CRITICAL EDUCATION – CALL FOR MANUSCRIPTS

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 http://www.critical education. 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 include:

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:
http://m1.cust. educ.ubc. ca/journal/ index.php/ criticaled/ about/submission s#onlineSubmissi ons

E. Wayne Ross
Professor
Department of Curriculum and Pedagogy
University of British Columbia
2125 Main Mall
Vancouver, BC V6T 1Z4
Canada
604-822-2830
wayne.ross@ubc. ca
http://www.ewaynero ss.net

Critical Education: http://www.criticaleducation.org
Cultural Logic: http://www.eserver.org/clogic
Workplace: A Journal for Academic Labor: http://www.workplace-gsc.com

E. Wayne Ross
http://www.ewaynero ss.net
wayne.ross@mac. com

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The Ockress: http://theockress.com

SITUATIONS

 

The latest edition of the journal Situations: Project of the Radical Imagination is now out;

Vol 3, No 1 (2009)

Table of Contents

Scholarship With a Purpose – Liberation Technology: Marcuse's Communist Individualism
Alberto Toscano

The Financial Meltdown: Facing the Economic Crisis
Stanley Aronowitz

The Biggest "October Surprise" of All: A World Capitalist Crash
Loren Goldner

Leveraging ourselves out of Crisis – Again!
Aida Sy and Tony Tinker

Class and Political Philosophy
Stanley Aronowitz

Time is on Our Side: Rewriting the Space of Imagination
Eric J Weiner

Leftist Travelogues: The Whole World on a Plate
Susan Willis

Situations current issue: http://ojs.gc.cuny.edu/index.php/situations/issue/current

Situations Home Page: http://ojs.gc.cuny.edu/index.php/situations/index

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HISTORICAL MATERIALISM 2^nd NORTH AMERICAN CONFERENCE

January 14^th to 16^th 2010, New York City

The world is changing, there is no going back, and the future from here is difficult to imagine. The daily crisis of life in capitalism has made itself felt in the highest places, and is accelerating everywhere. Our conversations have become more urgent. Some attempt to piece back together the neo-liberal or Keynesian paradigms of the past, while others are hesitantly re-discovering Marx – Marx the theorist of crisis, Marx the prophet of social change, even Marx the materialist philosopher of nature, anticipating the ecological perils of modern capitalism. Yet a thorough grasp of Marx’s work and the tradition he inspired remains largely absent from these discussions. In organizing the first US Historical Materialism conference we hope to remedy this lack, to open a space for critical, rigorous and boundary-pushing theory, to explore and provoke our understanding of capital and communism with a critical eye to the traditions of the past, whilst confronting the crises and struggles unfolding around us.

Historical Materialism (HM) is one the foremost journals of Marxian theory, known both for the breadth of the articles it publishes as well as for their intellectual rigor. Every year HM holds its major conference in London, drawing hundreds of scholars from around the world. Beginning last year, a group in Toronto held the first ever HM conference in North America. Based on the success of that event and the growing demand for critical Marxist understanding of this moment, another Historical Materialism conference, the first in the US, will be held in New York in January, 2010.

The conference will be held from January 14th to 16th at the Graduate Center of the City University of New York. It will be free and open to registered attendees, although donations towards the running of the conference will be solicited. All conference participants are encouraged to stay for the whole duration of the conference. The organizers will attempt to arrange panels according to broad threads running through the conference – e.g. crisis, land/labor, communism – allowing for an extended exploration of particular themes. The deadline for abstracts is November 1st 2009.

Further details, see:

http://www.hm2010nyc.org/

hm2010.nyc@gmail.com
Historical Materialism, New York 2010 Organizing Group
Center for the Study of Culture, Technology and Work
Graduate Center
City University of New York

365 5th Avenue
New York, NY 10016

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THE LABOUR DEBATE

The Labour Debate: An Investigation into the Theory and Reality of Capitalist Work was originally published in 2002 by Ashgate. The book was edited by Ana Dinerstein and Michake Neary. It has now been translated into Spanish, with a new Preface by Ana Dinerstein. The bibliographic details of this new Spanish edition are:

A.C.Dinerstein y Neary Mike (2009) (Comp.) El Trabajo en debate. Una investigacion sobre la teroia y realidad del trabajo capitalista, Ediciones Herramienta, Buenos Aires, ISBN: 978-987-1505-09-8

My chapter in the was 2002 edition was ‘Fuel for the Living Fire: Labour-Power!’.

