Monday, June 18, 2018

Deturpações: Notas críticas sobre Mercadorias e Educação



Glenn Rikowski

Deturpações: Notas críticas sobre Mercadorias e Educação

My article Deturpações: Notas críticas sobre Mercadorias e Educação has been published in Curriculo sem Fronteiras (Vol.18 No.1), a Brazilian journal.

The Resumo / Abstract are below, and you can get the article from either Academia of ResearchGate.

Glenn Rikowski


Resumo
Este artigo argumenta que as tentativas de entender a mercantilização da educação e da pesquisa educacional, sem recorrer ao maior pensador sobre as formas de mercadoria - Karl Marx -, inevitavelmente levam a confusões e a deturpações na teoria educacional. Isso é demonstrado por meio de uma crítica a um artigo recente de David Bridges (2017), no qual o autor se concentra na mercantilização na pesquisa educacional. Ao ignorar as ideias de Marx, e também de teóricos marxistas contemporâneos, que escrevem sobre a mercadoria e a mercantilização, Bridges não realiza distinções cruciais na análise da mercantilização e, além de confundir conceitos, confunde os fenômenos que lhes são correspondentes, os quais deveriam ser tratados separadamente. No caso, Bridges e outros teóricos educacionais convencionais, que evitam a referência à Marx e à teoria marxista, acabam criando uma série de falsas declarações em suas análises sobre a mercantilização educacional. Tais abordagens camuflam a capitalização da educação; isto é, os processos pelos quais as instituições educativas "se tornam capital", o devenir do capital. Essas teorizações são superficiais e politicamente enganosas.
Palavras-chave: mercantilização da educação, marxismo, pesquisa educacional.


Abstract
This paper argues that attempts to understand commodification in education and educational research without recourse to the greatest thinker on commodity forms – Karl Marx – inevitably leads to confusion and misrepresentation in educational theory. This is demonstrated through a critique of a recent paper by David Bridges (2017) where he focuses on commodification in education research. By ignoring the ideas of Marx, but also contemporary Marxist theorists writing on the commodity and commodification, Bridges fails to make crucial distinctions in the analysis of commodification, and also conflates and confuses concepts and their corresponding phenomena that should be kept separate. In the event, Bridges, and other mainstream educational theorists who avoid reference to Marx and Marxist theory, end up creating a host of misrepresentations in their analyses of educational commodification. Such approaches camouflage the capitalisation of education; that is, educational institutions ‘becoming capital’, the becoming of capital. These theorisations are superficial and politically misleading.
Keywords: commodification of education, Marxism, educational research.



At ResearchGate:

The paper is in English as: Misrepresentations: Critical Notes on Commodities and Education, which is available at Academia @: https://www.academia.edu/35799008/Misrepresentations_Critical_Notes_on_Commodities_and_Education

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Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski



Thursday, February 1, 2018

Misrepresentations: Critical Notes on Commodities and Education



Glenn Rikowski

Misrepresentations: Critical Notes on Commodities and Education


Glenn Rikowski
Visiting Fellow, College of Social Science, University of Lincoln, UK

This is a paper I wrote in response to a presentation I went to at the 2017 Philosophy of Education Society of Great Britain (PESGB) Annual Conference at Oxford, by David Bridges.

The paper was completed on 3rd October 2017, at is now available at Academia: https://www.academia.edu/35799008/Misrepresentations_Critical_Notes_on_Commodities_and_Education


ABSTRACT

This paper argues that attempts to understand commodification in education and educational research without recourse to the greatest thinker on commodity forms – Karl Marx – inevitably leads to confusion and misrepresentation in educational theory. This is demonstrated through a critique of a recent paper by David Bridges (2017) where he focuses on commodification in education research. By ignoring the ideas of Marx, but also contemporary Marxist theorists writing on the commodity and commodification, Bridges fails to make crucial distinctions in the analysis of commodification, and also conflates and confuses concepts and their corresponding phenomena that should be kept separate. In the event, Bridges, and other mainstream educational theorists who avoid reference to Marx and Marxist theory, end up creating a host of misrepresentations in their analyses of educational commodification. Such approaches camouflage the capitalisation of education; that is, educational institutions ‘becoming capital’, the becoming of capital. These theorisations are superficial and politically misleading.

