Tuesday, August 16, 2011

Debt and the Commons Three-Day Seminar








DEBT AND THE COMMONS THREE-DAY SEMINAR

August 18, 19, and 20 – Three-Day Seminar on Debt & the Commons – with Silvia Federici, George Caffentzis, David Graeber

CONTENTS:
0. About the Seminar
1. Longer Introduction
2. Seminar Schedule
3. A Bibliography
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0. About the Seminar

When: Thursday, Friday, Saturday / August 18,19,20
Who: Free (please rsvp, details below)
Where: 16 Beaver Street, 4th floor, New York City
What: 3 Day Seminar with Silvia Federici, George Caffentzis, David Graeber

Beyond Good and Evil Commons is a three day seminar focusing on debt, economic crisis and the production of commons

The seminar organizes itself with and around the work of three individuals: Silvia Federici, George Caffentzis, and David Graeber

It will take the shape of 2 sessions per day, each session building around a talk by Silvia, George, and/or David and followed by collective discussions.

It is being organized in the spirit of collective inquiry inspired particularly by recent anti-debt organizing in NYC but draws also from a number of international contexts in which new political cultures have developed to challenge the command of money, austerity and debt in the crisis. Moreover, it builds off previous seminars organized in the space with friends over the last years.

The idea is, at least partially, to develop and test political concepts that help us better orient our understanding of these new political cultures but also aid us in further developing our own. Our starting point is an attempt to bring together a politics through both an analysis of debt anthropologically and an anti-capitalist perspective on the commons.

The hope is to achieve some focus, to sharpen our terminologies and analytical tools, to direct our collective intelligence toward a new orientation of existing organizing efforts and guide new interventions as well, to better know what, how and with whom. It is a difficult and elusive hope. It also relies on enough of us approaching the seminar with the idea of collectively enacting an enlarged framework for political action (which implicates many different practices).

We know that many on our list also live in different parts of the world. For this reason, we have put together a website with many readings as a resource. We also hope to be able to put some recordings from the presentations for those who are interested in following or connecting with this seminar. We also make the effort to articulate the motivations for the inquiry in the hopes that we can also build upon one another's efforts.

For those planning to attend, we ask you to please RSVP, as it will allow us to better prepare.

You can do so by writing to seminars [the at sign] 16beavergroup.org with rsvp in subject line.

The event is free, but we will be making a daily collection to cover basic expenses.

_____________________________

1. Longer Introduction

Molecular Investigations / Seminars

This Thursday, Friday, and Saturday, we will continue a collective journey and experiment.

Over the last years, we have tried to organize with friends collective seminars (e.g., Continental Drift, Connective Mutations, Something Becomes Visible) which give participants an opportunity to have a rich intellectual experience attempting to raise critical questions about how we live, think, struggle - in an open, autonomous, non-institutional, non-commodified, non-authored situation. Those seminars have attempted to cross-weave intellectual efforts with activist and artistic practices. Moreover, rather than merely become attempts to represent ideas, knowledge, or knowingness, the seminars have been a part of an effort to situate and suggest, through the work of specific individuals, where we may devote further work collectively in the coming years. And to build potential solidarities across disciplines, practices, and approaches.

At their best, they have been like small, concise, intellectual bombs detonated carefully, collectively, not far from Wall Street, with all intents to illuminate the cracks in the edifices of those buildings, and on the ground, on the very terrain we cohabit. They have been suggestions for paths of individual, collective projects, militant investigations: artistic, intellectual, political, economic, activistic, and beyond.

In a period which has seen the neoliberal machine produce a seemingly invincible force of financialization, mega-gentrification, and militarization: together with a multitude of friends and contributors, we built up a counter-image and research of those aforementioned cracks. We have done this collectively, autonomously, and as a direct counter-force to the commodification and competitiveness that has all too often marked intellectuality in these same times. In doing so, we have placed ourselves, along with many other initiatives emerging globally, into a new situation, for the generation and maintenance of critical discourses, analyses, and practices.

An important struggle today is to realize how these practices, whether artistic, intellectual, or otherwise can most effectively combat the emergent paradigms of racism, militarization, and a more formulated, articulated war by the wealthiest elite and corporate interests on the very fabric of human and planetary reproduction.

For some people, six years ago, an introduction like this may have appeared as potentially catastrophic (or utopian), alarmist, or delirious.

In the midst of the recent insurrections in London, massive revolts against forced austerity measures in Spain, Greece, and throughout Europe, revolutionary resistance in North Africa and the Middle East, we find ourselves having to acknowledge that these efforts of collective research have not only been substantiated, but today ask how can they conjoin to actions, global political processes unfolding in our midst.

