Category Archives: Publications

The Cost of Knowledge: Researchers taking a stand against Elsevier

The Cost of Knowledge: Researchers taking a stand against Elsevier

Academics have protested against Elsevier’s business practices for years with little effect. The main objections are these:

  1. They charge exorbitantly high prices for their journals.
  2. They sell journals in very large “bundles,” so libraries must buy a large set with many unwanted journals, or none at all. Elsevier thus makes huge profits by exploiting their essential titles, at the expense of other journals.
  3. They support measures such as SOPA, PIPA and the Research Works Act, that aim to restrict the free exchange of information.

Sign the petition here.

Special issue of Cultural Logic: “Culture and Crisis”

Cultural Logic

2010
SPECIAL ISSUE:
CULTURE AND CRISIS

EDITED BY JOSEPH G. RAMSEY

 Introduction

Joseph G. Ramsey
“Culture and Crisis”

The Current Conjucture:
Capitalist Crises and the Crisis of the Left

Michael Joseph Roberto, Gregory Meyerson, Jamey Essex, and Jeff Noonan
“Moment of Transition:
Structural Crisis and the Case for a Democratic Socialist Party”

Jeffrey Perry
“The Developing Conjuncture and Some Insights from
Hubert Harrison and Theodore W. Allen
on the Centrality of the Fight against White Supremacy”

Julie P. Torrant
“Class and the New Family in the Wake of the Housing Collapse”

Dan DiMaggio
“Road Maps, Dead Ends, and the Search for Fresh Ground:
How Can We Build the Socialist Movement in the 21st Century?”

Crisis, Imagination, and the Return to Marx’s Capital

Max Haiven
“The Financial Crisis as a Crisis of the Imagination”

Vesa Oittinen and Andre Maidansky
“A Marx for the Left Today:
Interview with Marcello Musto”

Amedeo Policante
“Vampires of Capital:
Gothic Reflections between Horror and Hope”

Robert T. Tally Jr.
“Meta-Capital:
Culture and Financial Derivatives”

Rethinking Crises in
Twntieth-Century Socialism and Communism

Joseph Ball
“The Need for Planning:
The Restoration of Capitalism in the Soviet Union
in the 1950s and the Decline of the Soviet Economy”

Grover Furr
“Stephen Cohen’s Biography of Bukharin:
A Study in the Falsehood of Khrushchev-Era ‘Revelations'”

Remembering the Depression Era:
Recovering Left Culture in a Time of Crisis

Benjamin Balthaser
“Re-Staging the Great Depression:
Genre as Social Memory in Darren Aronofsky’s The Wrestler

Barbara Foley
Forward to Wrestling with the Left:
The Making of Ralph Ellison’s
 Invisible Man

Joseph G. Ramsey
“Invisible Tragedies, Invisible Possibilities:
Or, Re-Reading What’s Left of a Great American
(Anti-Communist) Novel”
(Review of Barbara Foley’s Wrestling with the Left
)

Tristan Sipley
“Proletarian Pastoral Reconsidered:
Reading Mike Gold in an Age of Ecological Crisis”

Chris Vials
“Fight Against War and Fascism and
the Origins of Antifascism in US Culture”


Theoretical Practice in a Time of Crisis:
Adorno, Benjamin, and Brecht

Rich Daniels
“Non-Pious Discourse:
Adorno, Ethics, and the Politics of Suffering”

Kevin Floyd
“The Importance of Being Childish:
Queer Utopians and Historical Contradiction”

Carl Grey Martin
Review of
Walter Benjamin and Bertold Brecht —
The Story of a Friendship


Reading Crisis as Ruling-Class Strategy

Kanishka Chowdhury
“Deflecting Crisis:
Critiquing Capitalism’s Emancipation Narrative”

Kim Emery
“‘Crisis Management’ in Higher Education:
RCM and the Politics of Crisis at the University of Florida”

Heather Steffen
“Student Internships and the Privilege to Work”

Poetry

Mary Kennan Herbert
“Been There, Done That” and
“Nothing to Say”

George Snedeker
“Progress” and Other Poems

Joseph G. Ramsey
“Fault Lines: Haiti, Two Years On”

New issue of Critical Education: Ecologically and Culturally Informed Educational Reforms in Teacher Education and Curriculum Studies

Critical Education has just published its latest issue at. We invite you to review the Table of Contents here and then visit our web site to review
articles and items of interest.

