APHORISMS ON THE CRITIQUE OF PEDAGOGY 

APHORISMS ON THE CRITIQUE OF PEDAGOGY

This is a paper I prepared for the International Congress on Educational Sciences and Effective Practices Conference, Kapadokya University, Nevşehir, Cappadocia, Turkey, 12–17 November 2024.

Preface

(i).    What is presented in this paper is not a critique of critical pedagogy, but a critique of pedagogy itself.

(ii).    Yet this critique is not an idealist, transhistorical, instrumental or analytical philosophical concoction.

(iii).   Rather, it is a critique of pedagogy in its historically capitalist form; or, critique of the specifically capitalist form of pedagogy.

(iv).   All this is undertaken through Marxist science. 

It is now available at:

Academia: https://www.academia.edu/125194423/Aphorisms_on_the_Critique_of_Pedagogy

and at: 

ResearchGate: https://www.researchgate.net/publication/385417744_Aphorisms_on_the_Critique_of_Pedagogy

Glenn Rikowski

Encyclopaedia of Marxism and Education

Encyclopaedia of Marxism and Education

Edited by Alpesh Maisuria

Published by Brill: Leiden

ISBN: 978-90-04-50560-5

Published: 6 January 2022

For those concerned with exploring education through Marx and Marxism this is an important book. Alpesh Maisuria has assembled a tremendous international array of authors to address the significance of Marx and Marxism for education today.

Introduction by the Publisher:

This encyclopaedia showcases the explanatory power of Marxist educational theory and practice. The entries have been written by 51 leading authors from across the globe. The 39 entries cover an impressive range of contemporary issues and historical problematics. The editor has designed the book to appeal to readers within the Marxism and education intellectual tradition, and also those who are curious newcomers, as well as critics of Marxism.

The Encyclopaedia of Marxism and Education is the first of its kind. It is a landmark text with relevance for years to come for the productive dialogue between Marxism and education for transformational thinking and practice.

For Table of Contents, see: https://brill.com/view/title/61529?language=en

My chapter in the book is: Marxism and Education: [Closed] and …Open… pp.421-438.

 

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Notes on Commodity Forms and the Business Takeover of Schools

Glenn Rikowski

NOTES ON COMMODITY FORMS AND THE BUSINESS TAKEOVER OF SCHOOLS

These notes are for a seminar with second year Education Studies students at the University of East London, Stratford Campus, on 20^th November 2019.

Introduction

Commodification, marketisation, monetisation (the increasing scourge of money), and competition, commercialisation (advertising and selling-centred image manipulation) in education: how do we challenge and terminate these developments, if we wish to? Do we rely on the state to protect us from these insurgencies by capitalist interests and motivations in contemporary education? Will pressure from below, from us, urge the state to curb and end the role of business in education? Do we hope for a victory of Corbyn’s Labour Party in the forthcoming General Election to end the business takeover of education?

These notes indicate a way forward regarding posting answers to these questions. It is argued that we need to attack the business takeover of education at the micro level: at the level of the commodity, first and foremost.

The first Part of these notes focuses on this micro-level: commodity forms, the basic, elemental phenomena of capitalist society. Part Two explores one of these commodity forms, the general class of commodities, in terms of its development in contemporary schools. The focus is on how the general class of commodities, through the business takeover of schools, grows and spreads. The examples explored in Part Two come from schools in England, though, as Verger, Fontdevilla and Zancajo (2016) demonstrate, what they call the ‘global education industry’ (which is roughly equivalent to what I take as the business takeover of education) is a world-wide phenomenon, not confined to the UK, the US or Europe.

The perspective of these notes rests on Marxism; the ideas of Karl Marx and those who embrace his critique of capitalist society and its social scientific armoury. There are many forms of Marxism, and I stand within what has been called ‘Open Marxism’ – based on the work of people such as John Holloway and Werner Bonefeld. For 40 years, I have studied and organised around what has become known as Marxist educational theory.