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Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski



Tuesday, January 30, 2018

Class Consciousness and Education in Sweden



CLASS CONSCIOUSNESS AND EDUCATION IN SWEDEN: A MARXIST ANALYSIS OF REVOLUTION IN A SOCIAL DEMOCRACY
By Alpesh Maisuria
Senior Lecturer at the University of East London, Cass School of Education & Communities, United Kingdom

Routledge (December 2017)
OUTLINE:

Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond. Critically tracing the celebrated so-called ‘Swedish model’ from its inception to its current neoliberalisation, Maisuria explores the contours of class as part of social democratic history, culture and education, especially against the alternatives of communism and fascism. Presenting empirical research on class consciousness within a higher education context, Maisuria analyses student testimonies on their perceptions of social democracy and ‘Swedishness’ with ethno-racial dynamics, which is subjected to a Gramscian and Critical Realist derived explanatory critique for social transformation



Alpesh Maisuria

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Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Friday, January 26, 2018

Education, Equality and Human Rights - Mike Cole - Book Launch




EDUCATION, EQUALITY AND HUMAN RIGHTS – MIKE COLE – BOOK LAUNCH

BOOK LAUNCH
Education, Equality and Human Rights: Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class – Edited by Mike Cole

Professor Mike Cole, is a Professor of Education at the University of East London, UK

This event will be held at:
The Cass School of Education and Communities, Room RB.G.13, Stratford Campus, University of East London, Water Lane, London, E15 4LZ

On: 31 January 2018, at 17.00-19.00

THE BOOK: 
The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum. Written by a carefully selected group of experts, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.
Key issues explored include:
·         Human rights, equality and education
·         Women and equality, historically and now
·         Gender and education perspectives throughout time
·         Racism in the UK from the Empire to the present
·         Racism and education from imperial times to the May government
·         The making and remaking of sexualities
·         The challenges surrounding teaching and learning about sexuality in schools
·         The struggle for disability equality
·         Inclusive education
·         Social class, Marxism and socialism
·         Social class inequality and education.

With an uncompromising and rigorous analysis of education and human rights and a foreword from Professor Peter McLarenEducation, Equality and Human Rights is an essential resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

Mike Cole is Professor of Education at the University of East London, UK.
His latest books are Racism: A Critical Analysis (2016); Critical Race Theory and Education: A Marxist Response, Revised Second Edition (2017), and New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity (2017).

The Contributors:

Simon Forrest is Professor of Social Sciences in Medicine and Head of the School of Medicine, Pharmacy and Health at Durham University. He has a background in school teaching and research related to young people’s sexual lifestyles, risks, relationships and identities. He has co-authored a book supporting teaching about homosexuality in the context of schools, Talking About Homosexuality in the Secondary School (AVERT, 1997), and has since published numerous papers and other articles in the field of young people’s sexual attitudes and lifestyles. He is Chair of the Board of Trustees at AVERT, a leading global AIDS charity, and contributes to local and national initiatives aiming to support boys and young men.

Jane Kelly taught Art History and Women’s Studies at Kingston University until she retired in 2002. Since then she has been involved in Southwark Day Centre for Asylum Seekers which has three day centres, each open one day a week. In addition, she has recently rejoined the Labour Party.

Alpesh Maisuria is a Senior Lecturer with an expertise in social class and
educational policy. His current research is based on the neoliberalisation of education in England, drawing upon Marxism and critical realism to understand these developments as ideologically driven. He also has an interest in Swedish social democracy and communism and education policy. He is also Deputy Editor of the Journal for Critical Education Policy Studies (JCEPS).

Jane Martin is Professor of Social History of Education at the University of Birmingham. Her first book, Women and the Politics of Schooling in Victorian and Edwardian England, won the History of Education Society (UK) Book Prize in 2002. She has published widely in various international journals in the field of gender and education, history of education, sociology of education and women’s history. She is joint editor of the Routledge Progressive Education Series. Her most recent book is
Making SocialistsMary Bridges Adams and the Fight for Knowledge and Power, 1855–1939 (Manchester University Press, 2013). Future publications include Gender and Education in England since 1770: A social history to be published in the Palgrave Macmillan Gender and Women’s History Series in 2018; and a biography of author, teacher and socialist Caroline Benn (1926–2000).

Peter McLaren is Distinguished Professor in Critical Studies, College of
Educational Studies, Chapman University, where he serves as Co-Director
of the Paulo Freire Democratic Project and International Ambassador for
Global Ethics and Social Justice. He is also Honorary Chair Professor at
Northeast Normal University, China, where he serves as Honorary Co-Director of the Center for Critical Pedagogy Research. Professor McLaren is the author and editor of 45 books, and his writings have been translated into 30 languages.

Richard Rieser is a disabled teacher, trainer, writer, speaker, campaigner, film maker, and an international advocate/consultant for inclusive education and disability equality in many countries around the world. He runs World of Inclusion Ltd (www.worldofinclusion.com). As a disabled teacher, Richard taught for 25 years in primary, secondary, FE, and lastly as an Advisory Teacher for Inclusion in the London Borough of Hackney. After this he became full-time Director of the charity Disability Equality in Education, which trained over 120,000 education professionals. All Richard’s work is prompted by disability equality, inclusion and the social model of disability. Richard was UKDPC representative at the Ad hoc Committee framing the UN Convention on the Rights of Persons with Disabilities. He is author of the only handbook on implementing Article 24: Inclusive Education, for the Commonwealth. He has held many positions, including UK Rep on the European Disability Forum from 2004 to 2012, Chair of the Alliance for Inclusive Education and Vice Chair of Council for Disabled Children for 12 years and on various UK government committees. He is Coordinator of UK Disability History Month (www.ukdhm.org). Recently, World of Inclusion won an award at the Zero Conference, 2016 for a series of anti-disablist bullying films


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Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Education Crises As Crises For Capital




EDUCATION CRISES AS CRISES FOR CAPITAL

By Glenn Rikowski
Visiting Fellow, College of Social Science, University of Lincoln, UK


This is the second of my two papers prepared for the International Seminar for Public Pedagogies on Crisis and Education at the University of East London (Stratford Campus) for 21st February 2018.

The paper shifts the focus on education crisis from a concern with crisis in education as an attack on public, state-financed education towards education crises education as crises for capital, for capitalist development.




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Saturday, December 30, 2017

Privatisation in Education and Commodity Forms @ Academia and ResearchGate


Glenn Rikowski

PRIVATISATION IN EDUCATION AND COMMODITY FORMS @ ACADEMIA AND RESEARCHGATE

My article, Privatisation in Education and Commodity Forms (Journal for Critical Education Policy Studies, Volume 15 Number 3, December 2017, pp.29-56) is now available at Academia and at ResearchGate.




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Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Friday, December 29, 2017

Privatisation in Education and Commodity Forms



Glenn Rikowski

Privatisation in Education and Commodity Forms


Glenn Rikowski
Visiting Fellow, College of Social Science, University of Lincoln, UK

My article, Privatisation in Education and Commodity Forms has now been published in Journal for Critical Education Policy Studies, Volume 15 Number 3, December 2017, pp.29-56.

The Abstract for the article is below.

The article can be accessed at: http://www.jceps.com/archives/3620


ABSTRACT

To date research and scholarship on privatisation in education lacks critical depth and intensity. Stock concerns occupy contributions to the field: the effects of privatisation in education on teachers’ labour, pay and conditions of service; educational expenditure; resultant problems of planning at local and national levels; corruption (systemic, and by teachers); and on the curriculum and pedagogy. Additionally, many accounts have been largely descriptive, focusing on how privatisation takes place, or on threats to privatisation, or its insertion within education systems. Many case studies have been undertaken in this light, with sectoral, country-wide and local cases. There has been less emphasis on why privatisation in education occurs. Resistance to educational privatisation has been another common theme. Finally, work on educational commodification has been substantially dissociated from studies on privatisation in education. This paper builds on this last point. Writing and research on privatisation in education has largely avoided what it represents and calls forth: the development of capital, the deeper capitalisation of education. Furthermore, discussion on educational privatisation typically ignores its implication in the social production of labour-power. Therefore, with reference to Karl Marx, this contribution drives the critique of privatisation in education forward by focusing on commodity form(s) in education and their relations to the capitalisation of educational services. Consequently, the points of resistance to privatisation in education are sharpened as anti-capitalist weapons.