Critical Education
Vol 2, No 14 (2011)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/40

Articles
——–
Ecologically and Culturally Informed Educational Reforms in Teacher Education and Curriculum Studies
C. A. Bowers

New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

New issue of Critical EducationLa Batalla Continua: Latina/o Educators Democratizing Educational Practices

Vol 2, No 12 (2011)
Table of Contents
Articles
La Batalla Continua: Latina/o Educators Democratizing Educational Practices
Marisol O. Ruiz, Luis-Vicente Reyes, Maribel Trujillo, Elizabeth Chavez, Nereida Antunez, Veronica Lugo, Ericka Martinez, Ben Rivera, Gaby Sulzer, Ana Granados, Veronica Lerma

Abstract
This journey analysis shares the counterstories of practicing bilingual Latina/o educators teaching predominately Latino youth. The study is situated in a bi-national (US/Mexico) tri-city (El Paso, Las Cruces, Juarez), and tri-state (Texas, New Mexico, Chihuahua,) context. When teachers of color voice their concerns about oppressive institutional polices and practices, a counter-story is produced. One way to bring Latina/o students’ and their teachers’ counterstories to the center of schooling polices and practices is to create intentional spaces to examine the realities of how these policies and practices are oppressive in nature. These intentional spaces offer self-reliance and solidarity. Solidarity can lead to mobilization, an important aspect of the inherit praxis of this critical intentional space.

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

New issue of Critical Education

Critical Education has just published its latest issue. We invite you to review the Table of Contents below and then visit our web site to read articles and other items of interest.

Critical Education
Vol 2, No 7 (2011)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/28

Article
——–
Understanding Animals-Becoming-Meat: Embracing a Disturbing Education
Bradley D Rowe, The Ohio State University

Abstract

In dominant consumerist societies, eating animals has become one the most hegemonic and atrocious forms of human-nonhuman interaction. In this article, I show how meat eating is a forceful educational issue that warrants critical analysis. I argue that understanding, and especially watching, animals-becoming-meat—that is, the processes through which animals are subjugated, confined, and killed in order to become edible food—is necessary to become aware of the nonhuman suffering implicated in the exploitive practices of industrial animal agriculture and slaughtering. I locate the educative significance of animals-becoming-meat within a pedagogy of visual disturbance. Given the great extent that corporate agriculture goes to conceal the brutality behind its walls, I believe we must be unsettled with disturbing visuals of animals-becoming meat in order to begin to think critically. We ought to see, for ourselves, how whole animal bodies become edible “pieces of meat.”

New issue of Critical Education

Check out the latest issue of Critical Education, which includes Kelly Norris’ article “Meaningful Social Contact” as part of CE’s series “A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation”.

Critical Education
Vol 2, No 2 (2011)
Table of Contents

A Return to Educational Apartheid? Comments from the Series Co-Editor
Doug Selwyn
Abstract
Selwyn, co-editor of the “A Return to Educational Apartheid?” series, pays tribute to Critical Education Associate Editor Adam Renner and introduces the latest in a special series of articles focusing on the articulation of race, schools, and segregation. Each of the articles in this series analyzes the extent to which schooling may or may not be returning to a state of educational apartheid.

Meaningful Social Contact
Kelly Norris
Abstract
The resegregation of our schools presents a loss for many suburban students who now lack the ‘meaningful social contact’ that is necessary for successfully integrating into a multicultural society. What happens when white students are denied the opportunity to regularly connect with people of other races and backgrounds? What kind of thinking do we construct when we racially isolate our suburban students and how do we deconstruct that thinking so that they can become more tolerant, self-aware, liberated human beings? In this narrative essay, a teacher asks her suburban, mostly white students to examine their notions, experiences and identities regarding race through journaling and class discussion. A dynamic dialogue ensues and is shared, along with the author’s own journal responses to prompts about race, white identity and interracial relationships. What is revealed is the other side of the implications of resegregation.

New issue of Critical Education: “Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform”

Part 2 of Larry Stedman’s analysis of the failure of the standards movement, just published by Critical Education.

Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform
Lawrence C. Stedman

Abstract

In the first paper, “How Well Does the Standards Movement Measure Up?,” I documented the movement’s failure in diverse areas—academic achievement, equality of opportunity, quality of learning, and graduation rates—and described its harmful effects on students and school culture.

In this paper, I diagnose the reasons for the failure and propose an alternative agenda for school reform. I link the failure of the standards movement to its faulty premises, historical myopia, and embrace of test-driven accountability. As part of the audit culture and the conservative restoration, the movement ended up pushing a data-driven, authoritarian form of schooling. Its advocates blamed educational problems on a retreat from standards, for which there was little evidence, while ignoring the long-standing, deep structure of schooling that had caused persistent achievement problems throughout the 20th century. Drawing on reproduction theories and analyses of the neoliberal reform project, I make the case for repealing NCLB and Race to the Top and outline a progressive framework for reconstructing schools.

Update to issue 17 of Workplace: A Journal for Academic Labor

The current issue of Workplace: A Journal for Academic Labor has been updated with two new field reports.

Issue No. 17 of Workplace “Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions” is guest edited by Howard Stevenson of Lincoln University (UK).

The new field reports include:

The NEA Representative Assembly of 2010: A Longer View of Crisis and Consciousness
Rich Gibson

Abstract
Following the 2009 National Education Association (NEA) Representative Assembly (RA) in San Diego, new NEA president Dennis Van Roekel was hugging Arne Duncan, fawning over new President Obama, and hustling the slogan, “Hope Starts Here!” At the very close of the 2009 RA, delegates were treated to a video of themselves chanting, “Hope starts Here!” and “Hope Starts with Obama and Duncan!” The NEA poured untold millions of dollars, and hundreds of thousands of volunteer hours, into the Obama campaign. In 2009, Van Roekel promised to tighten NEA-Obama ties, despite the President’s educational policies and investment in war. What happened in the year’s interim? What was the social context of the 2010 RA?

Resisting the Common-nonsense of Neoliberalism: A Report from British Columbia
E. Wayne Ross

Abstract
Faced with a $16 million budget shortfall, the Vancouver school trustees, who have a mandate to meet the needs of their students, have lobbied for more provincial funding to avoid draconian service cuts. The government has refused the request, and its special advisor to the Vancouver School Board criticizes trustees for engaging in “advocacy” rather than making “cost containment” first priority. The clash between Vancouver trustees and the ministry of education is not “just politics.” Rather, education policy in BC reflects the key features of neoliberal globalization, not the least of which is the principle that more and more of our collective wealth is devoted to maximizing private profits rather than serving public needs. British Columbia is home to one of the most politically successful neoliberal governments in the world, but fortunately it is also a place to look for models of mass resistance to the neoliberal agenda. One of the most important examples of resistance to the common-nonsense of neoliberalism in the past decade is the British Columbia teachers’ 2005 strike, which united student, parent, and educator interests in resisting the neoliberal onslaught on education in the public interest.

A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation.

Critical Education has just published its latest issue at http://m1.cust.educ.ubc.ca/journal/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

This issue launches the Critical Education article series A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation, edited by Adam Renner and Doug Selwyn.

Thanks for the continuing interest in our work,

Sandra Mathison, Co-Editor
E. Wayne Ross, Co-Editor
Critical Education
University of British Columbia
wayne.ross@ubc.ca

Critical Education
Vol 1, No 7 (2010)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/18

Articles
——–
A Return to Educational Apartheid?
Adam Renner, Doug Selwyn

A Separate Education: The Segregation of American Students and Teachers
Erica Frankenberg, Genevieve Siegel-Hawley

Workplace No 17 (2010): Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Workplace: A Journal for Academic Labor No 17 (2010):
Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/workplace/issue/view/8

Articles
——–
Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions: Special Issue Introduction
Howard Stevenson

Terminating the Teaching Profession: Neoliberal Reform, Resistance and the Assault on Teachers in Chile
Jill Pinkney Pastrana

Social Justice Teacher Unionism in a Canadian Context: Linking Local and Global efforts
Cindy Rottmann

Australian Education Unionism in the Age of Neoliberalism: Education as a Public Good, Not a Private Benefit
Jeff Garsed, John Williamson

“What’s Best for Kids” vs. Teacher Unions: How Teach For America Blames Teacher Unions for the Problems of Urban Schools
Heidi Katherine Pitzer

Gramsci, Embryonic Organic Intellectuals, and Scottish Teacher Learning Representatives: Alternatives to Neoliberal Approaches to Professional Development in the K-12 Sector
Alex Alexandrou

Pedagogy of Liminality? The Case of Turkish Teachers’ Union Egitim-Sen
Duygun Gokturk

Book Reviews
——–
Review of Industrial Relations in Education: Transforming the School Workforce
Merryn Hutchings

A Portrait of Authenticity: A Review of Carl Mirra’s (2010) The AdmirableRadical: Staughton Lynd and Cold War Dissent, 1945-1970. Kent, OH: Kent University Press
Adam Renner

Review of Union Learning Representatives: Challenges and Opportunities
Becky Wright

Review of How the University Works: Higher Education and the Low-Wage Nation
Marisa Huerta

Review of Academic Repression: Reflections from the Academic-Industrial Complex
Leah Schweitzer

The Sociopathology of Everyday Business: A Review of The University Against Itself: The NYU Strike and the Future of the Academic Workplace
Jim Rovira

Review of The Rich World and the Impoverishment of Education: Diminishing Democracy, Equity and Workers’ Rights
Paul Orlowski

Technology and (Human) Rights: A Review of Human Rights in the Global Information Society
Stephen Petrina

Review of The Developing World and State Education: Neoliberal Depredation and Egalitarian Alternatives
Steven L. Strauss

Miscellany
——–
Connecting Teacher Unions and Teacher Union Research
AERA Teachers’ Work/Teacher Unions SIG

Call for Manuscripts: Berkeley Review of Education

Call for Papers 2010-2011

The Berkeley Review of Education (BRE) is a peer-reviewed interdisciplinary journal that engages issues of educational diversity and equity from various cognitive, developmental, sociohistorical, linguistic, and cultural perspectives. Published online and edited by students from the Graduate School of Education at the University of California, Berkeley, the BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. For more information about the BRE, please visit the journal’s website at http://escholarship.org/uc/ucbgse_bre.

The State of Public Education (Special Issue)

The Berkeley Review of Education (BRE) invites submissions to a special issue on the theme “The State of Public Education.” The special issue will discuss crucial matters of the economic, political, and social dimensions of public education in relation to the state during the current fiscal crisis and beyond. The BRE particularly welcomes empirical research that addresses concerns in elementary, secondary, and higher education.

Special Issue Submission Deadline: September 15, 2010

Critical Focus

Understanding issues of diversity and equity to be central, yet highly contested, themes in educational research, the BRE seeks to foster critical awareness and analysis of these issues in educational processes and practices in and out of school settings. The BRE therefore invites original submissions that highlight the role of language and literacy in the sociocultural and political contexts of education; examine the interplay among cognitive, social, and developmental processes in human knowledge and experience; and limn the role of policy within schools and the broader sociopolitical context.

Interdisciplinary Scope

The BRE seeks to capitalize on the theoretical and empirical contributions of scholars from diverse fields and disciplines. To that end, the BRE encourages submissions that foster critical communication spanning a broad
range of disciplines including, but not limited to, anthropology, cultural studies, disability studies, ethnic studies, family studies, gender and sexuality studies, information studies, linguistics, psychology, sociology,
and women’s studies. The journal invites submissions that re-imagine what a critical approach to education might look like from within and among the traditional and alternative theoretical paradigms entailed in multiple fields of inquiry.

Submission Guidelines

Manuscripts should be submitted online through the “submit article” link on the BRE website, http://repositories.cdlib.org/ucbgse/bre. Authors should consult the BRE Submission Requirements on the website before submitting manuscripts. Queries may be addressed to the editors at bre_editor@berkeley.edu.

All papers are subject to a double-blind peer review process, and authors will be notified about their submissions in a timely manner. Authors retain the copyright to the articles they publish in the journal. However, the BRE does not publish material that has been previously published and does not accept papers that have been simultaneously submitted elsewhere for publication (see BRE Policies).

Anthropocentrism’s Antidote: Reclaiming Our Indigenous Orientation to Non-human Teachers

New issue of Critical Education just published:

“Anthropocentrism’s Antidote: Reclaiming Our Indigenous Orientation to Non-human Teachers” by Don “Four Arrows” Jacobs, Jessica London Jacobs, and Sage Ryan.

This is the second article in the Critical Education series “The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research”.

Rouge Forum News #15

Screen shot 2009-12-15 at 5.02.04 PM

The latest issue of the Rouge Forum News is available here as a pdf.

Adam Renner, editor of the Rouge Forum News, previews the issue below:

FROM THE EDITOR

In its more than decade of existence, the Rouge Forum has attempted to contribute to the conversation on social justice within national organizations, in union halls, in K-12 schools, in colleges/universities, at work places, and in community organizations. It has attempted to bring a reasoned analysis to contemporary issues using an historical lens, a sense of the total, and, often, pedagogical strategies. It has produced an appreciable amount of scholarship among its members—sometimes award winning scholarship—and has among its membership winners of academic freedom awards.

Undoubtedly, the Rouge Forum has become a relevant voice for social justice, particularly related to education. We hope to amplify that voice and continue to develop its relevance in the days to come. Recent events, tethered to their historical predecessors, indicate there is little time to dither.

One of the best things about the Rouge Forum, particularly those who have been able to take part in conferences and joint actions, is the sense of community. My partner and I remarked a few years ago at the conference in Detroit that we felt like we were home. We were among comrades who, while we didn’t agree on everything, seemed to have a congruent idea that things need to change and a relatively common idea of what that might look like. We could at least outline the picture.

Times together, such as these, assure us we are not crazy—that another world is not only necessary, but possible. Our work is continuing to figure out how we support one another, how we can have a voice in our particular locations, and how we craft and apply a vision of what is more just, more human, and right. Community. Voice. Vision. Connect reason to power, as Rich would say. Go.

And in that go-ing, we need sustenance for the journey—sustenance in the form of community and consciousness (ever-deepening, ever-evolving), but also hope. The hope I/we suggest is not naïve hope. It is hope grounded in struggle, connected to others. It is hope that is participatory. It becomes the essence of who we are. It is a politics of prefiguration that suggests if we want democracy and we want justice, then our actions, to the extent possible, will need to bear these out. It is to understand the journey/struggle not as precise, but as punctuations of imperfections, of hypocrisies that bring us back to the start, such that we can begin again.

This idea of the politics of prefiguration is espoused by a thoughtful theorist on hope: Rebecca Solnit. Her text, Hope in the Dark, pushed me to find hope in the struggle—in fact, catapulting me into that struggle. Solnit has enlivened that sense again in her recent essay in TomDispatch entitled Learning how to Count to 350. Re-citing a history of action in the streets and reasons to hope (in the face of all the reasons to despair), Solnit suggests, “To survive the coming era, we need to re-imagine what constitutes wealth and well-being and what constitutes poverty.” Considering the dismal performance of communism in the 20th century (often more totalitarian and capitalist than liberatory) and the fact that global capitalism was brought to its knees last year, she suggests we’ve got work to do to (re)imagine the world.

And, we—that is, people of conscience—must occupy that void. Else, something else will. The steel-toed rhythm can be heard goose-stepping just inside the ear’s horizon. I submit we’ll need to step into that space sooner than later.

I’ll see you at the barricades.

We’ll have to resist what is more than likely coming next—find a voice, speak truth to power, take to the streets, take over a building. Escalate. Extending Rich’s metaphor from earlier work, we lambs look good to the wolves who regroup in the penthouses of their nearby woods (whose fuel is nearly spent) and in the corporate board rooms overlooking ever-drying creeks (more parts pollution than potable). They’re finished buying what we have, as how much more cheaply can our labor power be had? Now, they plan to just take it.

And, they will use a god to convince you they are right. They will call on him, attempting to scheme us into doing the same (a little deposit of flesh now, and your children’s flesh, for an eternity of made-up bed time stories, “Now I Iay me down to sleep….”).

I’ll keep my soul, whatever is left of it, thank you very much.

I’m looking, instead, for what Solnit calls a moment of creation—moments for which democracy, social justice, creativity, freedom, take one step forward.

Solnit is good at flipping the script, looking at the underside of the paper and seeing the scribbling of possibility. What she submits is an alternative read to the corporate media prophets (or is that profits?). We would do well to listen. Hers is not a naïve re-rendering or postmodern apologetics. My take is that Solnit’s proposition is grounded in the real. The alteration takes into account the work that is being done, often diminished by our popular discourse and corporate media. This alternative understanding helps us realize that others are struggling, voices are shouting, a history of resistance leads us to this moment of possibility.

Revolutionary praxis remains our guide: the simultaneity and dialectic of self change and the changing of society.

We should understand what it’s going to take for that moment of creation. Those moments: when we realize the politics of divide and conquer have gotten the best of us (color/class/gender/sexuality-coded inequalities); when we realize that we that we are killing others (bought and paid for bombs with our signature on them), killing babies, mothers, difference with our own babies barely able to know differently in capital’s schools (the militarization of schools); when we realize that our knowledge has been regulated by corporate interests to keep us docile and ignorant (high-stakes testing) in order to prepare us for jobs we will more than likely hate (alienation) so we will seek pleasure in (fetishize) commodities, that is, things, and our social relations will be mediated by reality TV and video games.

Try Wendell Berry’s recent poem on for size at your upcoming holiday celebration to bring the above into sharp relief. You may not be invited back (which may or may not be a bad thing…)

When we recognize these issues as material reality, a moment will emerge. A moment (consciousness grounded in the real) that must lead to another moment (courage to change) in which we will need to figure out how to live differently (protest, resistance, occupation, freedom schools, sustainable living, new solidarities). Moments in which we own our labor power: the free development of each creates the conditions for the free development of all, since we will all recognize our interdependence and the strength of our difference.

More than likely, these moments will blur–because the barricades will not only be in the streets, but they will be in our work places, in our schools, in our churches, in our homes, in our community centers. Consciousness will merge with courage will merge with consciousness will merge with a more materialist understanding of reality, which will lead to how we can re-imagine wealth, well-being and poverty in the coming era.

We must. The wolves are hungry.

But, the lambs are plentiful. And, we will realize that we far outnumber the wolves when conscious because we will see and do differently.

When we see differently, we won’t be divided so easily. When we see differently, we won’t abide by mystical explanations of injustice; we will see it for what it is. When we see differently, we’ll stop looking at the deadness of the center and instead explore the possibility at the periphery. When we see differently we won’t believe the mythology of national holidays intended to white-wash history and to, more importantly, mark the beginning of a new holiday season of debt and guilt built by the capitalists. Just look on the rez. How did Thanksgiving work out for those who welcomed the newcomers? Can we call it what it is, please: a celebration of genocide. And, we are still killing them (see the December, 2009, Harper’s Magazine article about life on the modern reservation). Christmas could use an RF News issue all its own…

When we see differently, we will note the possibility of solidarity born in moments of creation where we understand richness as fullness (of life and community), in the bread broken amidst laughter AND tears, in the totality discovered, in one more sunrise.

The Rouge Forum seeks this fullness.

Struggle. We must. Eyes open. Spirit fully engaged. Hands ready for the work.

See you at the barricades…

…On the way to the barricades, might I recommend a choral reading of this quarter’s Rouge Forum News? Our 15th issue has another exciting line-up of essays, which are broken up by other provocative reading: poems by Gina Stiens and Colin Ross, Rouge Forum broadsides, an editorial from Paul Moore, and art from Bryan Reinholdt. I’d recommend making posters of it. And T-shirts.

We have two featured essays in this issue, one from Wayne Ross, which takes up the issue of patriotism, the other, a timely piece from Mary Barrett, Maria Hornung, Amber Kelly, and Katy Sutton, which looks at the possibility of medicine as a human right.
In our section on war and militarism, Travis Barrett reports on three aspects of institutionalized oppression, and what we might do about it, and Matt Archibald analyzes zero-tolerance, neoliberal ideology, and the growing militarism of our society.

In our schooling and curriculum section, Rich Gibson sets us straight on the way to analyze/critique the current takeover of US schooling by the elite; Nancye McCrary, Doug Selwyn, and I chronicle various approaches we’ve taken at our universities to promote democracy; and Delana Hill applies Paulo Freire and dialogical action directly to her classroom.

As always, we look forward to your feedback, either directly (arenner@bellarmine.edu) or at our blog: www.therougeforum.blogspot.com.

Adam Renner
Louisville, KY

New home, new outlook, new publishing system for Workplace: A Journal for Academic Labor

Workplace: A Journal for Academic Labor

The Editorial Team of Workplace is proud to announce the journal’s new home, new outlook, and new publishing system!

We encourage you to browse the Workplace open journal system, submit a manuscript, or volunteer to review http://m1.cust.educ.ubc.ca/journal/index.php/workplace/index. We also welcome proposals for Special Issues; if you have an idea or have assembled a group of scholars writing on higher education workplace activism and issues of academic labor, send us a proposal.

Current preprints include:

John Welsh‘s “Theses on College and University Administration” and “The Status Degradation Ceremony.” As a whole, both feature articles challenge scholars to rethink the administration of higher education and how we frame research into this process http://m1.cust.educ.ubc.ca/journal/index.php/workplace/issue/current.

“The Education Agenda is a War Agenda: Connecting Reason to Power and Power to Resistance” by Rich Gibson & E. Wayne Ross

Reviews by Richard Brosio and Prentice Chandler

Thank you and please forward this invitation to colleagues and networks.

Stephen Petrina & E. Wayne Ross, Co-Editors

Workplace: A Journal for Academic Labor

Department of Curriculum and Pedagogy
University of British Columbia
http://m1.cust.educ.ubc.ca/journal/index.php/workplace/index

New issue of The Journal for Critical Education Policy


The 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.

Volume 6, Number 1:
May 2008

Ravi Kumar(Jamia Millia Islamia University, New Delhi, India)Against Neoliberal Assault on Education in India: A Counternarrative of Resistance

Richard A. Brosio (University of Wisconsin Milwaukee, USA) Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System

Alex Means (Ontario Institute for Studies in Education, University of Toronto, Canada) Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago

Adam Davidson-Harden (Wilfrid Laurier University, Waterloo, Ontario, Canada) Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs

Philip Kovacs (University of Alabama in Huntsville, Alabama, USA) Neointellectuals: Willing Tools on a Veritable Crusade

Raquel Goulart Barreto (Universidade do Estado do Rio de Janeiro (UERJ)-CNPq, Brazil) Recontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007)

Isaac N. Obasi (University of Botswana, Gaborone) World University Rankings in a Market-driven Knowledge Society: Implications for African Universities

İlker C.Bıçakçı (Yıldız Technical University, Istanbul, Turkey) The capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs

Kariane Westrheim (University of Bergen, Norway) Prison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK

Sima Sadeghi (Medical Science University of Bandar Abass, Iran) Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach?

Martin Power (University of Limerick, Ireland) “Crossing the Sahara without water”: experiencing class inequality through the Back to Education Allowance Welfare to Education programme

Elaine Hampton (University of Texas at El Paso, USA) U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line?

Richard D. Lakes (Georgia State University, Atlanta, USA) The Neoliberal Rhetoric of Workforce Readiness

Michael Corbett (Acadia University, Wolfville, Nova Scotia, Canada) The Edumometer: The commodification of learning from Galton to the PISA

Liz Jackson (University of Illinois at Urbana-Champaign, Illinois, USA) Reconsidering Affirmative Action in Education as a Good for the Disadvantaged

Julia Hall (D’Youville College, Buffalo, New York, USA) Kelvin McQueen (University of New England, New South Wales, Australia)
Review Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge)

Corruption in education: breaking the taboo

UNESCO: Corruption in education: breaking the taboo

“Corrupt Schools, Corrupt Universities: What can be done?”, a report published by UNESCO’s International Institute for Educational Planning (IIEP) will be launched on 6 June. Read the interview with authors Jacques Hallak and Muriel Poisson.

The IIEP will hold its first international Summer School on “Transparency, accountability and anti-corruption measures in education” from 6 to 15 June 2007.

Bribery in teacher recruitment, embezzlement of funds destined for education, faked calls for tender, illegal registration fees, academic fraud – the list goes on and on.

Based on six years of research and the experience of over 60 countries, “Corrupt Schools, Corrupt Universities” analyses the problem, points the way forward and outlines anti-corruption strategies, illustrated by success stories.

The IIEP Summer School on “Transparency, accountability and anti-corruption measures in education” will use the findings of the report.

New issue of “Policy Futures in Education”—Special Issue on “Neoliberalism and Education”

The contents of the second 2007 issue of POLICY FUTURES IN EDUCATION are shown below, and are available now at www.wwwords.co.uk/PFIE (click ‘Journal contents’ in the left-hand panel at http://www.wwwords.co.uk/PFIE).

POLICY FUTURES IN EDUCATION (ISSN 1478-2103)
Volume 5 Number 2 2007

Special Issue
NEOLIBERALISM AND EDUCATION
Guest Editor: DAVID HURSH

DAVID HURSH. Introduction

DAVID GABBARD. Militarizing Class Warfare: the historical foundations of the neoliberal/neoconservative nexus

JOAO M. PARASKEVA. Kidnapping Public Schooling: perversion and normalization of the discursive bases within the epicenter of New Right educational policies

PAULINE LIPMAN & DAVID HURSH. Renaissance 2010: the reassertion of ruling-class power through neoliberal policies in Chicago

LUIS ARMANDO GANDIN. The Construction of the Citizen School Project as an Alternative to Neoliberal Educational Policies

SANDRA LEATON GRAY. Teacher as Technician: semi-professionalism after the 1988 Education Reform Act and its effect on conceptions of pupil identity

DAVE HILL. Critical Teacher Education, New Labour, and the Global Project of Neoliberal Capital

PENNY GRIFFIN. Neoliberalism and the World Bank: economic discourse and the(re)production of gendered identity(ies)

JOHN CLARKE. Citizen-Consumers and Public Service Reform: at the limits of neoliberalism?

REVIEW SYMPOSIUM
A Brief History of Neoliberalism (David Harvey), reviewed by KENNETH SALTMAN and VICTORIA PERSELLI

GENERAL ARTICLE
KEITH HAMMOND. Palestinian Universities and the Israeli Occupation

REVIEW ESSAY
MICHAEL A. PETERS. Identity, Reason and Violence

Mexico: Oaxaca Tense and Only Relative Calm after Police Crackdown

IPS News: Tense and Only Relative Calm after Police Crackdow

The Mexican government justified on Monday the violent storming by federal police of social protests in the capital of the southern state of Oaxaca, saying it had restored peace and order. But the evidence tells a different story.

“The situation has got worse. We have been subjected to violent and unacceptable attacks (on Sunday) which left three dead, more than 50 under arrest, several ‘disappeared’ and some cases of torture,” Florentino López, spokesman for the Popular Assembly of the People of Oaxaca (APPO), told IPS.

Flavio Sosa, another of the organisation’s leaders, said negotiations with the government would be shut down as long as federal police forces — who he described as “criminals and rapists” — remained in Oaxaca.
But President Vicente Fox, whose six-year term is due to finish in December, sees things from a different angle. “Today, social harmony has returned to Oaxaca,” he said on Monday.

In Oaxaca “we were able to combine dialogue and the search for agreements with establishing order and respect for the law. Dialogue was essential to restoring peace and calm,” he said.

On Sunday afternoon, thousands of police in armoured trucks entered Oaxaca, the state capital. By dint of shoving, truncheon blows, tear gas and water cannon, the police evicted the APPO encampments and barricades that the protesters set up five months ago in the city streets and parks.

The demonstrators, most of whom offered no resistance and instead bunkered down in the buildings of the public Benito Juárez Autonomous University, held protest marches Monday through the city of Oaxaca, demanding withdrawal of the police and the immediate resignation of Governor Ulises Ruiz.

The conflict in Oaxaca began on May 22 when teachers went on strike for higher wages. They were joined by 350 social organisations that came together in APPO in June, after Ruiz called in the police to break up the teachers’ protest.

The conflict escalated to the present level amid failed negotiations between the federal government and APPO.

The protesters’ main demand is the removal of Ruiz, who they accuse of corruption and authoritarianism. But the governor, who belongs to the Institutional Revolutionary Party (PRI), refuses to go, in spite of pressure by his own party and by the Fox administration to do so.

This Monday, legislators of the governing National Action Party (PAN) and the leftwing Party of the Democratic Revolution (PRD) approved, without PRI support, an agreement in which they publicly called on Ruiz to resign.

Meanwhile, Emilio Gamboa, leader of the PRI in the Chamber of Deputies, asked the governor to “examine his conscience” as to whether he should remain in office.

According to APPO activist López, the protesters who are missing may have been taken to military installations and are probably being subjected to torture. He also said three people were killed.

Government spokespersons have denied these reports. They say 23 people were arrested and that there was one death, a youth hit by a firecracker that he had set off himself.

The governmental but independent National Human Rights Commission, which sent 18 observers to Oaxaca, said that it had recorded one death as a result of the police crackdown, the same young man mentioned by the government. According to the Commission, he died after he was hit by a tear gas canister.

Dialogue with APPO remains open, and the unionised teachers of Oaxaca, who are at the heart of the uprising, will suspend their strike and return to their classrooms Monday, said Rubén Aguilar, Fox’s spokesman.

But APPO says it will not resume talks with the government unless the police pull out of Oaxaca, and classes have not started.

Police stood guard on the main streets and parks of Oaxaca Monday, but elsewhere APPO supporters were rebuilding their barricades. Meanwhile, commercial and tourist activity in the city remained low-key.

The minister for Security, Eduardo Medina, explained that the decision to use force in Oaxaca was based on the premise that violence and disorder could not be allowed to continue in the state.

“Use of force is not the way to solve a social and political conflict. But it had to be done, and now there will be dialogue and negotiation through institutional channels,” he said.

Medina denied APPO’s suggestion that sending the police into Oaxaca was a move in support of the controversial state governor. He insisted that the purpose of the action was solely to restore order.

The police were sent in the day after violent clashes between APPO members and men in civilian dress who have been identified as local police officers and municipal officials linked to the PRI. The violence was the worst since the social and political conflict began in May.

The shootout involved the use of firearms by both sides, as confirmed by film images and photographs. Four people were killed, including Bradley Will, an independent U.S. journalist who was working for the alternative on-line news agency Indymedia. His death drew a protest from the U.S. embassy in Mexico.

Human rights groups have reported that APPO members have been repeatedly attacked by paramilitary groups and hired killers. Most of the 15 people who have died so far in the Oaxaca conflict belonged to APPO.

According to Sergio Aguayo, an academic and political scientist at El Colegio de México, the police raid in Oaxaca did not solve the conflict and, in fact, might make things worse.

Historian Lorenzo Meyer felt much the same way. He believed that the decision to use force in Oaxaca may have been a response to pressure from the U.S. embassy after the death of reporter Bradley Will. (END/2006)

Book review: Academic Capitalism and the New Economy

Education Review recently published a review of Academic Capitalism and the New Economy by Shelia Slaughter and Gary Rhoades.

Rhoades is a General Editor and Slaughter is a member of the Editorial Collective of Workplace: A Journal for Academic Labor.

Slaughter, Sheila and Rhoades, Gary. (2004). Academic Capitalism and the New Economy: Markets, State and Higher Education. Baltimore, MD: The Johns Hopkins University Press.

Pp. xii +370
$39.95 ISBN 0-8018-7949-3

Reviewed by Rebecca Barber
Arizona State University

January 3, 2006

Commercialism in higher education is not a new topic; it has been covered by a number of authors focusing on research (Etzkowitz, Webster & Healey (1998)), interaction with industry (Soley (1995)), marketing (Kirp (2003)), and sports-related commercial ventures (Sperber (2000)). This book, however, takes a different and more sophisticated approach.

Continuing reading the review here

CFP: Information for Social Change

CALL FOR PAPERS

Information for Social Change is an activist organisation that examines issues of censorship, freedom and ethics amongst library and information workers. It is committed to promoting alternatives to the dominant paradigms of library and information work and publishes its own journal, Information for Social Change. The Chief Editors of ISC are John Pateman and Ruth Rikowski. See: Information for Social Change

ISC number 23 will be a Special Issue on Education for Social Change and guest edited by Glenn Rikowski. It will be published in the summer of 2006. For this issue, we are seeking articles on the general theme of the role of education for progressive social change. Articles addressing this theme that are fired by critical pedagogy, or socialist, communist, Marxist, or other anti-capitalist perspectives are particularly welcome.

As well as articles of between 5000–10000 words, we are also interested in shorter pieces of between 2000-4000 words (including review articles) and poems.

The deadline for receipt of papers is 1st May 2006.

Enquiries, ideas and suggestions to Glenn Rikowski, at: Rikowskigr@aol.com

Please circulate

Glenn Rikowski, School of Education, University of Northampton, UK.