The rest of these Notes can be found at Academia, in my ‘Teaching Documents’ section: https://www.academia.edu/40918435/Notes_on_Commodity_Forms_and_the_Business_Takeover_of_Schools

Glenn Rikowski

14 November 2019

More of Glenn Rikowski’s publication and papers can be found at:

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ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski

Keywords in Radical Philosophy and Education

KEYWORDS IN RADICAL PHILOSOPHY AND EDUCATION: COMMON CONCEPTS FOR CONTEMPORARY MOVEMENTS

Edited by Derek R. Ford

Brill | Sense

Leiden | Boston

2019

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 Jandric, 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.

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

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

See: https://www.routledge.com/Class-Consciousness-and-Education-in-Sweden-A-Marxist-Analysis-of-Revolution/Maisuria/p/book/9781138286009

Series: https://www.routledge.com/Routledge-Studies-in-Education-Neoliberalism-and-Marxism/book-series/RSEN

Alpesh Maisuria

***END***

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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 21^st 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.

This paper is now available at Academia: https://www.academia.edu/35730140/Education_Crises_As_Crises_For_Capital

It is also available at ResearchGate: https://www.researchgate.net/publication/322642418_Education_Crises_As_Crises_For_Capital

***END***

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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 24^th 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

***

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

***END***

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CRISIS AND EDUCATION

Glenn Rikowski

CRISIS AND EDUCATION

Glenn Rikowski

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

International Centre for Public Pedagogies (ICPuP)

International Seminar for Public Pedagogies

A Presentation by Glenn Rikowski on

CRISIS AND EDUCATION

UNIVERSITY OF EAST LONDON

Stratford Campus

Water Lane

London

E15 4LZ

21^st February 2018

5.00 – 6.00pm

Room: TBA

ABSTRACT

There are two parts to the presentation. Following a brief examination of the concept of ‘crisis’ the first part provides a critique of the Classical Theory of education crisis. This is the default theory of education crisis utilised by the majority of educational theorists and education activists today. Its starting point is that education crises are basically derivative of economic crises. The works of Marxists Brian Simon and Madan Sarup are important in fixing and consolidating the Classical Theory of education crisis. These will be explored in some depth.

The second part of the paper is more speculative. It seeks to pinpoint education crises as crises for capital. Thus, it is concerned with working on the weaknesses in the rule of capital (in education and in terms of its development) rather than focusing on how crises originating in the economy have deleterious effects for state-financed, public education. Two forms of education crises for capital are located, based on the mode of existence of commodity forms in educational institutions: crises of labour-power production; and crises in the ‘general class’ of commodities in educational settings. The implications for an anti-capitalist, anti-affirmationist politics of education based on this analysis are provided in conclusion.

Note: Two papers will be produced for this seminar: Critique of the Classical Theory of Education Crisis, and Education Crises As Crises for Capital. In the meantime, the following paper is useful: Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptions, which is available at Academia: https://www.academia.edu/18511424/Crises_Commodities_and_Education_Disruptions_Eruptions_Interruptions_and_Ruptions

***END***

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Pedagogy of Hate

Mike Neary

PEDAGOGY OF HATE

Cass School of Education and Communities Seminar

Date: Monday 12 June 2017, 16.00-18.00

Venue: Room ED2.03, The Cass School of Education and Communities, University of East London, Stratford Campus, London E16 4LZ

Convenor: Dr. Rhiannon Firth

Seminar title: Pedagogy of Hate

Seminar speaker: Professor Mike Neary, Professor of Sociology, School of Social and Political Sciences,

The University of Lincoln

Abstract

The paper recovers the concept of hate as a critical political category. Not a personal, psychological or pathological hate, but a radical hate for what capitalist civilisation has become. Radical hate is set alongside radical love so the dynamic of negative dialectics can be put in motion. This exposition of radical hate is elaborated through a critical engagement with the work of Peter McLaren, a significant figure in the field of critical pedagogy, whose recent work has called for a pedagogy of resurrection based on the affirmation of holy love, Christian socialism and the life of historical Jesus. The paper provides studies of how negative dialectics can move within higher education, as ‘Student as Producer’, the Social Science Centre, Lincoln and as a co-operative university.

Mike Neary is Professor of Sociology at the University of Lincoln in the School of Social and Political Sciences.