The URL for the whole issue is: http://www.jceps.com/archives/3644

The journal website is: http://www.jceps.com

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Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski

Thursday, December 28, 2017

A Force for Good, Or Policing the Poor? Police Officers Based in Schools in England



A FORCE FOR GOOD, OR POLICING THE POOR? POLICE OFFICERS BASED IN SCHOOLS IN ENGLAND

University of East London
Cass School of Education and Communities

International Centre for Public Pedagogies Seminar Series

We are delighted to announce the following seminar.

Wednesday 24th January 2018

1-2pm

Room: ED2.04

Amanda Henshall, University of Greenwich

A force for good, or policing the poor? Police officers based in schools in England

Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England, particularly since the implementation of Safer School Partnerships from the early 2000s onwards. 

There has been little research undertaken on the work officers do, and how pupils experience the presence of police in their schools. This presentation will focus on recently published research, based on data obtained through a Freedom of Information request to all police forces in England and Wales. The study found that 17 of the 43 police forces base officers in schools. In London specifically, officers were found to be based in 182 secondary schools. Using school characteristics data, the study showed that officers were more likely to be based in schools with a higher percentage of pupils eligible for free school meals. 

In the US, where some ethnographic research has been carried out, studies show that the presence of police officers on school campuses may result in the escalation of minor infractions of school rules into criminal offences, and contribute to the school-to-prison pipeline. This research highlights the need for further study on the role of officers in schools in England, and to what extent their presence benefits, or otherwise, the schools and the pupils. The talk would be relevant to anyone working in or researching the secondary school phase, and/or interested in surveillance in contemporary society.

Dr Amanda Henshall  has been a Research Fellow in Education at the University of Greenwich since 2016. From 2013-15 she was a Senior Lecturer in Education at Greenwich, and has also taught at the University of Cumbria (London Campus). Previously, Dr Henshall worked as a researcher at the well regarded children’s charity the National Children’s Bureau, and at the University of London’s Institute of Education. Before taking her Masters and PhD at the University of Lancaster, she was a secondary school teacher of English and worked in a variety of settings, including with children who were out of school. 

Amanda Henshall (2017): On the school beat: police officers based in English schools, British Journal of Sociology of Education, DOI: 10.1080/01425692.2017.1375401


The International Centre for Public Pedagogy (ICPuP) was founded in 2013, it is based in the Cass School of Education and Communities, and is cross-disciplinary with other members from Psychology and Performing Arts. Public pedagogy is a relatively new area of educational scholarship that considers the application and development of educational theory and approaches beyond formal schooling. Public pedagogy therefore includes analysis, investigation and action research in contexts such as cultural education, public spaces, non-formal learning, technology and education, popular culture and political struggle. The centre hosts seminars once a month during term time. Staff from all schools and students are welcome.

Dr Charlotte Chadderton
Reader in Education
Fellow of the National Institute of Careers Education and Counselling (NICEC)

Cass School of Education and Communities
University of East London
Water Lane
Stratford
London E15 4LZ
0208 223 4771

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Glenn Rikowski

I wrote a short article on this topic in 2007, Playground Risks and Handcuffed Kids: We Need Safer Schools? This article can be viewed at Academia: http://www.academia.edu/11074776/Playground_Risks_and_Handcuffed_Kids_We_Need_Safer_Schools



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Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski


Journal for Critical Education Policy Studies - Volume 15 Number 3


Professor Dave Hill
Chief & Founding Editor
Journal for Critical Education Policy Studies

Journal for Critical Education Policy Studies
Volume 15 Number 3, December 2017


This is the latest issue of Journal for Critical Education Policy Studies. It includes my article Privatisation in Education and Commodity Forms, which you can see at: http://www.jceps.com/archives/3620




CONTENTS:














Journal for Critical Education Policy Studies: http://www.jceps.com

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Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

International Conference on Critical Education VIII


ICCE VIII

INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION VIII


University of East London, Stratford, London, England
25th – 28th July 2018

Critical Education and Activism Against Neoliberalism / Authoritarian Neoconservatism in Education, State and Society

The International Conference on Critical Education (ICCE), previously held in Athens (2011, 2012), Ankara (2013), Thessaloniki (2014), Wroclaw, Poland (2015), London (Middlesex University) (2016) and Athens (2017) is a forum for scholars, educators and activists committed to social and economic justice. 

