Critical Theory and Authoritarian Populism
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CRITICAL THEORY and AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism
CDSMS EDITED BY JEREMIAH MORELOCK CRITICAL THEORY AND AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism edited by Jeremiah Morelock Critical, Digital and Social Media Studies Series Editor: Christian Fuchs The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for in- ternet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy. Editorial Board Thomas Allmer, Mark Andrejevic, Miriyam Aouragh, Charles Brown, Eran Fisher, Peter Goodwin, Jonathan Hardy, Kylie Jarrett, Anastasia Kavada, Maria Michalis, Stefania Milan, Vincent Mosco, Jack Qiu, Jernej Amon Prodnik, Marisol Sandoval, Se- bastian Sevignani, Pieter Verdegem Published Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and Habermas in the Age of the Internet Christian Fuchs https://doi.org/10.16997/book1 Knowledge in the Age of Digital Capitalism: An Introduction to Cognitive Materialism Mariano Zukerfeld https://doi.org/10.16997/book3 Politicizing Digital Space: Theory, the Internet, and Renewing Democracy Trevor Garrison Smith https://doi.org/10.16997/book5 Capital, State, Empire: The New American Way of Digital Warfare Scott Timcke https://doi.org/10.16997/book6 The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Edited by Marco Briziarelli and Emiliana Armano https://doi.org/10.16997/book11 The Big Data Agenda: Data Ethics and Critical Data Studies Annika Richterich https://doi.org/10.16997/book14 Social Capital Online: Alienation and Accumulation Kane X. -
The Chronicle Review Our 'Prophet of Deceit'
The Chronicle Review Our 'Prophet of Deceit' WWII-era social scientists explained Trump’s appeal By Richard Wolin October 30, 2016 To date, much ink has spilled attempting to historically situate Donald Trump’s unprecedented and disturbing run for the American presidency. Of course, one of the problems in trying to do so is that, as a political outsider, Trump is a consummate shape- shifter. His positions can and do change from day to day, moment to moment. By the same token, this rather basic and unarguable fact already reveals something significant about his candidacy. Whereas such glaring inconsistencies would have undoubtedly torpedoed a conventional candidate, remarkably, for more than a year, they left Trump more or less politically unscathed. Trump himself quipped in January: "I could stand in the middle of Fifth Avenue and shoot somebody. And I wouldn’t lose any voters, OK?" Time and again, Trump’s bluster and outsize personality trump (pardonnez- moi) the customary considerations of rational accountability. His loyal supporters seem to be, for the most part, indifferent to what Trump says: whether or not it is practicable (a wall to stanch immigration from Mexico), or constitutional (his proposal of a religious test to rebuff Muslims seeking to enter the United States). Instead, their devotion is largely predicated on Trump’s personality and charisma. And on these grounds, they seem consistently willing to engage in a worrisome suspension of disbelief, waiving the evidentiary claims that voters traditionally rely on to evaluate a candidate’s trustworthiness and viability. Many commentators have also pondered whether Trump might be accurately described as a fascist. -
1 Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn
Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux By Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) After publishing a series of books that many recognize as major works on contemporary education and critical pedagogy, Henry Giroux turned to cultural studies in the late 1980s to enrich education with expanded conceptions of pedagogy and literacy.1 This cultural turn is animated by the hope to reconstruct schooling with critical perspectives that can help us to better understand and transform contemporary culture and society in the contemporary era. Giroux provides cultural studies with a critical pedagogy missing in many versions and a sustained attempt to link critical pedagogy and cultural studies with developing a more democratic culture and citizenry. The result is an intersection of critical pedagogy and cultural studies that enhances both enterprises, providing a much-needed cultural and transformative political dimension to critical pedagogy and a pedagogical dimension to cultural studies. Crucially, Giroux has linked his attempts to transform pedagogy and education with the project of promoting radical democracy. Giroux's earlier work during the 1970s and 1980s focused on educational reform, pedagogy, and the transformation of education to promote radical democracy. In Border Crossings (1992), Giroux notes "a shift in both my politics and my theoretical work" (1). The shift included incorporation of new theoretical discourses of poststructuralism and postmodernism, cultural studies, and the politics of identity and difference embodied in the new discourses of class, gender, race, and sexuality that proliferated in the post- 1960s epoch. -
The Proliferation of the Grotesque in Four Novels of Nelson Algren
THE PROLIFERATION OF THE GROTESQUE IN FOUR NOVELS OF NELSON ALGREN by Barry Hamilton Maxwell B.A., University of Toronto, 1976 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department ot English ~- I - Barry Hamilton Maxwell 1986 SIMON FRASER UNIVERSITY August 1986 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME : Barry Hamilton Maxwell DEGREE: M.A. English TITLE OF THESIS: The Pro1 iferation of the Grotesque in Four Novels of Nel son A1 gren Examining Committee: Chai rman: Dr. Chin Banerjee Dr. Jerry Zaslove Senior Supervisor - Dr. Evan Alderson External Examiner Associate Professor, Centre for the Arts Date Approved: August 6, 1986 I l~cr'ct~ygr.<~nl lu Sinnri TI-~J.;~;University tile right to lend my t Ire., i6,, pr oJcc t .or ~~ti!r\Jc~tlcr,!;;ry (Ilw tit lc! of which is shown below) to uwr '. 01 thc Simon Frasor Univer-tiity Libr-ary, and to make partial or singlc copic:; orrly for such users or. in rcsponse to a reqclest from the , l i brtlry of rllly other i111i vitl.5 i ty, Or c:! her- educational i r\.;t i tu't ion, on its own t~l1.31f or for- ono of i.ts uwr s. I furthor agroe that permissior~ for niir l tipl c copy i rig of ,111i r; wl~r'k for .;c:tr~l;rr.l y purpose; may be grdnted hy ri,cs oi tiI of i Ittuli I t ir; ~lntlc:r-(;io~dtt\at' copy in<) 01. -