Readings

Neary, Mike (2017) Pedagogy of Hate. Pre-print of article to appear in Policy Futures in Education: http://eprints.lincoln.ac.uk/26793/3/__network.uni_staff_S2_mneary_Pedagogy%20of%20Hate.pdf

Neary, Mike & Saunders, Gary (2016) Student as Producer and the Politics of Abolition: making a new form of dissident institution. Critical Education http://ices.library.ubc.ca/index.php/criticaled/article/view/186127

***END***

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AUTOGENOUS THEORIES OF EDUCATION CRISIS

New College, Oxford

AUTOGENOUS THEORIES OF EDUCATION CRISIS

A paper prepared for the Philosophy of Education Society of Great Britain (PESGB) Annual Conference, New College, Oxford, 31^st March – 2^nd April, 2017

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

Abstract: ‘Crisis’ is a concept increasingly used in media reports on education. This paper argues that philosophers of education have a unique contribution to make regarding the nature and constitution of education crisis. Thus, they have a responsibility to take up the challenge of developing perspectives on education crises. Following examinations of the concept of crisis and The Marxist-oriented Classical Theory of Education Crisis (where education crises are derivative of economic ones), the paper forges an autogenous theory of education crisis through Robin Barrow’s (2011) précis of R.S. Peters’s concept of education. Some education crises are crises of education; not necessarily crises in education with origins elsewhere in society. For these forms of crisis, the concept of education itself should be the starting point for analysis. The paper opens up a new field of enquiry for educational philosophers by indicating how education crises can emerge from within education institutions and settings.

My paper is now available at Academia: http://www.academia.edu/32222291/Autogenous_Theories_of_Education_Crisis and also at ResearchGate: https://www.researchgate.net/publication/315646975_Autogenous_Theories_of_Education_Crisis

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

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

Why Library Is Not A Dirty Word: Presentation Slides

Ruth Rikowski

Oxford, 2015

WHY LIBRARY IS NOT A DIRTY WORD – PRESENTATION SLIDES

The presentation slides for Ruth Rikowski’s talk at The Froud Centre, Manor Park, London, on 10^th June 2016 –are now available at Academia.

Why Library Is Not  A Dirty Word: Reclaiming Its Power And Possibility

Presentation slides @ http://www.academia.edu/30467128/Why_Library_is_Not_a_Dirty_Word_Reclaiming_its_Power_and_Possibility_Presentation_

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

Glenn Rikowski

In addition, Glenn Rikowski also has a new post at Academia: The Woodhead Federation? The Business Takeover of Schools in England

This can be viewed at: http://www.academia.edu/31544770/The_Woodhead_Federation_The_Business_Takeover_of_Schools_in_England_Presentation_

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

PRESENTATIONS @ ACADEMIA

PRESENTATIONS @ ACADEMIA

I have recently uploaded a number of Presentations and Presentation Notes to Academia. These are as follows:

Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptions (Presentation): https://www.academia.edu/29675223/Crises_Commodities_and_Education_Disruptions_Eruptions_Interruptions_and_Ruptions_Presentation_

Crises in Education, Crises of Education (Presentation): https://www.academia.edu/29674786/Crises_in_Education_Crises_of_Education_Presentation_

Education and Crisis (Presentation): https://www.academia.edu/29681835/Education_and_Crisis_Presentation_

Crisis and Education (Presentation): https://www.academia.edu/29674444/Crisis_and_Education_Presentation_

The Seed: Critical Educators for Social Transformation (Presentation): https://www.academia.edu/29718073/The_Seed_Critical_Educators_for_Social_Transformation_Presentation_

Higher Education in Crises of Capital and Labour (Presentation Notes): https://www.academia.edu/29737945/Higher_Education_in_Crises_of_Capital_and_Labour_Presentation_Notes_

Value, Labour Power and Gender Inequality in the Capitalist Labour Market (Presentation): https://www.academia.edu/29675727/Value_Labour_Power_and_Gender_Inequality_in_the_Capitalist_Labour_Market_Presentation_

Rethinking Higher Education: Students As Producers Against the Culture Machine (Presentation): https://www.academia.edu/29717220/Rethinking_Higher_Education_Students_As_Producers_Against_the_Culture_Machine_Presentation_

Capitalisation by Stealth: The Business Takeover of Schools in England (Presentation): https://www.academia.edu/29673995/Capitalisation_by_Stealth_The_Business_Takeover_of_Schools_in_England_Presentation_