Details on the Spanish Edition (2009):

Ediciones

Herramienta

presenta:

EL TRABAJO EN DEBATE

Una investigación sobre la teoría y la realidad del trabajo capitalista

Ana C. Dinerstein, Michael Neary

Compiladores

Ediciones Herramienta, Buenos Aires, 304 páginas

ISBN: 978-987-1505-09-8

Temas:

John Holloway Clase y clasificación: en contra, dentro y más allá del trabajo, y Un marxismo reduccionista. • Simon Clarke La lucha de clases y la clase obrera: el problema del fetichismo de la mercancía • Werner Bonefeld Capital, trabajo y acumulación primitiva: clase y constitución • Graham Taylor Trabajo y subjetividad: repensar los límites de la conciencia obrera • Massimo De Angelis Hayek, Bentham y la máquina global del trabajo: la aparición del panóptico fractal • Harry Cleaver ¡El trabajo todavía es la cuestión central! Palabras nuevas para mundos nuevos • Michael Neary El trabajo se mueve: una crítica al concepto de “sindicalismo del movimiento social” • Glenn Rikowski Combustible para el fuego vivo: ¡la fuerza de trabajo! • Ana C. Dinerstein Recobrando la materialidad: el desempleo y la subjetividad invisible del trabajo • Ana C. Dinerstein y Michael Neary Antivalor en movimiento: el trabajo, la subsunción real y la lucha contra el capitalismo

Palabras de los editores

Un plan

Era una tarde fría de un jueves de septiembre de 2007. Llegamos al departamento donde se alojaba Ana junto a su familia. Esa tarde era la despedida, porque debía volver a Inglaterra. Nos encontramos entre juguetes, mate, facturas, sándwiches, familiares y amistades.

Días antes habíamos empezado el plan. Se nos había ocurrido una idea loca. Había sido en un instante fugaz, de esos que suceden en el éxtasis generado por lecturas irreverentes, por aquellos textos que dejan la planicie de las letras para provocar relieves en nuestras vidas. Puntos de fuga. Salidas al más allá. El plan se ponía en marcha, sólo faltaba una cómplice clave.

En medio de la reunión, nos retiramos unos minutos con Ana para conversar en privado. Allí fue cuando juntos, susurrando, como si estuviéramos armando una bomba, lanzamos nuestro plan.

— Ana, queremos traducir The Labor Debate. Es un texto fascinante y nos interesa que sea parte de las discusiones que circulan de este lado del charco. Por eso este libro tiene que ser editado en castellano. Nosotros nos encargamos de las traducciones.

Ana respondió afirmativamente. El plan se ponía en marcha. Su sorpresa y agradecimiento fue tan motivador como los textos mismos.

A los pocos días Ana nos confirmó que conseguiría el dinero para la publicación: Michael Neary, el otro compilador de la obra, fue quien se encargó de ello. Con esa noticia en nuestras manos reunimos a un grupo de traductores amigos: Carla Poth, Florencia Martínez, María de las Nieves Puglia, Mariana Carrolli y Nicolás Harambour. Junto a ellos se sumaron otros traductores y las manos estoicas que hicieron posible la publicación del libro, editando, terminando y realizando las traducciones faltantes, como así también enseñándonos el camino del quehacer editorial. Nos referimos, pues, a Francisco Paco Sobrino, Carlos Pipo Cuéllar, Sibila Seibert, Ignacio Chiche Vázquez y Néstor López.

Un cronopio llamado El Trabajo en Debate

El texto que estamos presentando desde Herramienta pertenece a esa rara especie de cronopios cortaziano. El mismo constituye un debate que tiene una forma muy particular: cada autor parece estar escuchando una misma canción al tiempo que hace su propio baile. Se conforma así un bricolage en el que el trabajo es puesto como el fuego que da vida. El debate nos recuerda que el trabajo, como el sol, se esconde en la inmensidad del firmamento para aparecer a través de la luz más destacada en la noche, la(s) luna(s), aunque ella misma ya no sea el sol.

Herramienta desde hace varios años se ha dado la tarea de dar a conocer una serie de autores que proponen un debate en y desde el marxismo en múltiples direcciones. Son autores que han dado lugar a esa dolorosa incomodidad teórica llamada marxismo abierto. Así Debate sobre el trabajo forma parte de un esfuerzo emprendido por Herramienta que –explorando el campo abierto por los compañeros y compañeras de dos revistas que han dejado su huella en la izquierda argentina, Cuadernos del Sur y Doxa– encuentra en este texto el incentivo para continuar la discusión en torno a un tema que parece haber sido olvidado en las ciencias sociales y que a su vez ha recibido un desigual tratamiento al interior del propio marxismo: el trabajo.

Son estos autores-cronopios los que, explorando la categoría trabajo, nos llevan a ver en ésta mucho más que una realidad empírica; nos trasladan con esta categoría hacia el estallido de las teorías famas y de las realidades empíricas. Son, en definitiva, autores cortazianos que nos provocan la sensación de que al terminar de leerlos sabemos que la única seguridad con la que contamos es la de estar viviendo en un mundo que resulta insoportable, y que, aunque no lo queramos, eso mismo que lo vuelve intolerable es nuestra producción.

Por ello, para el colectivo que conforma Herramienta es una alegría muy grande impulsar la edición de este libro. No sólo por la calidad de los textos, ni por la amistad que a nos une con los autores. Lo es porque seguimos reforzando el lugar que ocupa Herramienta: aportar al debate sobre el cambio revolucionario.

Desde la editorial queremos fervientemente que El Trabajo en Debate se transforme en una herramienta para el debate intelectual, militante y académico. Esta aspiración no es casual: nos encontramos hoy en un momento en que la teoría ha vuelto sobre sus pasos para refugiarse en la fuerza de lo constituido, en las “teorías seguras”. Asimismo, la práctica militante parece recostarse en la certeza de las formas constituidas. Pareciera ser que nuevamente nos encontramos ante el ocaso (del pesimismo) de la seguridad. Sin embargo, los textos que conforman este libro, a pesar de haber sido escritos hace ya diez años, contienen la actualidad de mirar allí donde la fuerza del presente encuentra su fortaleza en la irrupción del pasado no realizado. Dicho con otras palabras, el texto que estamos presentando no sólo posee vigor por los temas tratados, sino porque representa un modo teórico en el que la lucha contra lo constituido se produce desde la incomodidad de lo no sido aún.

Rodrigo Pascual y Luciana Ghiotto

Buenos Aires, 21 de abril de 2009

http://www.herramienta.com.ar

Bibliographic details for the original 2002 Edition:

Ana C. Dinerstein and Michael Neary (Eds.) (2002) The Labour Debate: An Investigation in to the Theory and Reality of Capitalist Work, ..Aldershot..: Ashgate.

ISBN: 0-7546-1779-3

Summary at the publishers (Ashgate) and ordering details: http://www.ashgate.com/default.aspx?page=637&calctitle=1&pageSubject=413&pagecount=11&title_id=4163&edition_id=4748

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CRITICAL PEDAGOGY IN UNCERTAIN TIMES

A new book edited by Sheila Macrine

Critical Pedagogy in Uncertain Times: Hope and Possibilities

Palgrave Macmillan (Education, Politics and Public Life Series)

1^st September 2009 publication date

ISBN: 978-0-230-61320-1; ISBN10: 0-230-61320-9

This exciting edited collection by Sheila Macrine includes:

A Foreword by Stanley Aronowitz

Introduction by Sheila Macrine

Chapters by: Sheila Macrine, Henry Giroux, Maxine Greene, Antonia Darder, Peter McLaren and Nathalia E. Jaramillo, Donaldo Macedo, Dave Hill, Kenneth J. Saltman, Noah De Lissovoy, and Ramin Farahmandpur

An Afterword by Gustavo Fischman

Dr. Sheila Macrine is an Associate Professor in the Curriculum and Teaching Department at Montclair State University in New Jersey

Further details on the book (and ordering instructions) from Palgrave Macmillan:

http://us.macmillan.com/criticalpedagogyinuncertaintimes

From Amazon.com:

http://www.amazon.com/Critical-Pedagogy-Uncertain-Times-Possibilities/dp/0230613209/ref=sr_1_2?ie=UTF8&s=books&qid=1248878834&sr=1-2

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She's Got No Money - by Constantin

CAPITALISM AND THE RECESSION

A meeting organised by the Manchester Branch of the Socialist Party of Great Britain

Saturday, 12th September 2009

13.00-17.00

Friends Meeting House, Mount Street, Manchester

Speakers: Adam Buick and Paddy Shannon

For further details: 02076223811, spgb@worldsocialism.org + http://socialismoryourmoneyback.blogspot.com/2009/07/manchester-branch-day-school.html

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ENGAGING PETER McLAREN AND THE NEW MARXISM IN EDUCATION

David Geoffrey Smith

Interchange, Vol.40/1, pp.93-117 (2009)

David Geoffrey Smith has written a very interesting and useful article in the latest issue of Interchange. Not only does he review Peter McLaren’s Rage + Hope: Interviews with Peter McLaren on War, Imperialism, & Critical Pedagogy (Peter Lang Publishing, 2006), but he also explores the New Marxism in Education, or the New Marxist Educational Theory (as it is sometimes called). Thus, he examines the impact of McLaren’s work along with other writers on the New Marxism in Education: Paula Allman, Glenn Rikowski, Mike Cole and Dave Hill.

You can view the article at: http://www.springerlink.com/content/858j592687nt2554/fulltext.pdf

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THE ROUGE FORUM – UPDATE 6^th JULY 2009

A message from Rich Gibson

Dear Friends 
 
The Rouge Forum No Blood For Oil (with those good-for-the-rest of your life posters on sale!) is updated at: http://www.richgibson.com/rouge_forum/ 
 
On the Madness and Boredom Front: 
Substance News is carrying reports from the National Education Association's Representative Assembly, running through Monday, here: http://www.substancenews.net/ 
 
On the Educational Miracles Front: 
Substance has exposed the Chicago Miracle, the reason Arne Duncan holds his position as Ed Boss, for years. However, here is another expose, from an unexpected source: http://www.chicagobusiness.com/downloads/CPS.pdf 
 
On the What Do You Mean We Had Something to Do With that Coup and What Do We Know About the School of the Americas Front: http://www.soaw.org/ 
 
On the Everyone Can Make it in America Front, the Jobless Rate Hits a 26 Year High: 
http://www.guardian.co.uk/business/2009/jul/02/us-unemployment-june-467000 
 
On the Someone is Actually Doing Something About all of This Front: The San Francisco Freedom School is open for summer: http://educationanddemocracy.org/SFFS/2009program.html 
 
Russian Students are Resisting:   
You can do something too. There is one organization in ..North America.., rooted in education, that connects the wars, unemployment, de-industrialization, class struggle, and the crises in schools: The Rouge Forum. Next week we will circulate a call for nominees for this year's Rouge Forum Steering Committee. We urge you to join us. Please spread the word. 
 
Thanks to all the courageous delegates at the NEA RA who spoke to me and gave me so much information. You'll see it in print in the coming days. If you are still at the RA and we have not met, please email me asap, or we can talk when you get home. 
 
Thanks too to Amber, Wayne, Adam, Bob, Colleen, Tammy, Christina, Katie and Greg, Bill, Joe, Sally, Sue, Donna, Kathy Y and E, Gil, Tony, Jill, Eric, Marcie, Isabella, Victoria, Donnie, Tally, Shawndre, Teeyah, Pete, and Doug. 
 
Good luck to us, every one. 
 
Rich Gibson

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Mike Cole on Marx and ‘Capital’

My friend Mike Cole has an excellent reflective review of Capital: Volume 1 by Karl Marx in this week’s Times Higher Education.

I was particularly struck with how Mike started the article with an autobiographical note on how he read Capital: Volume 1 under the tutelage of Tom Bottomore for his Masters degree, and then moved on to outlining some of Marx’s key ideas. As someone interested in Marxist educational theory, I also appreciated how Mike made clear the significance of labour power for Marx’s theory of exploitation in capitalist society. I have explored the role of education and training in the social production of labour power in capitalism for many years now*.

You can see Mike’s reflective review at:

http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=407196&c=2

* See, Online Publications by Glenn Rikowski, at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Professor Mike Cole is Director of the Centre for Education for Social Justice, Bishop Grosseteste University College Lincoln. He is author of Marxism and Educational Theory: Origins and Issues (2008) and Critical Race Theory and Education: A Marxist Response (2009).

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THE FUTURE OF EDUCATIONAL MATERIALISM

Call for papers - Educational Philosophy and Theory

As a starting point for this discussion one might take this quote from Ray Brassier: “While transcendental orthodoxy wastes time staving off the imminent liquidation of reason, sense, and life, transcendental materialism celebrates the deterritorialization of intelligence.”

There are a least three inter-related strands of educational materialism that this special edition will interrogate:

1. Materialist dialectics: Deriving in main from the work of Karl Marx – the basic thesis behind this strand of educational materialism is that teaching and learning systems are directed towards the manipulation of capital. Schools deliver human capital to the markets - that assess and place qualifications, social status and individual capabilities in terms of capital. This situation has been further accelerated and complexified due to the global use of electronic markets and the emergence of virtual capital. This strand of educational materialism may include work on social capital that is often theorised using the ideas of Pierre Bourdieu.
2. Transcendental materialism. The second theoretical platform for understanding educational materialism is derived from the work of Gilles Deleuze and Félix Guattari. This strand accepts material dialectics, yet intensifies and broadens the scope in the ways capital transforms situations. This is because capitalism also acts on an irrational level, and this can be clearly seen if one analyses advertising or takes into account the ways in which media systems manipulate emotions. Transcendental materialism looks for escape routes out of situations that might lead to internalisation - and in the case of education, this includes putting contemporary practises such as examinations under erasure.
3. Speculative materialism. This recent development in materialist theory reconciles materialism with realism - and avoids the potential for duality between materialism and idealism. The essential thesis of this strand of educational materialism stipulates that the designation of ‘the human’ or ‘the subject’ defines limiting criteria that restrict research. The path to forthright understanding of education therefore requires the elimination of phenomenology or any ‘mentalism’ that might contain and lock up the possibilities of material agency.

Interested scholars should send a 500 word abstract in the first instance to David R Cole at david.cole@uts.edu.au by December 1^st 2009

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THE JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES

ISSN 1740-2743

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at: http://www.jceps.com

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, 'race', gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Volume 7, Number 1:
June 2009

Michael Viola, University of California Los Angeles, USA
The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Mike Cole, Bishop Grosseteste University College, Lincoln, England
On 'white supremacy' and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn's 'Who's Afraid of Critical Race Theory in Education'

Guy Senese, Northern Arizona University, USA
'Like the Other Kings Have:' a theory of sovereignty and the persistence of inequality in education

Helena Sheehan, Dublin City University, Ireland
Contradictory transformations: observations on the intellectual dynamics of South African universities

Anastasia Liasidou, Roehampton University, London, England
Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Antoinette Errante, Ohio State University, Columbus, Ohio, USA
Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique’s Education Sector Strategic Plan

Angela C. de Siqueira, Universidade Federal Fluminense, Brazil
Higher Education Reform in Brazil: Reinforcing Marketization

Pierre W. Orelus, New Mexico State University, USA
Beyond Political Rhetoric and Discourse: What type of educational, socio- economic, and political change should educators expect of President Barack Obama?

Sara Zamir, Ben-Gurion University at Eilat, Israel, and Sara Hauphtman, Achva Academic College of Education, Israel
The portrayal of the Jewish figure in Literary Texts Included in the Present Matriculation Curriculum in Hebrew for Students of the Arab Sector in Israel

Phoebe Moore, University of Salford, England
UK Education, Employability, and Everyday Life

Rebecca A. Goldstein, Montclair State University, New Jersey, USA, and Andrew R. Beutel, Ramapo Ridge Middle School, Mahwah, New Jersey, USA
'Soldier of Democracy' or 'Enemy of the State'? The rhetorical construction of teacher through 'No Child Left Behind'

Stephen Philion, St. Cloud State University, Minnesota, USA
Is Race Really Controversial in the University Classroom?

Michelle Early Torregano and Patrick Shannon, Penn State University, Pennsylvania, USA
Educational Greenfield: A Critical Policy Analysis of Plans to Transform New Orleans Public Schools

Dennis Beach and Margata Carlen, University College Borås, Sweden
New partnerships – New interests: An ethnographic investigation some of the effects of employer involvement in trade union education

Rodolfo Leyva, Kings College London, University of London, UK
No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

Ioannis Efstathiou, Institute of Education, University of London, UK
Enhancing Students' Critical Awareness in a Second Chance School in Greece: Reality or Wishful Thinking?

Mompati Mino Polelo, University of Botswana, Gaborone, Botswana
The Small State, Markets and Tertiary Education Reform in a Globalised Knowledge Economy: Decoding Policy Texts in Botswana’s Tertiary Education Reform

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Public Meeting, July 8 in London:

Andrew Kliman on 'Causes and Implications of the Economic Crisis'