Today, the cracks appear as gaping holes, through which one of the most radical transformations of the world irrupts before our eyes.

Living amidst the civil war in Lebanon, a friend of the space once remarked that there is no official day, where everyone is notified that a civil war has commenced. It begins as a small series of loosely related events, which only later, can be reconstructed as a civil war with precise dates of commencement and end.

'Returning to Normal life'?

How can one speak of returning to 'normal life' in the midst of a post-nuclear Japan? Where do we draw the limits of solidarity with that reality? Is the solidarity expressed as far as the radioactivity travels? Or will it end with the struggle to end nuclear plants or nuclear arms in every country? How can one speak of returning to 'normal life' in the midst of this historic transfer of common wealth to private banks and the continued intransigence on the part of those who govern (and in most cases, even their opposition parties) in confronting (rather than engendering) growing inequalities, processes of enclosure, social and ecological destruction? Will the outrage end when each particular group, being effected by cuts, saves a small piece of the pie to continue doing what they were before with even less resources? Will it end with a broad 'new deal' or 'social contract' as even many of the staunchest critics of neoliberalism hope?

Or can we imagine and build toward another horizon of struggle beyond the specificity of resisting nuclear technology or local/national austerity measures tied to financial speculation and crimes? How to connect to already occurring processes of revolt or production of commons? And can the efforts to build upon such processes of resistance be done without addressing the basic terms upon which we reproduce our lives?

The Proposal

The proposal is to collectively approach two notions which have valence in contemporary movements but call for further interrogation:

The Commons

There has been a great resurgence over the last decade or more in thinking about and elaborating the notion of the commons. As George Caffentzis writes: "The ‘commons’ has undergone a remarkable transformation in the last fifteen years, from a word referring rather archaically to a grassy square in the centre of New England towns to one variously used by real estate developers, ‘free software’ programmers, ecological activists and peasant revolutionaries to describe very different, indeed conflicting, purposes and realities., ... "What accounts for this resurgence? What are the merits of this concept and its potential dangers as 'two streams, coming from opposing perspectives' begin to utilize and mobilize it?”

In exploring the prospects for a commons that is resistant to capitalism, one key position of this seminar, and it is a position, time and again, emphasized by Silvia Federici's work, is the incorporation of basic insights of feminist critique concerning the centrality of reproduction within any social, economic, or political regime. Moreover, her consistent attention to women's struggles to maintain spaces which are common – engender communal forms of life and social reproduction (historically and today), especially in impoverished parts of the world – points us to the necessity of learning from and using these experiences to better understand what resistance to capitalism can mean.

Silvia Federici and George Caffentzis have been two very important figures in conceptualizing and interrogating this notion of the commons as well as historic and contemporary processes of enclosures. In addition to their own writings, their work within the Midnight Notes collective has been an inspiration for sustained, collective, engaged research outside of the disciplining / enclosing that can happen in the university or academy. With their collaborators, they have offered some of the most decisive, direct, historically and geographically expanded account of capitalist accumulation and struggles of resistance. Their political commitments have sometimes overshadowed their theoretical contributions, and this seminar will be an opportunity to give space to those contributions and begin what we hope will be a longer inquiry together with them.

Debt

Whether it is through the imposition of or the resistance to debt, processes from above or below, one can see that debt obligations have been a central figure of political considerations.

From student debt strikes

To millions losing their homes or being foreclosed upon; from financial instruments imposed upon countries underwriting new enclosures; to the dismantling of social provisions and justifying politically motivated austerity measures, which rely upon seemingly objective 'hard' economic 'realities': debt is the terrain upon which various actors and discourses take shape.

But can an anthropological inquiry into debt help us view these processes and struggles in a new light? Can such an inquiry help us build upon contemporary struggles against debt?

David Graeber is among other things, an anarchist, a thinker, an anthropologist, and an activist. His intellectual contributions have been timely, pertinent, useful, and yet antagonistic to the established norms pertaining to each of those three terms. Thus one could speculate, under the regime of capitalist realism, his contributions would be characterized as 'historical', 'inapplicable', 'unrealistic'; but somehow this has not been the case. David's accessible approach to writing, as well as his insistence to situate his work in places where struggle takes place, has made his work resilient to dismissal. His current book entitled 'Debt: The First 5000 Years' is more than a theorization of debt: it is also a trenchant treatise exposing tangible limitations of imagination and language for describing the range of human relations existing historically and today. As David writes:

"This book is a history of debt, then, but it also uses that history as a way to ask fundamental questions about what human beings and human society are or could be like—what we actually do owe each other, what it even means to ask that question. As a result, the book begins by attempting to puncture a series of myths—not only the Myth of Barter, which is taken up in the first chapter, but also rival myths about primordial debts to the gods, or to the state—that in one way or another form the basis of our common-sense assumptions about the nature of economy and society. In that common-sense view, the State and the Market tower above all else as diametrically opposed principles. Historical reality reveals, however, that they were born together and have always been
intertwined. The one thing that all these misconceptions have in common, we will find, is that they tend to reduce all human relations to exchange, as if our ties to society, even to the cosmos itself, can be imagined in the same terms as a business deal. This leads to another question: If not exchange, then what?"