Ten Points on Marx, Class and Education (Presentation): https://www.academia.edu/29713518/Ten_Points_on_Marx_Class_and_Education_Presentation_

Adventures in Marxism and Education: An Autobiographical Report (Presentation): https://www.academia.edu/29696961/Adventures_in_Marxism_and_Education_An_Autobiographical_Report_Presentation_

The Business Takeover of Schools in England (Presentation): https://www.academia.edu/29696101/The_Business_Takeover_of_Schools_in_England_Presentation_

Karl Marx's Social Time (Presentation): https://www.academia.edu/29674114/Karl_Marxs_Social_Time_Presentation_

The Evolution of Federations of Schools in England (Presentation): https://www.academia.edu/29695981/The_Evolution_of_Federations_of_Schools_in_England_Presentation_

Education Rights in Global Capitalism Today (Presentation): https://www.academia.edu/29695869/Education_Rights_in_Global_Capitalism_Today_Presentation_

Profits in Chains? The Capitalisation of Schools in England and the White Paper (Presentation): https://www.academia.edu/29694955/Profits_in_Chains_The_Capitalisation_of_Schools_in_England_and_the_White_Paper_Presentation_

Night Thoughts on the Education White Paper (Presentation): https://www.academia.edu/29694841/Night_Thoughts_on_the_Education_White_Paper_Presentation_

New Labour, the Knowledge Economy and Education (Presentation): https://www.academia.edu/29684663/New_Labour_the_Knowledge_Economy_and_Education_Presentation_

The Business Takeover of Schools: Exploring Explanations (Presentation Notes): https://www.academia.edu/29698427/The_Business_Takeover_of_Schools_Exploring_Explanations_Presentation_Notes_

To see the full list of Presentations and Presentation Notes, and further details, go to: https://independent.academia.edu/GlennRikowski/Presentations

To see all my postings to Academia, go to: http://independent.academia.edu/GlennRikowski

To see my posting at ResearchGate, go to: http://www.researchgate.com/profile/GlennRikowski

Reviewing Our History and Making Plans: The Social Science Centre - Lincoln

REVIEWING OUR HISTORY AND MAKING PLANS

THE SOCIAL SCIENCE CENTRE

LINCOLN

Saturday 27th August 2016

10.00 – 4.00

St. Swithin’s Community Centre

Croft Street

Lincoln

LN2 5AZ

Location: https://goo.gl/5Q5NNl

St. Swithin’s Community Centre: http://www.stswithinscroftstreet.org.uk/

The Social Science Centre (SSC), Lincoln is hosting an event to look back at its activities since it was founded in 2011 and to make plans for its future.

10:00–12:00: SSC on Reflection, 2011–2016 (SSC members only)

A chance for all past and present members of the Social Science Centre to reflect on their experiences in the Centre, our activities, roads we have not taken, changes we should make and hopes for the future. Highlights to be shared with others later in the day.

12:30–1:30: Lunch (Public, everyone welcome)

Please join us for lunch!

1:30–4:00: Co-operative Higher Education in Lincoln (Public, all welcome)

Ideas and making plans for the term/year. It has already been suggested we run courses on Brexit and the co-operative movement in Lincoln and the UK

What is the SSC?

The SSC  organises higher education that explores the everyday experiences of its members – who are both students and teachers – through concepts and ideas developed in the social sciences. This includes making critical sense of social problems (like ‘austerity’, racism and nationalism or the privatisation of schools) and important local and global events like ‘Brexit’, learning how they affect us and how we might have an effect on them. Our past courses – The Social Science Imagination, Co-operation and Education, and Know How: Do-It-Ourselves Higher Education – all offered different approaches to this learning.

We are a co-operative organisation that is owned and run by our members. This means that we not only have an experience of higher education, but can decide together what this education should be, how it works and why it matters. All our members can help run the Centre by taking part in democratic decision-making processes and collective ownership and responsibility. No one pays for learning or gets paid for teaching at the SSC because we do not believe knowledge should be for sale. Members with financial means make small monthly contributions to the co-operative to pay for room hire and other running costs.

For more information about the SSC, visit our website: http://socialsciencecentre.org.uk   

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

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