teaching Poor: Voices of the Academic Precariat* will be a collection of voices from the world of so-called adjunct or contract college instructors who now teach 60-75% of all college courses in the United States and are paid wages equivalent to Walmart workers. In the tradition of Studs Terkel’s *Working*, *Teaching Poor* will honor both the difficulties and the triumphs of this new class of impoverished white collar laborers in the academic trenches, detailing personal struggles with the resultant poverty produced by low wages, crushing student loan debt, lack of healthcare and retirement provisions, and the professional and cultural costs this system levies on individuals and the students they teach.

I welcome creative non-fiction, biographical essay, short stories, poems, comics and, in the spirit of hacking the academy through digital humanities, may eventually expand to multimedia and a permanent archive of work similar to Story Corps. Length can vary wildly, but around 7500 words for prose is the average we’re looking for. Longer pieces will probably be reserved for the online archive.

This project is in its very early stages and I’m looking to see what kind of interest there is both in contributors and publishers before defining it or looking into other funding/publishing sources. I have publishers in mind (AK, Haymarket, Soft Skull, Atropos, Verso, ILR), but also welcome suggestions. I do want this to be more than a self-published ebook though, and perhaps something truly groundbreaking if we can make a collaboration work. Send your queries and submissions to Lee Kottner at teachingpoor@gmail.com by Jan. 1, 2015. That, too, is a very soft deadline, but please at least query by then.

Academic #mobbing and #bullying: Special Issue of #Workplace #ubc #edstudies #criticaled #caut #aaup #bced

Preprints for the next Issue of Workplace: A Journal for Academic Labor have just been released. Timed quite ideally with many Universities’ recent initiatives, this Special Issue of Workplace is on Academic Mobbing and Bullying.

Workplace: A Journal for Academic Labor

Academic Mobbing and Bullying

No 24 (2014)

Articles

  • Of Sticks and Stones, Words that Wound, and Actions Speaking Louder: When Academic Bullying Becomes Everyday Oppression
    • Harry Denny
  • Beyond Bullies and Victims: Using Case Story Analysis and Freirean Insight to Address Academic Mobbing
    • Julie Gorlewski, David Gorlewski & Brad Porfilio
  • Graduate Students as Proxy Mobbing Targets: Insights from Three Mexican Universities
    • Florencia Peña Saint Martin, Brian Martin, Hilde Eliazer Aquino López & Lillian von der Walde Moheno
  • Bullying in Academia Up Close and Personal: My Story
    • Paul Johnson
  • Pathogenic Versus Healthy Biofilms: A Metaphor for Academic Mobbing
    • Antonio Pedro Fonseca

 

Workplace and Critical Education are published by the Institute for Critical Education Studies (ICES).

Thank you for the continuing interest in ICES and its blogs & journals,
Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors

ICES
University of British Columbia
2125 Main Mall
Vancouver BC  V6T 1Z4
Canada

https://blogs.ubc.ca/ices
https://blogs.ubc.ca/workplace
http://ojs.library.ubc.ca/index.php/workplace
http://ojs.library.ubc.ca/index.php/criticaled

CFP: Academic Mobbing (Special Issue of Workplace) #edstudies #criticaled #occupyed #bced #yteubc

LAST Call for Papers

Academic Mobbing
Special Issue
Workplace: A Journal for Academic Labor

Editors: Stephen Petrina & E. Wayne Ross

Editors of Workplace are accepting manuscripts for a theme issue on Academic Mobbing.  Academic mobbing is defined by the Chronicle of Higher Education (11 June 2009) as: “a form of bullying in which members of a department gang up to isolate or humiliate a colleague.” The Chronicle continues:

If rumors are circulating about the target’s supposed misdeeds, if the target is excluded from meetings or not named to committees, or if people are saying the target needs to be punished formally “to be taught a lesson,” it’s likely that mobbing is under way.

As Joan Friedenberg eloquently notes in The Anatomy of an Academic Mobbing, the toll taken is excessive.  Building on a long history of both analysis and neglect in academia, Workplace is interested in a range of scholarship on this practice, including theoretical frameworks, legal analyses, resistance narratives, reports from the trenches, and labor policy reviews.  We invite manuscripts that address, among other foci:

  • Effects of academic mobbing
  • History of academic mobbing
  • Sociology and ethnography of the practices of an academic mob
  • Social psychology of the academic mob leader or boss
  • Academic mobbing factions (facts & fictions) or short stories
  • Legal defense for academic mob victims and threats (e.g., Protectable political affiliation, race, religion)
  • Gender norms of an academic mob
  • Neo-McCarthyism and academic mobbing
  • Your story…

Contributions for Workplace should be 4000-6000 words in length and should conform to APA, Chicago, or MLA style.