One Goal

A hope is, that for these three days, we could give our energies to these three individuals and one another. And construct together a kind of machine which could collectively take us to the center of two critical nodes in perceiving, understanding, and struggling with/against our contemporary reality.

A short parting note on London and beyond:

In 2005, with the revolts in Paris, pundits could characterize and particularize those revolts as disaffected and disenfranchised youth or even worse dismiss them by mobilizing xenophobic fears. There never was room for entertaining the racist readings of those events. And the events in Norway this summer further clarify where such a critique is coming from and headed. But the events in Paris still left many wondering what was the political horizon or meaning of those revolts.

In the summer of 2011, any analysis of events, like those in London unfolding these last days, cannot but be read as part of a disarticulated yet emerging globalized picture of revolt against 'capital', capitalists, and the various state forms that have advocated on their behalf.

Thus, this seminar takes place in the midst of these events and struggles. Thus, there is an additional hope that collectively we can consider what global solidarity can look like, unfolding across different modes of doing, producing, and thinking in light of such events.

The seminar has been organized with and by Silvia, George, David, 16 Beaver Group, This Is Forever, and various individuals affiliated and not affiliated with other spaces and initiatives in New York.

_____________________________

2. Schedule

THURSDAY - August 18
Doors open at 4:00

Session 1
4:30 - 6:45 Silvia / George
light food
Session 2
7:15 - 9:30 David

FRIDAY, August 19th
Doors open at 4:00

Session 3
4:30 - 6:45 Silvia / George
light food
Session 4
7:15 - 9:30 David

SATURDAY, August 20th
Doors open at 1:00

Session 5
2:00 - 4:30 David
light food
Session 6
5:00 - 7:30 Silvia / George
food

Please note:
This schedule is a script of what we have planned. The actual seminar times and order may be altered according to how things unfold. Best place to follow changes or updates will be on our website for the seminar: http://www.16beavergroup.org/silvia_george_david/

_____________________________

3. The Bibliography

A full and updated bibliography can be found on the seminar website with additional texts: http://www.16beavergroup.org/silvia_george_david/

Below, we have listed a shorter selection of readings:

-\ \ \ Midnight Notes
The New Enclosures n.10: http://www.midnightnotes.org/newenclos.ht

-\ \ \ Silvia Federici
Feminism And the Politics of the Commons: http://sduk.us/silvia_george_david/federici_feminism_politics_commons.pdf

-\ \ \ George Caffentzis
The Future of 'the Commons': Neoliberalism's 'Plan B' or the Original Disaccumulation of Capital?
http://sduk.us/silvia_george_david/caffentzis_future_commons.pdf

-\ \ \ David Graeber
Debt: The First Five Thousand Years (overview from Mute 2009): http://sduk.us/silvia_george_david/graeber_overview_mute.pdf

All from DEBT, THE FIRST 5, 000 YEARS

On the Experience of Moral Confusion: http://sduk.us/silvia_george_david/graeber_debt_chapter_1.pdf

A Brief Treatise on the Moral Grounds of Economic Relations: http://sduk.us/silvia_george_david/graeber_debt_chapter_5.pdf

1971–The Beginning of Something Yet to Be Determined: http://sduk.us/silvia_george_david/graeber_debt_chapter_12.pdf

______________________________________

16 Beaver Group
16 Beaver Street, 4th Floor
New York, NY 10004

For directions/subscriptions/info visit: http://www.16beavergroup.org/

TRAINS:
4,5 Bowling Green
2,3 Wall Street
J,Z Broad Street
1,9 South Ferry
R Whitehall


**END**

‘I believe in the afterlife.
It starts tomorrow,
When I go to work’
Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Maximum levels of boredom
Disguised as maximum fun’
Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)

Posted here by Glenn Rikowski
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Flow of Ideas: http://www.flowideas.co.uk
MySpace Profile: http://www.myspace.com/glennrikowsk i
The Ockress: http://www.theockress.com/

Wednesday, August 10, 2011

An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda - JCEPS Special Issue + Call for Papers