The 8th ICCE: Critical Education and Activism Against Neoliberalism/ Authoritarian Neoconservatism in Education, State and Society will take place at University of London (UEL), London, 25-28 July 2018.

At a time of economic crisis, when education is under siege by neoliberal capitalism and by neo-conservatism and aggressive nationalism, when teachers and academics are being proletarianized, youth criminalized, civilised and caring societies being stripped of welfare and benefits and rights, schools and universities turned into commodities, at such a time, critical education, as a theory and as a movement, as praxis, is clearly relevant. International communities of critical educators and activists are working together, and with other movements, to build active resistance to these processes and are engaged in fostering educational and social change leading to a more just, equal and fair society.

The current economic, social, and political crisis, that has been ongoing for 30 years, is manifesting more deeply in education on a global scale. The crisis- part of, and resulting from, dominant neoliberal and neoconservative politics that are implemented and promoted internationally as ‘the only solution’, under the slogan ‘there is no alternative’ (TINA), have substantially redefined the sociopolitical and ideological roles of education. Public education is shrinking. It loses its status as a social right. It is projected as a mere commodity for sale while it becomes less democratic, de-theorised, de-critiqued.

Understanding the causes of the crisis, the particular forms it takes in different countries and the multiple ways in which it influences education, constitute important questions for all those who do not limit their perspectives to the horizon of neoconservative, neoliberal and technocratic dogmas. Moreover, the critical education movement has the responsibility to rethink its views and practices in light of the crisis, and in the light of social, political and educational resistance in different countries - and the paths that this crisis opens for challenging and overthrowing capitalist domination worldwide.

The International Conference on Critical Education (ICCE) – regularly attended by between 300 and 400 participants, provides a vibrant and egalitarian, non-elitist, platform for scholars, educators, activists, students and others interested in critical education and in contesting the current neo-liberal/ neo-conservative/ nationalist hegemony, to come together and engage in a free, democratic and productive dialogue. At this time of crisis when public education is under siege by neoliberalism, neo-conservatism and nationalism, we invite you to submit a proposal and to attend the Conference. We especially welcome new and emerging scholars / scholar-activists.

Speakers invited include:

Grant Banfield (Australia)
Dennis Beach (Sweden)
Sara Carpenter (Canada)
Hana Cervinlova (Poland)
Polina Chrysochou (Greece /UK)
Christian Chun (USA)
Alessio d’Angelo (UK)
Sandra Delgado (Canada/ Colombia)
Mustafa Durmus (Turkey)
Agnieszka Dzieminowicz-Bak (Poland)
Gail Edwards (UK)
Ramin Farahmandpur (USA)
Derek Ford (USA)
Nathan Fretwell (UK)
Panayota Gounari (USA)
George Grollios (Greece)
Carly Guest (UK)
Julia Hall (USA)
Dave Hill (UK)
Lee Jerome (UK)
Wei Jin (Peoples Republic of China)
Gianna Katsiampoura (Greece) 
Nurcan Korkmaz (Turkey)
Ravi Kumar (India)
Alpesh Mairsuira (UK)
Tristan McCowan (UK)
Gyuri Meszaros (Hungary)
Louise Prendergast (UK)
Lotar Rasinski (Poland)
John Rice (Australia)
Glenn Rikowski (UK)
Leena Robertson (UK)
Juan R. Rodriguez (Spain)
Wayne Ross (Canada)
Rachel Seoighe (UK)
Kostas Skordoulis (Greece)
Spyros Themelis (UK)
Tamas Toth (Hungary/Poland)
Paolo Vittoria (Italy)
Josefine Wagner (Poland)
Terry Wrigley (UK)
Ahmet Yidiz (Turkey)

Conference Organisers: Dave Hill (Institute for Education Policy Studies) and Alpesh Maisuria (University of East London)


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Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski