Tag Archives: Publications

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

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”

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

Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education

Education Policy Analysis Archives has just published its latest issue at
http://epaa.asu.edu/ojs/article/view/697

Estimados/as lectores/as
Archivos Analíticos de Políticas Educativas acaba de publicar su último
artículo en http://epaa.asu.edu/ojs/article/view/697

Prezados/as leitores/as
Arquivos Analíticos de Políticas Educativas acaba de publicar o último
artigo en http://epaa.asu.edu/ojs/article/view/697

———————————————————–
Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations
in Education

Bob Barnetson
Athabasca University Canada

Citation: Barnetson, B. (2010). Alberta’s 2002 teacher strike: The
political economy of labor relations in education. Education Policy Analysis
Archives, 18(3). Retrieved [date] from http://epaa.asu.edu/epaa/v18n3/.

Abstract
In 2002, approximately two thirds of school teachers in the Canadian
province of Alberta went on strike. Drawing on media, government and union
documents, this case study reveals some contours of the political economy of
labor relations in education that are normally hidden from view. Among these
features are that the state can react to worker resistance by legally
pressuring trade unions and justifying this action as in the public
interest. This justification seeks to divide the working class and pit
segments of it against each other. The state may also seek to limit
discussion and settlements to monetary matters to avoid constraining its
ability to manage the workplace or the educational system. This analysis
provides a basis for developing a broader theory of the political economy of
labor relations in education. It also provides trade unionists in education
with information useful in formulating a strike strategy. Keywords: teachers
unions; labor relations; Canada; regional government; politics of education.

Education Policy Analysis Archives is a refereed open-access journal
published by the Mary Lou Fulton Institute and Graduate School of Education
at Arizona State University

More information about becoming a reviewer or submitting manuscripts is
available at http://epaa.asu.edu/

Rouge Forum News #15

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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

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.

_________________________________

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.

Call for manuscripts: Critical Education

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.

Critical Education is an open access journal, launching in early 2010. The journal home is criticaleducation.org

Critical Education is hosted by the Department of Curriculum and Pedagogy at the University of British Columbia and edited by Sandra Mathison (UBC), E. Wayne Ross (UBC) and Adam Renner (Bellarmine University) along with collective of 30 scholars in education that includes:

Faith Ann Agostinone, Aurora University
Wayne Au, California State University, Fullerton
Marc Bousquet, Santa Clara University
Joe Cronin, Antioch University
Antonia Darder, University of Illinois, Urbana-Champaign
George Dei, OISE/University of Toronto
Stephen C. Fleury, Le Moyne College
Kent den Heyer, University of Alberta
Nirmala Erevelles, University of Alabama
Michelle Fine, City University of New York
Gustavo Fischman, Arizona State University
Melissa Freeman, University of Georgia
David Gabbard, East Carolina University
Rich Gibson, San Diego State University
Dave Hill, University of Northampton
Nathalia E. Jaramillo, Purdue University
Saville Kushner, University of West England
Zeus Leonardo, University of California, Berkeley
Pauline Lipman, University of Illinois, Chicago
Lisa Loutzenheiser, University of British Columbia
Marvin Lynn, University of Illinois, Chicago
Sheila Macrine, Montclair State University
Perry M. Marker, Sonoma State University
Rebecca Martusewicz, Eastern Michigan University
Peter McLaren, University of California, Los Angeles
Stephen Petrina, University of British Columbia
Stuart R. Poyntz, Simon Fraser University
Patrick Shannon, Penn State University
Kevin D. Vinson, University of the West Indies
John F. Welsh, Louisville, KY

Online submission and author guidelines can be found here.

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

For Adjuncts Only: A New Literary Magazine Denies Tenure

The Chronicle: For Adjuncts Only: A New Literary Magazine Denies Tenure

For once, it pays to be an adjunct. Well, wordriver, a new literary magazine, doesn’t actually pay its contributors, but tenured or tenure-track professors need not apply.

Beth McDonald an adjunct professor of English at the University of Nevada at Las Vegas, has spent years trying to think of a way to spotlight the literary work of adjunct instructors. She and Susan Summers, a member of the English department’s support staff, found a way this April, when the first issue of a magazine they expect to publish annually came out.

Univ. of MO Press laying off nearly half of its staff

St Louis Post-Dispatch: Univ. of MO Press laying off nearly half of its staff

The University of Missouri Press notified 7 of its 18 staff members today that they are being laid off. The layoffs will not take effect for at least a couple of weeks.

The layoffs come in the wake of growing financial losses for the press. Other university presses have also been struggling in recent years. In addition to the staff reductions, the press will also be refocusing its efforts, but the specific changes have not yet been hashed out, said university system spokeswoman Jennifer Hollingshead.