AN INTERNATIONAL EXAMINATION OF TEACHER EDUCATION: EXPOSING AND RESISTING THE NEOLIBERAL AGENDA – JCEPS SPECIAL ISSUE + CALL FOR PAPERS

The Journal of Critical Education Policy Studies
Special Issue: Spring 2012
An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda
Chief Editor: Professor Dave Hill, Chief/Managing Editor and Founding Editor, Professor Dave Hill, Professor Peter L. McLaren Editor, North America, Professor Pablo Gentili Editor, Latin America

Guest Editors: Dr. Brad Porfilio, Lewis University & Dr. Julie Gorlewski, SUNY at New Paltz

In recent decades, the transnational capitalist class has wielded power and influence to gain control over elements of social life that were once considered vital domains to fostering the social welfare of global citizens. Affected public domains include natural resources, health care, prisons, transportation, post-catastrophe restoration, and education. The chief linchpin in the elite’s corporatization over social affairs is its effective propaganda campaign to inculcate the global community to believe that neoliberal capitalism ameliorates rather than devastates humanity. According to political pundits, free-market academics, and corporate leaders, economic prosperity and improvements in the social world emanate from “unregulated or free markets, the withering away of the state as government’s role in regulating businesses and funding social services are either eliminated or privatized, and encouraging individuals to become self-interested entrepreneurs” (Hursh, 2011).

Since neoliberalism is a term rarely uttered is most dominant (mainstream) media outlets, most citizens are not cognizant of how it is linked to many deleterious economic and social developments at today’s historical juncture, such as massive unemployment, the swelling of home foreclosures, homelessness, militarism, school closings, maldistribution of wealth, and environmental degradation (Hill, 2008; Hursh, 2011; McLaren, 2007; Ross & Gibson, 2007; Scipes, 2009). Equally important, many global citizens fail to recognize how the transitional elite have spawned a McCarthy-like witch hunt to eliminate academics, policies, and programs that have the potential to engage citizens in a critical examination of what is responsible for today’s increasingly stark social world – as well as what steps are necessary to radically transform it.

In this special issue of The Journal of Critical Education Policy Studies, we call on progressive scholars from across the globe to provide empirical research, conceptual analysis, and theoretical insights in relation to how corporate policies, practices, and imperatives are structuring life in schools of education. Since the impact of neoliberal capitalism on programs, policies, relationships, and pedagogies in schools of education is not uniform, as local histories and politics structure how macro-forces come to impact people in local contexts (Gruenwell (2003), the issue will be integral in understanding and confronting the social actors and constitute forces gutting the humanizing nature of education. Additionally, we call on critical scholars and pedagogues who have found emancipatory fissures amid corporatized schools of education to share policies, pedagogies, and cultural work that have the potency promote critical forms of education, democratic relationships, and peace, equity and social justice across the globe.

Manuscripts are due by December 1, 2011 and should be submitted as email attachments to porfilio16@aol.com and gorlewsj@newpaltz.edu

Papers submitted for publication should be between 5,000 and 8000 words long. While we would hope that papers would be submitted in accordance with the Harvard Referencing Style, we do accept those written in any commonly accepted academic style, as long as the style is consistent throughout the paper.

Please direct all inquires about this special issue to the guest editors at Porfilio16@aol.com and gorlewsj@newpaltz.edu



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

Posted here by Glenn Rikowski
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Flow of Ideas: http://www.flowideas.co.uk/
MySpace Profile: http://www.myspace.com/glennrikowski
The Ockress: http://www.theockress.com/

Tuesday, August 9, 2011

International Professional Development Association Conference 2011






INTERNATIONAL PROFESSIONAL DEVELOPMENT ASSOCIATION CONFERENCE 2011

IPDA 2011 International Conference
Aston Conference Centre, Aston University,
Birmingham, UK

Learning: a Public Good or a Private Commodity?

November 25th – 26th 2011

Welcome to the professional development conference of the year. We are in Birmingham UK again for two days of stimulating debate, high quality research reports, critical discussion and to share ideas, issues and concerns with colleagues from many countries.

Our conference title reflects widespread international interest in discussing the values and purposes of individuals and organisations involved in professional formation and learning at a time of shifting ideologies and value change.

The conference aims to develop a culture of openness, trust and critical friendship amongst IPDA members. Our international keynote speakers will address the conference themes and participants will have the opportunity to follow up issues and challenges in workshops and roundtable discussions.

By the end of the conference we intend to have reportable outcomes that can be developed and acted upon through regional seminars, website interaction and personal networking.

