While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.
Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes—from animals, sex, wind, and praxis, to studying, podcasting, debt, and students.
This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university.
Contributors are: Rebecca Alexander, Barbara Applebaum, David Backer, Jesse Bazzul, Brian Becker, Jesse Benjamin, Matt Bernico, Elijah Blanton, Polina-Theopoula Chrysochou, Clayton Cooprider, Katie Crabtree, Noah De Lissovoy, Sandra Delgado, Dean Dettloff, Zeyad El Nabolsy, Derek R. Ford, Raúl Olmo Fregoso Bailón, Michelle Gautreaux, Salina Gray, Aashish Hemrajani, Caitlin Howlett, Khuram Hussain, Petar Jandrić, Colin Jenkins, Kelsey Dayle John, Lenore Kenny, Tyson E. Lewis, Curry Malott, Peter McLaren, Glenn Rikowski, Marelis Rivera, Alexa Schindel, Steven Singer, Ajit Singh, Nicole Snook, Devyn Springer, Sara Tolbert, Katherine Vroman, Anneliese Waalkes, Chris Widimaier, Savannah Jo Wilcek, David Wolken, Jason Wozniak, and Weili Zhao.
Teaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one’s actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom.
This volume investigates the questions left with us today: What does responsibility mean in the present era? Does
loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self’ and ‘care for others’? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?
In the last decade, there has been an international resurgence of interest in the philosophy of Louis Althusser. New essays, journalism, collections, secondary literature, and even manuscripts by Althusser himself are emerging, speaking in fresh ways to audiences of theorists and activists. Althusser is especially important in educational thought, as he famously claimed that school is the most impactful ideological state apparatus in modern society. This insight inspired a generation of educational researchers, but Althusser’s philosophy—unique in a number of ways, one of which was its emphasis on education—largely lost popularity.
Despite this resurgence of interest, and while Althusser’s philosophy is important for educators and activists to know about, it remains difficult to understand.
The Gold and the Dross: Althusser for Educators, with succinct prose and a creative organization, introduces readers to Althusser’s thinking. Intended for those who have never encountered Althusser’s theory before, and even those who are new to philosophy and critical theory in general, the book elaborates the basic tenets of Althusser’s philosophy using examples and personal stories juxtaposed with selected passages of Althusser’s writing. Starting with a beginner’s guide to interpellation and Althusser’s concept of ideology, the book continues by elaborating the epistemology and ontology Althusser produced, and concludes with his concepts of society and science.
The Gold and the Dross makes Althusser’s philosophy more available to contemporary audiences of educators and activists.