Education in the Public Interest: Teaching and Learning for a Democratic Society
RF 2010 will be hosted at George Williams College on the scenic banks of Geneva Lake. Located officially in Williams Bay, Wisconsin, the college is nestled between the major metropolitan areas of Milwaukee, Wisconsin and Chicago, Illinois. The conference will be held August 2-5.
Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:
* Transforming the notion of “saving public education” to one of creating education in the public interest, what does teaching and learning for a democratic society look like?
* What does education for liberation look like compared to the more socially reproductive/dominating education we see in many of our nation’s schools?
* Are the current crises in the economy as well as educationally in such states as California or cities like Detroit indicative of a turning point in history? Has the rightward shift ebbed or will the economic crisis push the ruling class towards fascism?
* What is a public good? Is education a public good? Why is it treated as a private good?
* Is climate change a matter to be debated by governments and industry leaders? Has the public participated in the debate on climate change? What roles do educators have in making students aware of the implications of that debate?
* Are multi-trillion dollar deficits public ‘bads’?
* What debts will future generations, including the students we may teach, carry because our financial, governmental, and military endeavors have not been concerned with public goods?
* What are the educational implications of the recent Supreme Court decision to endow corporations with the right of free speech?
* How do we learn and teach to get from where we are to where we need to be?
* How do we stand up for the correctness of our ideas?
* How does change happen (individually, within a school, within a district)?
* Can the current system be reformed in order to better serve children, families, and citizens?
* If not, what would a new system look like? How would it be implemented? What past models exist on which to work and build?
To learn more about the conference, please contact any of our conference organizers:
Submissions Proposals for papers, panels, or performances should include title(s), no more than a 500 word description, and names and contact information for presenter(s). Presenters should plan on 45 minute time slots to deliver papers. Panels and performances will be awarded 90 minutes.
Review of Paper and Panel Proposals treating any of the above questions will begin April 15, 2010. Please send your proposals to Faith Wilson (firstname.lastname@example.org). As we expect a number of proposals for a limited number of slots please forward your proposal as soon as possible.
Performance Proposals should also be forwarded to Faith Wilson (email@example.com) by April 15, 2010. Please describe your art/performance and how it may relate to the conference topic/questions.
Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism
Edited by Sheila Macrine, Peter McLaren and Dave Hill Palgrave Macmillan Marxism and Education Series 2010 ISBN: 978-0-239-60799-6
TABLE OF CONTENTS:
Preface: Martha Montero-Sieburth
Introduction: Sheila Macrine, Peter McLaren, and Dave Hill
PART I: FRAMEWORKS FOR ORGANIZING PEDAGOGY
A Wolf in Sheep’s Clothing, or a Sheep in Wolf’s Clothing: Resistance to Educational Reform in Chile: Jill Pinkney Pastrana
Education Rights, Education Policies and Inequality in South Africa: Salim Vally, Enver Motala, and Brian Ramadiro
Taking on the Corporatization of Public Education: What Teacher Education Can Do: Pepi Leistyna
Revolutionizing Critical Pedagogy: The Struggle against the Oppression of Neoliberalism – A Conversation with Peter McLaren: Sebastjan Leban and Peter McLaren
PART II: STRATEGIES FOR PRACTICING CRITICAL PEDAGOGY
Class, Capital and Education in this Neoliberal and Neoconservative Period: Dave Hill
Hijacking Public Schooling: The Epicentre of Neo Radical Centrism: João Paraskeva
Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory: Wayne Au
Critical Teaching as the Counter-Hegemony to Neo-liberalism: John Smyth
Empowering Education: Freire, Cynicism and a Pedagogy of Action: Richard Van Heertum
Teachers Matter…Don’t They? Placing Teachers and Their Work in the Global Knowledge Economy: Susan L. Robertson
Afterword: After neoliberalism: Which way capitalism? David Hursh
List of Contributors Index
Reviews: “An extraordinary emancipatory work: bravely negotiating the globalized toxic ruins of neo-liberalism. This is a liberatory project that embraces building a more just and democratic social world, transforming the ashes of oppressive pedagogical practices into a universe of critical and creative revolutionary possibility.”--Karen Anijar, Professor Emeritus, Arizona State University
“This volume provides both a much-needed political and economic critique of the dominant neoliberal reforms in the economy and education, and a theoretical and pedagogical path towards a democratic society and schools. I commend the contributors for their intellectual and political courage.”--David Hursh, University of Rochester, and author of High-Stakes Testing and the Decline of Teaching and Learning
King’s College London, 27th February, 11.00am – 4.00pm
Hosted by: King’s UCU, The No Cuts @ King’s Campaign, and the London Education Activists Network
Education is under attack. Up to a third of university funding - £2.5bn – is to be cut, 30 universities could shut down and over 14,000 lecturers may lose their jobs.
Big businesses exert more and more control over the university system. Cuts in student places and higher fees could exclude many people from higher education altogether.
But it doesn’t have to be this way. Education workers are lobbying for strike action, following the victory at Tower Hamlets College. Students are protesting across Europe, organising occupations to stop neoliberal reforms – and taking control of campuses for another kind of education.
This February we will be hosting a day of alternative lectures and tutorials in King’s College London to bring together staff and students to celebrate what education could be – and to prepare for the battles ahead.
Initial line up includes:
Terry Eagleton: literary critic Michael Rosen: poet, children’s author and education campaigner Alex Callinicos: lecturer and radical theorist Juan Carlos Piedra: Justice For Cleaners Activists from Ireland and Austria Education workers who have led successful strikes Voices from students and campaigns around the country (Other speakers – to be announced)
Alternative Lectures and Tutorials include: *The crisis in our universities and the battle for education * Education for liberation – what could our education look like? * The corporate takeover of our universities * How do we fight for free education? * Building fighting unions * Education for all – challenging Islamophobia, racism and the points based immigration system * The tasks ahead – building resistance that can win
I am a Visiting Fellow in the College of Social Science at the University of Lincoln. I was previously a Visiting Scholar in the Department of Education at Anglia Ruskin University (2014-15). Prior to that, I was previously a Senior Lecturer in Education Studies at the University of Northampton. My interests are in Marxist educational theory, the future of the human and social time. The Rikowski family web site, The Flow of Ideas can be found at: http://www.flowideas.co.uk,
My Wordpress blog, 'All that is Solid for Glenn Rikowski' is at: http://rikowski.wordpress.com,
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski
@ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski