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Peter McLaren and Nathalia Jaramillo

ONE OF THE FIRST EDUCATIONAL BOOKS TO CHALLENGE THE BUSH REGIME’s WAR ON TERROR, ITS EDUCATIONAL POLICY, ITS FOREIGN POLICY AND ITS ASSAULT ON THE POOR
Written by two leading international exponents of critical pedagogy, this book is a pioneering attempt to create a Marxist humanist and feminist pedagogy for the new century. Critical pedagogy is discussed as an important revolutionary act in bringing about a socialist future.
In their conclusion, McLaren and Jaramillo cite an observation made by Arundhati Roy (2004) who insists that "there is no discussion taking place in the world today that is more crucial than the debate about strategies of resistance" (p. 195). McLaren and Jaramillo have clearly contributed to such a conversation with Pedagogy and Praxis in the Age of Empire and their work must be understood as a relevant component in that ongoing dialogue. Moreover, they have been courageous enough to remind us (following Roy) that if we believe democracy should be something more than the "free world’s whore, " something more than "Empire’s euphemism for neoliberal capitalism" (Roy, 2004, p. 54, 56), we can no longer afford to remain indifferent to the horror and savagery unleashed by capitalism’s barbaric machinations.
. . . We believe that McLaren and Jaramillo have introduced in PPAE an important and highly productive framework that can help lay the groundwork for expanding human relationships with nature, or, for beginning to ask questions such as who or what should be considered democratic participants. Valerie Scatamburlo-D'Annibale, Ghada Chehade, Richard Kahn, Clayton Pierce and Sheila L. MacrineJCEPS: Vol. 5 No. 2 (November 2007)
Perhaps this book is more than just a symbolic warning, since what has transpired during the past decade, perhaps longer, is a reversal in true social justice, often accompanied by blatant denial to the children of the lesser gods of everything that makes up human dignity. Ben Tanosborn http: //www. mwcnews. net/content/view/1696
Critical pedagogy reveals the social relations and institutional structures that mediate how educators approach the concept of curriculum, design, evaluation, and classroom instruction, in order to help students locate their agency so that they can act more coherently as individuals growing up in social conditions not of their own making. As McLaren and Jaramillo see it, a critical pedagogy against capitalism, empire, and imperialism is a pedagogy that works in the interests of working people, empowerment, and democracy. It is a pedagogy for socialism. Andrew Michael Lee, Socialism and Democracy, 2008

The Politics of Education

An Introduction

Series:

Tony Monchinski

The subject of education is a contentious issue in our world. The Politics of Education: An Introduction, critically examines the overt and covert political issues suffusing education. Questions of What is education?, What do we teach?, and How do we teach? are all political questions, the answers to which empower certain individuals, groups and viewpoints over others. This book explores the political contexts that shape our conceptions of education and guides our pedagogical practice. Contemporary educational theory and practice are taken to task for attempting to instill democratic values and a love of freedom anti-democratically with little to no freedom. For example, The Politics of Education considers the effects of standardized examinations on the individual and her ability to function in a democratic society. Critiques of contemporary educational theory and practice by Dewey, Foucault, Bourdeau, classical conservative thinkers and others are considered. This book examines education through historical and international lenses where appropriate. Alternative meanings and modes of education grounded in critical pedagogy are offered as steps in revolutionizing education.
Tony Monchinski, a special education and social studies teacher in New York, has taught in the West Indies and Asia. He is a PhD candidate in Political Science at the Graduate Center of the City University of New York, where he studies the relationships between political ideologies and the uses of standardized exams. A freelance writer, Tony writes widely for a variety of publications, including a monthly column for MuscleMag International and frequent contributions to Cultural Logic, an online journal of Marxist theory and practice.

Postgraduate Programmes as Platform

A Research-led Approach

Edited by Jacqueline van Swet, Petra Ponte and Ben Smit

Typical of postgraduate courses for experienced teachers is the wealth of professional experience that the students bring with them. Such students can examine their own practice, for which they are fully responsible. Postgraduate programmes are, therefore, challenged to create a flexible and research-led infrastructure that can respond to developments in the educational field and relate these developments to educational, philosophical, conceptual, and moral issues. Through the creation of a platform for such activities, the professional development of postgraduate students can be enriched. Authors from diverse backgrounds address important aspects of the platform, such as the relation between tutors and students; teachers’ professional identity; the voice of pupils; the characteristics of teachers’ workplace of the participating professionals; the relationship between action research and teacher leadership. This book offers inspiring and thought-provoking ideas to all involved in postgraduate programmes in teacher education: teacher educators, policy-makers, researchers, administrators, and schools collaborating with staff of postgraduate courses and their students. The book is an initiative of the Research Group ‘Interactive Professionalism and Knowledge Development’ at Fontys University of Applied Sciences, Department of Inclusive and Special Education, The Netherlands.

Edited by Lawrence J. Saha, Murray Print and Kathy Edwards

Learning about politics and life as a citizen is part of the transition to adulthood. During this stage young people in most Western democracies are introduced to political processes and issues, as well as a range of political activities including voting and participation in social movements. But young people make this transition differently. The articles in this Book explore a range of ways that young people participate politically and also discuss those who are not ‘active citizens’.
The collection arose from a meeting of Australian experts in Youth Studies who came together to discuss and debate issues related to youth political participation. Collectively it provides a compendium of our current state of knowledge about this topic. While specific attention is directed to young people’s introduction to enrolment and voting, discussions include broader questions such as “what does it mean to be political?”, and “what role do various social institutions play in the political learning process?”
Articles include discussions of the legal requirements in Australia regarding enrolment and voting, whether there is such a thing as a “youth vote”, and the social psychological dimensions of youth confidence in voting. Topics related to the role of the family, the school, the media and the internet are included. Other important issues, such as gender differences, youth disenchantment, and disadvantaged youth receive much needed attention.

Anti-Colonialism and Education

The Politics of Resistance

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Edited by George J. Sefa Dei and Arlo Kempf

There is a rich intellectual history to the development of anti-colonial thought and practice. In discussing the politics of knowledge production, this collection borrows from and builds upon this intellectual traditional to offer understandings of the macro-political processes and structures of education delivery (e. g., social organization of knowledge, culture, pedagogy and resistant politics). The contributors raise key issues regarding the contestation of knowledge, as well as the role of cultural and social values in understanding the way power shapes everyday relations of politics and subjectivity. In reframing anti-colonial thought and practice, this book reclaims the power of critical, oppositional discourse and theory for educational transformation. Anti-Colonialism and Education: The Politics of Resistance, includes some the most current theorizing around anti-colonial practice, written specifically for this collection. Each of the essays extends the terrain of the discussion, of what constitutes anti-colonialism. Among the many discursive highlights is the interrogation of the politics of embodied knowing, the theoretical distinctions and connections between anti-colonial thought and post-colonial theory, and the identification of the particular lessons of anti-colonial theory for critical educational practice. Essays explore such key issues as the challenge of articulating anti-colonial thought as an epistemology of the colonized, anchored in the indigenous sense of collective and common colonial consciousness; the conceptualization of power configurations embedded in ideas, cultures and histories of marginalized communities; the understanding of indigeneity as pedagogical practice; and the pursuit of agency, resistance and subjective politics through anti-colonial learning.

Education Reform in Societies in Transition

International Perspectives

Edited by Jaya Earnest and D.F. Treagust

Framed against the background of educational change, this book proposes to examine the relationship between curriculum change, teacher professional development, policy reform and the processes of educational change. The main aims of the book are to: (1) focus on educational changes and reconstruction in transitional societies that have undergone political, economic and social change in the past two decades, (2) provide a forum for the dissemination of research on education reconstruction and reform in transitional societies, (3) disseminate ideas that enhance both the practical and theoretical aspects of educational changes in these societies, (4) further knowledge and understanding of emerging trends and issues in education in these societies, (5) reflect the realities of educational scenarios in each transitional society. The book presents an in-depth exploration of educational reconstruction in 15 transitional societies. In each chapter, the authors have provided an overview of educational processes in the country, a distillation of education change or reform, and/or reconstruction in each transitional society. Collectively, the chapters in the book have attempted to contribute to a better understanding of the educational system in respective countries by identifying the challenges and obstacles, the policy implications, the teacher professional development needs and curriculum reform efforts.

Edutopias

New Utopian Thinking in Education

Series:

Edited by Michael A. Peters and John Freeman-Moir

Education has always been part of the search for the ideal society and, therefore, an important part of the utopian tradition in Western culture, politics and literature. Education has often served to define the ideal society or to provide the principal means of creating it. This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a means for understanding the aims and purposes of education, for realizing its societal value, and for criticizing its present economic, technological and organizational modes. These essays will stimulate new thinking in ways that impinge on both theoretical and practical questions, as well as offering the reader a series of reminders of the ethical and political dimensions of education and its place in helping to build good and just societies. The collection is aimed at an audience of teachers and graduate students, although it will also be of interest to administrators, policy-makers and the general public interested in utopian thinking and its relation to education.

Politics, Bildung and Social Justice

Perspectives for a Democratic Society

Series:

Heinz Sünker

When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one.
Bildung aims at maturity, reflexivity, social judgment, aesthetic and political consciousness and competence of action.
The book analyses the different traditions and approaches relevant for the development of the question of conceptualizing Bildung.
Especially the emphasis on ‘maturity’; political consciousness’ and ‘competence of action’ is a useful one when dealing with the democratic tradition as the alternative to contemporary attemps of neoliberalism leading to the rule of economy and the decline of the public.
The western marxist reading of Bildung in this book shows possibilities of renewing democracy and democratic lives in line with core elements of Bildung including autonomy, self-determination and social regulation. Corrresponding with Critical Theory, especially the work of Th. W. Adorno, Bildungs is seen as the tool to defend democracy.
The book is intended for graduate students and academics in educational theory, critical pedagogy, politics, sociology and philosophy.

Trying to Teach in a Season of Great Untruth

Globalization, Empire and the Crises of Pedagogy

Series:

David Geoffrey Smith

These essays address contemporary issues in teaching, curriculum and pedagogy through tensions arising from the processes of globalization and empire. Of particular significance are the prejudices of Homo Oeconomicus or Economic Man (sic) that reduce the most profound of human relations, like those between the young and their elders, to an evermore constraining grammar of profit and loss. The predations of empire in turn divide the world into a site of war between friends and enemies, winners and losers. The times are dangerous, and educators need to speak to the world from the wisdom of their experience of standing with the young, for whom alone the future may still be open.

Twenty-first Century Schools

Knowledge, Networks and New Economies

Series:

Gerard MacDonald and David Hursh

Contemporary school systems are not working well. Educational solutions abound, but the problems remain. This is because our school systems are not primarily concerned with education. Their driving forces are political and economic. Any systemic solution to schooling’s current difficulties will start with politics; not, in any conventional sense, with education. Twenty-first Century Schools traces the extension of political control over Britain’s school system and, through US case studies, looks at alternative methods of organisation. The authors argue that Anglo-American school systems provide a good education for a small minority and, to the majority, offer inadequate schooling. Though this has always been inequitable it may, in the past, have been economically efficient, at least from the viewpoint of the state. If that was once true for mercantile and industrial economies, it is not true now. The knowledge economies toward which the UK and US are moving demand a continuing ability to learn, and to innovate, right across the workforce. Our time-honoured tradition of anachronistic curricula, didactically taught, does not develop these qualities. For those reasons the current Anglo-American drive to entrench unequal educational opportunity is at once economically, politically and socially misconceived.
From these premises, Twenty-first Century Schools goes on to outline the political and educational changes needed to shape school systems which are socially and economically adapted to the new century.