FINAL Date for Papers: May 30, 2014

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms (Special Issue of Workplace)

Call for Papers

Special Issue
Workplace: A Journal for Academic Labor

Guest Editors:
Mark Stern, Colgate University
Amy Brown, University of Pennsylvania
Khuram Hussain, Hobart and William Smith Colleges

I can tell you with confidence, one year later [from the Measure of Progress test boycott in Seattle schools], I know where our actions will lead: to the formation of a truly mass civil rights movement composed of parents, teachers, educational support staff, students, administrators, and community members who want to end high-stakes standardized testing and reclaim public education from corporate reformers.—Jesse Hagopian, History Teacher and Black Student Union Adviser at Garfield High School, Seattle

As many of us have documented in our scholarly work, the past five years have witnessed a full-fledged attack on public school teachers and their unions. With backing from Wall Street and venture philanthropists, the public imaginary has been saturated with images and rhetoric decrying teachers as the impediments to ‘real’ change in K-12 education. Docu-dramas like Waiting For ‘Superman,’ news stories like Steve Brill’s, “The Teachers’ Unions’ Last Stand,” in The New York Times Magazineand high profile rhetoric like Michelle Rhee’s mantra that students, not adults, need to be “put first” in education reform, all point to this reality: teachers face an orchestrated, billion dollar assault on their professional status, their knowledge, and their abilities to facilitate dialogical spaces in classrooms. This assault has materialized and been compounded by an austerity environment that is characterized by waning federal support and a narrow corporate agenda. Tens of thousands of teachers have suffered job loss, while thousands more fear the same.

Far from being silent, teachers are putting up a fight. From the strike in Chicago, to grassroots mobilizing to wrest control of the United Federation of Teachers in New York, to public messaging campaigns in Philadelphia, from boycotts in Seattle to job action and strikes in British Columbia, teachers and their local allies are organizing, agitating and confronting school reform in the name of saving public education. In collaboration with parents, community activists, school staff, students, and administrators, teacher are naming various structures of oppression and working to reclaim the conversation and restore a sense of self-determination to their personal, professional, and civic lives.

This special issue of Workplace calls for proposals to document the resistance of teachers in the United States, Canada, and globally. Though much has been written about the plight of teachers under neoliberal draconianism, the reparative scholarship on teachers’ educating, organizing, and agitating is less abundant. This special issue is solely dedicated to mapping instances of resistance in hopes of serving as both resource and inspiration for the growing movement.

This issue will have three sections, with three different formats for scholarship/media. Examples might include:

I. Critical Research Papers (4000-6000 words)

  • Qualitative/ethnographic work documenting the process of teachers coming to critical consciousness.
  • Critical historiographies linking trajectories of political activism of teachers/unions across time and place.
  • Documenting and theorizing teacher praxis—protests, community education campaigns, critical agency in the classroom.
  • Critical examinations of how teachers, in specific locales, are drawing on and enacting critical theories of resistance (Feminist, Politics of Love/Caring/Cariño, Black Radical Traditions, Mother’s Movements, and so on).

II. Portraits of Resistance

  • Autobiographical sketches from the ground. (~2000 words)
  • Alternative/Artistic representations/Documentations of Refusal (poetry, visual art, photography, soundscapes)

III. Analysis and Synthesis of Various Media

  • Critical book, blog, art, periodical, music, movie reviews. (1500-2000 words)

400-word abstracts should be sent to Mark Stern (mstern@colgate.edu) by May 15, 2014. Please include name, affiliation, and a very brief (3-4 sentences) professional biography.

Notifications of acceptance will be sent out by June 15. Final drafts will be due October 1, 2014. Please note that having your proposal accepted does not guarantee publication. All final drafts will go through peer-review process. Authors will be notified of acceptance for publication by November 1.

Please direct all questions to Mark Stern (mstern@colgate.edu).

Equity, Governance, Economics and Critical University Studies #criticaled #edstudies #ubc #bced #yteubc

Workplace: A Journal for Academic Labor
Equity, Governance, Economics and Critical University Studies
No 23 (2014)

As we state in our Commentary, “This Issue marks a couple of milestones and crossroads for Workplace. We are celebrating fifteen years of dynamic, insightful, if not inciting, critical university studies (CUS). Perhaps more than anything, and perhaps closer to the ground than any CUS publication of this era, Workplace documents changes, crossroads, and the hard won struggles to maintain academic dignity, freedom, justice, and integrity in this volatile occupation we call higher education.” Workplace and Critical Education are published by the Institute for Critical Education Studies (ICES).

Commentary

  • Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth
    • Stephen Petrina & E. Wayne Ross

Articles

  • Differences in Black Faculty Rank in 4-Year Texas Public Universities: A Multi-Year Analysis
    • Brandolyn E Jones & John R Slate
  • Academic Work Revised: From Dichotomies to a Typology
    • Elias Pekkola
  • No Free Set of Steak Knives: One Long, Unfinished Struggle to Build Education College Faculty Governance
    • Ishmael Munene & Guy B Senese
  • Year One as an Education Activist
    • Shaun Johnson
  • Rethinking Economics Education: Challenges and Opportunities
    • Sandra Ximena Delgado-Betancourth
  • Review of Abundance: The Future is Better Than You Think
    • C. A. Bowers

Education for Revolution special issue of Works & Days + Cultural Logic launched #occupyeducation #criticaleducation

Education for Revolution a special issue collaboration of the journals Works & Days and Cultural Logic has just been launched.

Check out the great cover image (Monument to Joe Louis in Detroit) and the equally great stuff on the inside. Hard copies of the issue available from worksanddays.net and Cultural Logic will be publishing and expanded online version of the issue in the coming months.

Rich and I want to thank David B. Downing and his staff at Works & Days for the fabulous work they did on this issue, which is the second collaboration between the two journals. Read Downing’s foreword to the issue here.

Works & Days + Cultural Logic
Special Issue: Education for Revolution
E. Wayne Ross & Rich Gibson (Editors)

Table of Contents

  • Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
    • Rich Gibson, San Diego State University
    • E. Wayne Ross, University of British Columbia
    • Kevin D. Vinson, University of The West Indies
  • Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship
    • Julie Gorlewski, State University of New York, New Paltz
    • Brad Porfilio, Lewis University
  • Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
    • Timothy Patrick Shannon, The Ohio State University
    • Patrick Shannon, Penn State University
  • Learning to be Fast Capitalists on a Flat World
    • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
  • Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
    • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
  • Schooling for Capitalism or Education for Twenty-First Century Socialism?
    • Mike Cole, University of East London
  • Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
    • Curry Stephenson Malott, West Chester University of Pennsylvania
  • The Pedagogy of Excess
    • Deborah P. Kelsh, The College of Saint Rose
  • Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
    • John Maerhofer, Roger Williams University
  • Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
    • Grant Banfield, Flinders University of South Australia
  • The Illegitimacy of Student Debt
    • David Blacker, University of Delaware
  • Hacking Away at the Corporate Octopus
    • Alan J. Singer, Hofstra University
  • A Tale of Two Cities ¬– and States
    • Richard Brosio, University of Wisconsin, Milwaukee
  • SDS, The 1960s, and Education for Revolution
    • Alan J. Spector, Purdue University, Calumet

CFP: Building International Labor Solidarity

CALL FOR PAPERS: BUILDING INTERNATIONAL LABOR SOLIDARITY

Working USA: The Journal of Labor and Society will devote a thematic issue to Building International Labor Solidarity, which will be published in early 2014. The thematic editor is Kim Scipes of Purdue University North Central who will work closely with Working USA editor, Immanuel Ness. As new labor movements emerge in Africa, the Middle East, the Americas, Asia, Europe, and Oceania, we seek essays that focus on research that is designed to build international labor solidarity with these and other workers. The editors seek in-depth, critical description and analyses of efforts motivated by the rise of workers’ movements that engage in transnational solidarity, as well as articles that examine imperial and global power efforts to control, guide, and circumscribe them. Historical examples must retain focus that refract on today’s problems and concerns.

Paper proposals are encouraged that address labor unions and workers’ movements in the United States and beyond, but priority will be given to research across the developed-developing country divide, or among developing countries of the Global South. Proposals for papers in the journal should be submitted by August 15, 2013, with a length of 250-500 words. Final papers will be peer-reviewed by referees appointed by the editorial board, and should not exceed 7,500 words.