Conference sub themes are:

• The nature and role of learning communities
• Teaching schools: Implications for CPD
• Top Down or Bottom Up? The policy/practice interface
• Values, CPD and the concepts of effectiveness and sustained improvement
• The role of Higher Education in CPD


IPDA 2011 Conference Programme


Friday 26th November

0930- 1000: Registration

1000- 1005: Welcome by IPDA Chair, Cliff Jones


1005- 1100: Formal Opening of Conference and First Keynote Address

Glenn Rikowski, Senior Lecturer, University of Northampton *

Session Chair: Helen Mitchell



1100- 1130: Coffee/Tea Break



1130- 1300: Research Papers: Session 1



1300- 1400: Lunch



1400- 1445: Second Keynote Address

Tony Finn, Chief Executive of the General Teaching Council for Scotland

Session Chair: Jim O’Brien


1445-1530: Round Table Responses


1530-1600: Coffee/Tea Break


1600-1700: Research Papers: Session 2


1700-1800: The IPDA Trial

This year the charge is: ‘Educators stand accused of forgetting that they are shaping the values of society’


1930: Conference Dinner followed by presentation of IPDA Prizes & Fellowships



Saturday 26th November 2011

0915- 1000: Third Keynote Address

Jackie Main, Director of Learning and Development, Kaplan International Colleges

Session Chair: Cliff Jones


1000 – 1030: Keynote related Workshop


1030- 1100: Coffee/Tea Break


1100–1200: Research Papers: Session 3

1200–1330: Research Papers and Workshops: Session 4


1330-1415: Lunch


1415-1515: Parallel Seminars

Share your research with your peers and a panel of experts and receive constructive responses

How to Get Published Seminar offered by Members of the PDiE Editorial Board

‘Bring us your research issues/problems’ Seminar with Kit Field & Roger Levy


1515: Close of Conference: Professor Ken Jones, IPDA President

IPDA: http://www.ipda.org.uk/

IPDA 2011 International Conference: http://www.ipda.org.uk/conferences.html


END

* I shall speak to the title of ‘Higher Education in Crises of Capital and Labour’. This will be part of my ‘comeback tour’. For three years (since my Rhodes paper in June 2008), I did not write anything substantial or speak in public (apart from my father’s eulogy, and, of course, lectures / seminars with my own students): no conferences, no papers, articles etc. of note – I just wrote blogs in the form of adverts for events I did not attend, but supported and thought interesting and worthwhile. I performed a service.

The first part of my ‘comeback tour’ was my talk on ‘Capitorg: Education and the Constitution of the Human in Contemporary Society’, at the Graduate School of Creative Arts and Media (GradCAM) in Dublin, on 25th May 2011.

See: http://rikowski.wordpress.com/2011/05/23/capitorg-education-and-the-constitution-of-the-human-in-contemporary-society-glenn-rikowski/ and http://www.gradcam.ie/glenn_rikowski.pdf

Glenn Rikowski
The Flow of Ideas: http://www.flowideas.co.uk/
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Ockress: http://www.theockress.com/

Report on Montessori - by Jonathan France






REPORT ON MONTESSORI – BY JONATHAN FRANCE

This is a Report on the Montessori Method written by Jonathan France, a final year student in Education Studies at the University of Northampton.

It was written as a short assignment for the Adventures in Educational Theory & Practice module (EDU3028) that Jon studied during the 2010-2011 academic year.

Jon’s Report can now be found at The Flow of Ideas website:

France, J. (2010) Report on Montessori, 30th November, Education Studies, School of Education, University of Northampton, online at ‘The Flow of Ideas’ : http://www.flowideas.co.uk/index.php?page=contributions&sub=Report%20on%20Montessori%20-%20Jonathan%20France

Posted here by Glenn Rikowski
The Flow of Ideas: http://www.flowideas.co.uk/
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com

Wednesday, July 6, 2011

Critical Pedagogies in the Twenty-First Century: A Conference on Transformative Pedagogies








CRITICAL PEDAGOGIES IN THE TWENTY-FIRST CENTURY: A CONFERENCE ON TRANSFORMATIVE PEDAGOGIES



Call for Papers
Critical Theories in the Twenty First Century: A Conference of Transformative Pedagogies


West Chester University of Pennsylvania

Conference Founders: Curry Malott, John Elmore, and Brad Porfilio
November 18th and 19th 2011

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending prooposals is August 31, 2011. The Steering Committee will email acceptance or rejection notices by September 8, 2011. The proposal formats available to the presenters are as follows:

The general purpose of the West Chester Critical Theory Conference is to promote and support critical scholarship within students, and to advance critical theory and pedagogy more generally. By “advance” we mean to expose more people to critical practices and understandings as part of the process of the development of theory.

Through this focus we hope to work toward unifying and strengthening the sub-genres of critical pedagogy from Marxism, critical race theory, to critical neo-colonial studies. This goal is approached through the conferences internal pedagogy and therefore through a horizontal rather than a vertical organizing structure; by including students and classroom teachers in the critical pedagogical work dominated by professors; and by attempting to create a space where criticalists who do not usually work together can create meaningful unity, respect, and common goals. Since the dominant form of power in the twenty first century—neoliberal capitalist power—is both multicultural and global, critical pedagogy must too become more multicultural and global if it is to pose a significant challenge to it for a more democratic life after capitalism.

Because critical theory is concerned with not only understanding the world, but with transforming it, the conference is focused on not only understanding the consequences of an unjust social and economic system (i.e. corporate take-over of schools, high stakes testing and behaviorist pedagogy, micro classroom aggressions and bullying, poverty, racism, sexism, white supremacy, homophobia, perpetual war, ableism, etc.), but with transforming or dissolving their root causes (i.e. neoliberal capitalism and settler-state, Euro-centric oppression and their patriarchal, homophobic, racist, etc. hegemonies). As part of this goal the conference will hopefully provide introductory discussions and presentations on critical pedagogy and critical theory.

SUBMISSIONS
Proposal Formats

Individual Proposal: (45 minutes)
The conference committee welcomes individual paper proposals, with the understanding that those accepted will be grouped together around common or overlapping themes, Presenters will have approximately 45 minutes to present or summarize their individual papers. Individual paper submissions will be considered for panels with the same topic/theme. If you would prefer to present your paper/research individually you should consider the alternative format proposal. A 300-500 word abstract of the paper will be peer reviewed for acceptance to the conference.

Symposium Proposal: (90 minutes)
Presenters are also welcomed to submit proposals for a symposium. A symposium is typically composed of a chair and discussant and three to five participants who present or summarize their papers. Each symposium is organized around a common theme. Each participant will have between 15 and 45 minutes to present their papers, depending upon the number of participants involved in the symposium. A 300-500 word abstract of the symposium will be peer reviewed for acceptance to the conference.

Panel Proposal: (90 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their scholarly work within the context of a dialogue or conversation on a topic or theme related to the conference theme. Typically, each panelist is given 10-15 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed. In addition to the chair, we encourage (but do not require) organizers of panels to include a discussant who responds to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 300-500 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (90 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations, and round-table dialogues, are encouraged. We also welcome proposals for the organization of special interest groups. A 150-250 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Email proposals to conference coordinators Brad Porfilio (porfilio16@aol.com) and Curry Malott (currymalott@hotmail.com) by August 31, 2011.


Posted here by Glenn RikowskiAll that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Flow of Ideas: http://www.flowideas.co.uk
MySpace Profile: http://www.myspace.com/glennrikowski

Friday, May 6, 2011

Blair's Educational Legacy: Thirteen Years of New Labour






BLAIR’S EDUCATIONAL LEGACY: THIRTEEN YEARS OF NEW LABOUR

Edited by Anthony Green
Palgrave Macmillan (December 2010)
ISBN: 978-0-230-62176-3, ISBN10: 0-230-62176-7,
5-1/2 x 8-1/4 inches, 244 pages

Providing an overview and Marxist assessment of Tony Blair and New Labour's U.K. education policies, structures, and processes, the contributors in this exciting new collection discuss specific aspects of education policy and practices. This examination is set against the changing political and economic contexts of the British state’s responses to global and neo-liberal pressures.

Central themes include: New Labour and the education market state; New Labour, education, and ideology; and totality and open Marxism.

Green's work marks a timely contribution to Marxist analysis and Left critical assessment and is the first such collection addressing New Labour education policy.

Anthony Green is Senior Lecturer in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London. He co-convenes Marxism and Education Renewing Dialogues (MERD), and is Series Editor for the Palgrave Macmillan Marxism and Education Series.

CONTENTS:
Introduction: Anthony Green * All the Wrong Answers: Labour’s Corporate-Centred Education Initiatives--Kevin Farnsworth * The Knowledge-based Economy and the Transformation of Higher Education: Issues concerning enclosing and protecting the intellectual commons--Molly Bellamy * The Professional Imagination: Further Education Professionalism in and beyond a Neo-liberal Context--Denis Gleeson * The Privatisation of Education Phase II: Perspectives on state schools the private sector and ten years of a Labour government--Thakir Hafid * Management and Governance of the School System--Richard Hatcher * City: Academies, Alienation, Economism and Contending Forces for Change--Philip Woods * Curriculum Change in the Blair Years--Terry Wrigley * Education still make you sick under Gordon Brown, Innit?--Martin Allen & Patrick Ainley * Ten Years of Education Policy and ‘Race’ Inequality: Whiteness or Neo-liberal Practice?--Alpesh Maisuria * Gendered Practices in Education--Rosalyn George & John Wadsworth

Blair’s Educational Legacy (at Palgrave Macmillan): http://us.macmillan.com/blairseducationallegacy

Palgrave Macmillan Marxism and Education Series: http://www.palgrave.com/products/series.aspx?s=ME

Blair’s Educational Legacy (at Amazon.co.uk): http://www.amazon.co.uk/Blairs-Educational-Legacy-Thirteen-Education/dp/0230621767/ref=sr_1_13?s=books&ie=UTF8&qid=1304672910&sr=1-13

Blair’s Educational Legacy (at Amazon.com): http://www.amazon.com/Blairs-Educational-Legacy-Thirteen-Education/dp/0230621767/ref=sr_1_10?s=books&ie=UTF8&qid=1304673063&sr=1-10

Posted here by Glenn Rikowski
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Flow of Ideas: http://www.flowideas.co.uk
MySpace Profile: http://www.myspace.com/glennrikowski
The Ockress: http://www.theockress.com/
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Tuesday, April 19, 2011

Marx and Education: Misleading Title and Confusing Narrative






MARX AND EDUCATION: MISLEADING TITLE AND CONFUSING NARRATIVE

April 13th 2011
By m310 - See all my reviews (on Amazon.com)
Review at Amazon.com: Marx and Education (Routledge Key Ideas in Education) (Paperback)

This had the potential to be a book that shed important light on the Marxist educational tradition; however, I was confused by the narrative. The title misled me into believing that I was in for a discussion of Marxist educators. Originally, I was interested in the book because I hoped it would augment the writings of U.S. Marxists, such as Ramin Farahmandpur, Rich Gibson, E. Wayne Ross, and a few others. Yet the book is dedicated to neo-Marxists, and while she gives attention to McLaren as a progressive educator (mid-1980s), she provides scant attention to his Marxist writings. Those who have read any of McLaren’s writings since 1995 know that he is a Marxist-Humanist; he is clearly not a neo-Marxist. Anyone following Marxism in education in the US would be hard pressed to find a more prominent and influential exponent than McLaren.

Furthermore, the significant contributions made upon U.S. Marxists by British Marxists such as Glenn Rikowski, Paula Allman, Dave Hill, and Mike Cole, are not highlighted. Why were there no significant discussions of Valerie Scatamburlo D'Annibale and Deb Kelsh? The narrative in this book is not so much about Marxist educators but rather progressive and neo-Marxist educators. Where were discussions of contributions of John Holst and Himani Bannerji? The book, Marxism Against Postmodernism in Educational Theory – a milestone in the debates over Marxism and education – was not even mentioned. This truly was a narrow reading of a very small field and as a result has shortchanged its readers. Mike Cole's work in England is far superior.

Anyon has done good work on urban education, but needs to be more aware of what is happening in the Marxist arena as far as education is concerned. I like her basic summary of Marxist analysis but wanted to find out more about U.S.-based Marxist educators, especially since there are so few of them.

Posted here by Glenn Rikowski
The Flow of Ideas:
http://www.flowideas.co.uk
All that is Solid for Glenn Rikowski:
http://rikowski.wordpress.com
Cold Hands & Quarter Moon:
http://www.myspace.com/coldhandsmusic

Friday, April 1, 2011

Marx and Education - Jean Anyon



MARX AND EDUCATION – JEAN ANYON


There was only one Karl Marx, but there have been a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice.

Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy.

By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators.


Selected Table of Contents

Series Editor Introduction

Introduction

1. Neo-Marxism in Education, 1970s - 1980s

2. Neo-Marxism in Education, 1990 - 2005

3. Current Issues: Economic Problems, Education Policies

4. Extending Marxist Theory and Practice

March 2011 120 pages Paperback: 978-0-415-80330-4 Routledge Series:






Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com


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Friday, March 25, 2011

Trade Unions, Free Trade and the Problem of Transnational Solidarity



TRADE UNIONS, FREE TRADE AND THE PROBLEM OF TRANSNATIONAL SOLIDARITY

Two-day workshop at the Centre for the Study of Social and Global Justice (CSSGJ) at Nottingham University on 2 and 3 December 2011 with Samir Amin as keynote speaker

Since the completion of the GATT Uruguay Round and the establishment of the WTO in the mid-1990s, the international free trade agenda has been drastically expanded including now also issues related to intellectual property rights, trade in services and trade-related investment measures. The WTO Doha negotiations round launched in 2001 had been intended to complete ‘unfinished business’ especially in the area of free trade in services, public procurement and agriculture. At the same time, resistance to these developments has increased with the demonstrations at the WTO ministerial conference in Seattle in 1999 as a first landmark event. The latest attempt to revive the Doha round in July 2008 ended in failure. In view of the problems at the multilateral level, both the EU and the USA have increasingly engaged in bilateral strategies of free trade agreements. These strategies include the expanded trade agenda and are a tool to achieve what has been impossible within a multilateral setting.

