Critique of the Classical Theory of Education Crisis

Glenn Rikowski

CRITIQUE OF THE CLASSICAL THEORY OF EDUCATION CRISIS

Glenn Rikowski

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

This is a paper prepared for the International Centre for Public Pedagogies (ICPuP), International Seminar for Public Pedagogies at the University of East London for 21^st February 2018. See the post below for details.

The paper is now available on Academia, see: https://www.academia.edu/35164258/Critique_of_the_Classical_Theory_of_Education_Crisis

ABSTRACT

The Classical Theory of Education Crisis is the default theory utilised by educational theorists for understanding the constitution and explanation of education crises in contemporary society. Following a brief outline of the concept of crisis, and the histiography of the notion of education crisis from the Second World War to the neoliberal recession of 1980-82, there is a an outline of The Classical Theory of Education Crisis as most fully expressed in Madan Sarup's classic Education, State and Crisis: A Marxist Perspective (1982). The key aspect of the Classical Theory is that education crises are derivative of economic crises. This is followed by the main event: critique of the Classical Theory. Its reliance on structuralist thought (with associated determinism, functionalism and reductionism) and the inflow of economics imperialism are some of its key deficiencies. The Conclusion outlines ground still to be covered and the need to move beyond the Classical Theory of Education Crisis.

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