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Call for manuscript reviewers – Critical Education

Posted on September 11, 2024 by | Comments Off on 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

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

Posted on October 18, 2023 by | Comments Off on 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.

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Third Annual Conference on Critical Education: Education Under Siege by Neoliberalism and Neoconservatism

Posted on March 29, 2013 by | 1 comment

Third Annual Conference on Critical Education
Education Under Siege by Neoliberalism and Neoconservatism
May 15-17, 2013
Ankara,Turkey

Neoliberal and neoconservative educational politics have significantly been damaging education all over the World. Public education is regarded as old fashioned, private schools and a variety of types of education have been presented as an ideal model, schools and the students are now in a more competitive relationship, public education has been losing its status as a social right as a result of relationships with the market, and the state is rapidly losing its social character in the face of these developments. It leads us to rethink education given problems such as the education becoming less democratic, less secular and losing its scientific character; becoming more conservative and capital oriented and becoming less concerned with- in fact- detrimental to- issues of equality and critique. In rethinking education, the critical education movement takes an important role in creating new horizons and strategies against the global attack of the capital.

The International Conference on Critical Education, which was held in Athens for first meetings, provides a base for the academics, teachers and intellectuals who are interested in the subject to come together in order to overcome obstacles for public education. Therefore, in the age where education is under siege by neoliberalism and neoconservatism, we invite you to the IIIrd International Conference on Critical Education to reflect on the theory and practice of critical education and to contribute to the field.
Location: University of Ankara, Faculty of Educational Sciences & ATAUM (Ankara University European Research Center) located on University of Ankara Campus

Keynote Speakers:
Dave Hill, Anglia Ruskin University, Chelmsford, England
E. Wayne Ross, University of British Columbia, Canada
Fatma Gök, Bogaziçi University, Turkey
Fevziye Sayılan, University of Ankara, Turkey
George Grollios, University of Thessaloniki, Greece
Jerrold Kachur, University of Alberta,Canada
Kostas Skordoulis, National and Kapodistrian University of Athens, Greece
Panagiotis Sotiris, University of the Aegean, Greece
Peter Mayo, University of Malta, Malta
Peter McLaren, University of California Los Angeles, USA
Ravi Kumar, South Asian University, New Delhi, India
Rıfat Okçabol, Bogaziçi University, Turkey
Sandra Mathison, University of British Columbia, Canada

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

Posted on January 14, 2013 by | Comments Off on 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.

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

Posted on December 17, 2012 by | Comments Off on 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

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

Posted on August 13, 2012 by | Comments Off on 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

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Critical Education CFP: Liberalism in Educational Policy, Practice, and Discourse

Posted on August 1, 2012 by | Comments Off on Critical Education CFP: Liberalism in Educational Policy, Practice, and Discourse

Call for Papers

Special Theme Issue of Critical Education
Theme: Liberalism in Educational Policy, Practice, and Discourse

Guest Editors:
Angelina E. Castagno & Sabina Vaught

Despite current scholarly attention to the ways neoliberalism characterizes much of our contemporary socio-political context, liberalism still profoundly informs power dynamics within schools, community organizations, and other educational contexts. While neoliberalism focuses on markets, choice, and efficiency, classical liberalism centers notions of the individual, equality, democracy, and meritocracy. These are enduring notions with significant ideological attachments, as well as institutional and policy-based manifestations within school settings. Although the concept of liberalism has somewhat shifting boundaries in response to larger social, political, and economic changes, there remain these powerful central elements (see, for example, Cochran, 1999; Dawson, 2003; Locke, 1690; Mill, 1869; Olson, 2004; Starr, 2008). This special issue seeks to examine how these liberal tenets shape power dynamics around race, gender, class, and sexuality in school policy, practice, and law.

We suggest that liberalism’s power in schooling operates from its axis of individualism. At the heart of liberalism is the notion of the individual and individual rights. In liberal thought, individuals provide the foundation for laws and societal norms, and institutions exist primarily to further the goals, desires, and needs of individuals. An individual’s rights are of utmost importance under a liberal framework, so rights such as freedom of speech, thought, conscience, and lifestyle are viewed as fundamental and worth protecting at almost any cost. Equality of opportunity is another liberal mainstay. Value is placed on ensuring that individuals have equal access to various opportunities in society. However, liberalism is not concerned with ensuring equality of outcome since it is assumed that individuals can reasonably decide if and how to capitalize on opportunities presented to them. Moreover, liberalism generally opposes too much government regulation, but this can be a point of contention since government involvement is sometimes required to ensure the stability of other core liberal values. These tenets allow liberalism to both mask and reproduce power imbalances. As such, liberalism informs power mechanisms by which educational policies, practices, and discourses are shaped.

With liberalism as an analytic construct through which to view schooling, we seek papers for this special issue that might address the following broad questions:

  • How is liberalism taken up, engaged, and employed in various educational contexts to reproduce power along axes of race, gender, sexuality, and class?
  • To what extent does the liberal identity and agenda drive educational efforts and movements, and to what effect?
  • What are the implications of liberalism on schools? On youth? On policy? On curriculum? On pedagogy? On activism? On reform efforts?

Through these analyses, we hope to map the multiple ways liberalism impacts schooling in order to disrupt power inequities that remain pervasive and elusive when viewed strictly through a neoliberal framework. Drawing on critical theory, Critical Race Theory, Tribal Critical Theory, Red Pedagogies, gender and feminist studies, and other related theoretical traditions, this special issue will bring together articles that advance a critical conversation about liberalism, individualism, and power within U.S. schools.

To submit a manuscript for consideration in this special issue of Critical Education, and for author submission guidelines, please visit (www.criticaleducation.org). For any inquiries related to this special issue, please e-mail the guest editors at liberalismineducation@gmail.com. For full consideration, complete manuscripts of no more than 5,000 words, including references, should be submitted by January 15, 2013. We strongly encourage submissions from advanced doctoral students and junior scholars.

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CFP: “Teach for America and the Future of Education in the US”

Posted on August 1, 2012 by | 1 comment

Call for Submissions
Critical Education Special Series

“Teach for America and the Future of Education in the US”
Guest Editor: Philip E. Kovacs, University of Alabama, Huntsville

Founded in 1990 by Princeton graduate Wendy Kopp, Teach for America (TFA) has grown from a tiny organization with limited impact to what some supporters call the most significant force in educational reform today. Indeed the organization has recently been embraced by both the president of the National Educational Association and U.S. Secretary of Education Arnie Duncan as a force for tremendous good.

Critics argue otherwise, pointing to data that is mixed at best while questioning the almost $500 million annual operating budget of the non-profit, a significant portion of which comes from U.S. taxpayers. In light of questionable results and practices (such as using non-certified TFA recruits to work with special education students in direct violation of the Individuals with Disabilities Education Act) organizations are working to end TFA’s “highly qualified teacher” provision in 2013, an effort TFA is aggressively trying to thwart.

In an effort to provide assistance to those organizations working to maintain the integrity of the teaching profession, the Critical Education seeks research on TFA’s practices, procedures, outcomes, and impacts. We are looking for empirical and theoretical pieces written in a style that congressional staffers can easily access and understand. We are not interested in pieces that sacrifice intellectual rigor for ease of reading, but we are also wary of overly theorized pieces that alienate readers outside of the academy.

In addition to full-length manuscripts (5,000-8,000 words), we are also soliciting short accounts of TFA’s impact in specific cities to be presented as “field reports.”

Proposals of no more than 200 words due by September 15, 2012.

Notice of acceptance of proposal by October 1, 2012

Final Submission due by February 1, 2013.

For more information on submission contact Philip Kovacs at: pk0001@uah.edu

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.

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

Posted on November 18, 2011 by | Comments Off on New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

New issue of Critical Education: La 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.

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New issue of Critical Education

Posted on July 20, 2011 by | Comments Off on 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.”

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New issue of Critical Education

Posted on February 22, 2011 by | Comments Off on 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.

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

Posted on January 20, 2011 by | Comments Off on 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.

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

Posted on September 20, 2010 by | Comments Off on 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

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

Posted on March 16, 2010 by | Comments Off on 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”.

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Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Posted on November 17, 2009 by | Comments Off on Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Call for Manuscripts: Special Section of Critical Education

The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Special Section Guest Editor:
Abraham P. DeLeon
University of Texas at San Antonio

Critical Education is seeking manuscripts that address the question of the nonhuman animal in educational research, theory and praxis. Examining the representations of nonhuman animals provides opportunities to explore ideology, discourse, and the ways in which the construction of nonhumans mirrors the representation of the human Other in contemporary and historical contexts. Schools are filled with social practices concerning nonhuman animals, whether that is the food served in the cafeteria, dissection in Science classrooms, or representations in textbooks. Linked to an agenda of social justice that has emerged in the educational literature over the past decade, the treatment of nonhuman animals needs to be addressed by critical theorists in education that seek to change structures of oppression for all of life on this planet. Traditional representations of the animal persist (unfettered desire, wild, barbaric, brutish, and savage), despite the fact that we know little outside of Western empirical science. To be animal then is to be wild and something apart from supposedly human traits of rationality, language, and logic. In turn, this allows highly exploitive and torturous industries to emerge and flourish that exploit nonhumans. However, ruptures existed that threw into question what it meant to be human, such as the case of wild people and feral children. As the category of human is often reified in educational scholarship unquestioningly, this provides a unique opportunity to deconstruct these categories and their exclusionary functions.

The recent literature surrounding eco-pedagogy and critical animal studies (Andrzejewski, et. al., 2009; Best, 2009; Bowers, 2001; Kahn, 2008; Martusewicz & Edmundson, 2005; Riley-Taylor, 2002) and the cultural politics of nature (Shukin, 2009) begs us to examine how the question of the animal is tied to the larger project of educational theory and practice. Published over a series of issues, this section will allow scholars to explore what this means for education. Some possible topics can include:

  1. Have schools largely ignored nonhuman animals in historical and contemporary contexts? If so, why and in what specific ways?
  2. How is the cafeteria implicated in relationships of domination over the nonhuman body?
  3. What do intersecting oppressions (racism, speciesism, classism, sexism) mean for educational theory and practice?
  4. Do anthropocentric ideologies emerge in educational, theory, practice, or policy? How does anthropomorphism emerge in traditional forms of curriculum or textbooks?
  5. What have been the roles of nonhuman animals in schools historically?
  6. How can critical educational theory respond to the paradox of the “animal”?

The guest editor seeks theoretical, conceptual, and qualitative papers addressing the central theme and any work submitted will be peer-reviewed.

Nonhuman animals need to be accounted for within the broader educational literature and this special section allows scholars to explore this important and timely topic.

Any questions can be directed to Dr. Abraham DeLeon, University of Texas at San Antonio, abraham.deleon@utsa.edu.

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Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices.

Please see, http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/index for more information and submission information.

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