Free trade strategies have increasingly become a problem for the international labour movement. On the one hand, trade unions in the North especially in manufacturing have supported free trade agreements. They hope that new export markets for products in their sectors will preserve jobs. On the other, trade unions in the Global South as well as social movements more generally oppose these free trade agreements, since they often imply deindustrialisation and the related loss of jobs for them. Unsurprisingly, transnational solidarity is difficult if not impossible to achieve as a result. At the same time, however, it has to be asked what free trade actually is and whether we can call the existing system really a free trade system? How trade unions understand both these questions is fundamental for their chances to understand each other. Understandings of free trade, which draw on alternative economic theories – see, for example, Samir Amin’s theory of unequal exchange and imperialism – may open up new avenues.
Additionally, a focus is required on countries’ different position in the global economy, core, semiperiphery, periphery, the related dynamics of uneven and combined development structuring it, as well as the related implications for labour movements in view of free trade. Equally, a sector specific view is required, as particular sectoral dynamics are likely to have an influence on trade unions’ outlook on free trade.

In this workshop, we intend to focus on the problematic around free trade, the current free trade system and the related neo-liberal ideology, as well as analyse the problems for trade unions and social movements in more detail. The objective is to understand better the dynamics underlying free trade as well as explore possibilities for transnational solidarity against the background of uneven and combined development. This will also involve a discussion of alternative conceptualisations of free trade based on different economic theories and the related implications for labour movements. The workshop intends to reach beyond academia and facilitate discussions between academics and trade union researchers as well as social movement activists.

In more detail, we invite papers by academics, trade union researchers and social movement activists in the following areas:

• Basic analyses of what a ‘proper’ free trade system is;
• Analyses of current free trade policies, the implications of neo-liberalism as well as the concrete results of free trade policies for the populations affected. Can we call the current system a free trade system?
• Analyses of free trade policies and the relationships with other policies of neo-liberal restructuring;
• Implications of countries’ structural location in the global economy as well as sectoral specificities for trade unions’ positions on free trade;
• Analyses of resistance movements to concrete free trade agreements with a specific emphasis on co-operation and/or non – co-operation between trade unions and social movements;
• Analyses of the position of specific trade unions and/or social movements on free trade;

Paper proposals of ca. 250 words should be sent to Andreas.Bieler@nottingham.ac.uk by 9 May 2011. There is no registration fee for the workshop and all participants will be provided with coffee/tea breaks, two lunches and one evening dinner free of charge.

The workshop is supported with a small research grant of £6960 by the British Academy (SG102043) as well as a grant of £1750 by the University of Nottingham priority group Integrating Global Society.

Posted here by Glenn Rikowski
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com
The Flow of Ideas: http://www.flowideas.co.uk
MySpace Profile: http://www.myspace.com/glennrikowski
The Ockress: http://www.theockress.com/
Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Saturday, March 12, 2011

14th Marxism and Education: Renewing Dialogues (MERD) Seminar



14th MARXISM AND EDUCATION: RENEWING DIALOGUES (MERD) SEMINAR

Understanding the Current Crisis in Higher Education
MARXISM AND EDUCATION: RENEWING DIALOGUES XIV
A Day Seminar

10.30 – 4.30
Saturday April 9th 2011
Institute of Education, University of London
20 Bedford Way, WC1
Room 828

Speakers to include:
Patrick Ainley, Martin Allen, Sarah Amsler, Joyce Canaan, Clyde Chitty, Chris Knight

The seminar is free but places are limited.

To reserve a place and receive a numbered ticket, please contact Alpesh Maisuria at: amaisuria@ioe.ac.uk
A waiting list will come into operation when all the places have been allocated.

Please forward this invite to those who may be interested.

Convenors: Tony Green and Alpesh Maisuria


The MERD Seminars were co-founded by Tony Green and Glenn Rikowski in 2001. The First MERD Seminar took place at the University of London, Institute of Education on 22nd October 2002. For details of the first ten MERD Seminars, see: http://www.flowideas.co.uk/?page=events&sub=MERD

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‘I believe in the afterlife.
It starts tomorrow,
When I go to work’
Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

Posted here by Glenn Rikowski
All that is Solid for Glenn Rikowski: http://rikowski.wordpress.com