For author guidelines, go to the following website: http://www.working-usa.org
Papers must be received by October 15, 2013.

E-mail for questions or submissions: kscipes@pnc.edu and iness@brooklyn.cuny.edu

Workplace: A Journal for Academic Labor republishes back issues #1-5 and #9

Workplace: A Journal for Academic Labor, back issues #1-5 and #9 are now reformatted and accessible through the Archives.

Thanks to the outstanding editorial work of ICES GRA Maya Borhani, we’ve been able to work forward and republish these back issues. The balance of back issues will be accessible in due time. We did our best to make this remediation work and apologize for any errors in the transfer. Please inform us if you pick up mistakes here or there. We also thank all of those who contribute/d as editors,reviewers, readers, and authors.

Some may prefer the more anarchic aesthetic of the original online format, wherein access remains at
http://louisville.edu/journal/workplace/issue5/back_issues.html and
http://louisville.edu/journal/workplace/workplace1/wokplace.html and
http://louisville.edu/journal/workplace/workplace2/wokplace2.html and
http://louisville.edu/journal/workplace/workplace2-1/wokplace2-1.html and here at UBC in the future.

Thank you for your interest in ICES, Critical Education, and Workplace.

Please keep the new manuscripts flowing in!

Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors
Institute for Critical Education Studies https://blogs.ubc.ca/ices/
University of British Columbia
____________________________

New issue of Critical Education: Pedagogy and Privilege: The Challenges and Possibilities of Teaching Critically About Racism

Critical Education
Vol 4, No 1 (2013)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182400

Articles
——–
Pedagogy and Privilege: The Challenges and Possibilities of Teaching
Critically About Racism
Ken Montgomery

Abstract
This reflective paper examines both the challenges and possibilities of drawing teacher education candidates into critical examination of cultural, structural, historical, and discursive dimensions of racism in the North American context. It considers the importance of fostering both a critical consciousness and humility amongst undergraduate education students as part of the process of preparing them to read and act upon schools and societies in ethically and politically responsible ways. It delineates some of the challenges in attempting to do this and offers up for discussion a few practical strategies for teaching against, through, and about the resistance and denials which often accompany efforts to teach critically about racism in university settings.

Our Pass-Fail Moment: Livable Ecology, Capitalism, Occupy, and What is to be Done | Critical Education

CRITICAL EDUCATION
Vol 3, No 10 (2012)
Our Pass-Fail Moment: Livable Ecology, Capitalism, Occupy, and What is to be Done
Paul Street

Abstract

The ecological crisis is the leading issue of “our or any time” posing grave threats to a decent and democratic future. If the environmental catastrophe isn’t forestalled, “everything else we’re talking about won’t matter” (Noam Chomsky). Like other issues leftists cite as major developments of the last half-century, the environmental crisis is intimately bound up with numerous other deep changes (growing inequality, authoritarian neoliberalism, corporate globalization, U.S. imperial expansion, and more) and grounded in the imperatives of capital and the profits system. Tackling the crisis in a meaningful way will bring numerous related and collateral benefits (including significant opportunities for socially useful and necessary work/employment) beyond and alongside environmental survival. To prioritize ecology is not to demote or delay radical social reconstruction. It means the elevation and escalation of the red project. It is highly unlikely that the crisis can be solved within the framework of capitalism.

This article was originally delivered as a Keynote Address at the Rouge Forum 2012: Occupy Education! Class Conscious Pedagogies and Social Change, on June 21, 2012 at Miami University in Oxford, Ohio.

Keywords

Social Movements; Capitalism; Ecology; Occupy; Green Jobs; The Profits System; Revolution; Envrionment, Green Marxism; Rouge-Verde; ecological crisis

Workplace #1 Inaugural Issue Republished!

The Institute for Critical Education Studies (ICES) has embarked on the daunting, yet enjoyable, task of reissuing all back issues of Workplace: A Journal for Academic Labor in OJS format.  We begin with the inaugural issue and its core theme, “Organizing Our Asses Off.”  Issue #2 will soon follow.  We encourage readers and supporters of Workplace and Critical Education to revisit these now classic back issues for a sense of accomplishment and frustration over the past 15 years of academic labor.  Please keep the ideas and manuscripts rolling in!

Critical Education issue: Embracing Change: Reflection on Practice in Immigrant Communities

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
——–
Embracing Change: Reflection on Practice in Immigrant Communities
Gresilda Anne Tilley-Lubbs, Jennifer McCloud