Neoliberalism's War on Higher Education
The William & Mary Educational Review Volume 4 Issue 2 Article 2 5-1-2016 Book Review: Neoliberalism’s War on Higher Education Amanda Armstrong College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/wmer Part of the Education Commons Recommended Citation Armstrong, Amanda (2016) "Book Review: Neoliberalism’s War on Higher Education," The William & Mary Educational Review: Vol. 4 : Iss. 2 , Article 2. Available at: https://scholarworks.wm.edu/wmer/vol4/iss2/2 This Articles is brought to you for free and open access by the Journals at W&M ScholarWorks. It has been accepted for inclusion in The William & Mary Educational Review by an authorized editor of W&M ScholarWorks. For more information, please contact [email protected]. 4 The William & Mary Educational Review assumptions, values, and definitions regarding the role of HE. Although he does not call for a realization of past Book Review: ideals, he does hope that educators will Neoliberalism’s War on begin to “reclaim elements of a history in which the discourses of critique and Higher Education possibility offered an alternative vision of what form [HE] might take in a Amanda Armstrong substantive democratic society” (p. 139). Increasingly being viewed by the public As sensed from the title of as an individual, privileged, and private his book, Neoliberalism’s War on Higher right as opposed to a public good, HE Education, Henry Giroux (2014) frames is losing its appeal as a place for the arts, neoliberal governance, or plutocrats, humanities, and social sciences. as “parasites” (p. 9)—not only on Giroux (2014) considers a education, but also on society at large. -
No Haven for the Oppressed
No Haven for the Oppressed NO HAVEN for the Oppressed United States Policy Toward Jewish Refugees, 1938-1945 by Saul S. Friedman YOUNGSTOWN STATE UNIVERSITY Wayne State University Press Detroit 1973 Copyright © 1973 by Wayne State University Press, Detroit, Michigan 48202. All material in this work, except as identified below, is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/3.0/us/. Excerpts from Arthur Miller’s Incident at Vichy formerly copyrighted © 1964 to Penguin Publishing Group now copyrighted to Penguin Random House. All material not licensed under a Creative Commons license is all rights reserved. Permission must be obtained from the copyright owner to use this material. Published simultaneously in Canada by the Copp Clark Publishing Company 517 Wellington Street, West Toronto 2B, Canada. Library of Congress Cataloging in Publication Data Friedman, Saul S 1937– No haven for the oppressed. Originally presented as the author’s thesis, Ohio State University. Includes bibliographical references. 1. Refugees, Jewish. 2. Holocaust, Jewish (1939–1945) 3. United States— Emigration and immigration. 4. Jews in the United States—Political and social conditions. I. Title. D810.J4F75 1973 940.53’159 72-2271 ISBN 978-0-8143-4373-9 (paperback); 978-0-8143-4374-6 (ebook) Publication of this book was assisted by the American Council of Learned Societies under a grant from the Andrew W. Mellon Foundation. The publication of this volume in a freely accessible digital format has been made possible by a major grant from the National Endowment for the Humanities and the Mellon Foundation through their Humanities Open Book Program. -
Henry Giroux | Beyond Neoliberal Miseducation Wednesday, 19 March 2014 by Henry a Giroux, Truthout | Op-Ed Copyright, Truthout
Henry Giroux | Beyond Neoliberal Miseducation Wednesday, 19 March 2014 By Henry A Giroux, Truthout | Op-Ed Copyright, Truthout. This article draws from a number of ideas in Henry A. Giroux's newest book, Neoliberalism's War on Higher Education. As universities turn toward corporate management models, they increasingly use and exploit cheap faculty labor while expanding the ranks of their managerial class. Modeled after a savage neoliberal value system in which wealth and power are redistributed upward, a market-oriented class of managers largely has taken over the governing structures of most institutions of higher education in the United States. As Debra Leigh Scott points out, "administrators now outnumber faculty on every campus across the country."1 There is more at stake here than metrics. Benjamin Ginsberg views this shift in governance as the rise of what he calls ominously the "the all administrative university," noting that it does not bode well for any notion of higher education as a democratic public sphere.2 A number of colleges and universities are drawing Under the regime of neoliberal more and more upon adjunct and nontenured faculty - education, misery breeds a whose ranks now constitute 1 million out of 1.5 combination of contempt and source million faculty - many of whom occupy the status of of profits for the banks and other indentured servants who are overworked, lack benefits, receive little or no administrative support and are paid financial industries. salaries that increasingly qualify them for food stamps.3 Many students increasingly fare no better in sharing the status of a subaltern class beholden to neoliberal policies and values, and largely treated as consumers for whom education has become little more than a service. -
Personality, Authority, and Society: Remarks on the Analysis of Authoritarianism and Prejudice in I the Social Sciences
:1 PERSONALITY, AUTHORITY, AND SOCIETY: REMARKS ON THE ANALYSIS OF AUTHORITARIANISM AND PREJUDICE IN I THE SOCIAL SCIENCES MICHAEL WERZ 1 johann Wolfgang Goethe Uniterstty Social Thought & Research, 1998, Vol. 21, No. 1-2 When Max Horkheimer delivered his welcome address to the newly matriculated students at Frankfurt University in 1952. he remarked that although the country's cities lay in ruins. the social conditions that had originally made Auschwitz possible remained in effect. Against this development, the Rector maintained, there was "no antidote except understanding". He warned the young students against the "narrow-rnindedness of specialization" and urged them to remain faithful to the "critical spirit and reflection on the whole" (Horkheimer 1985. p. 381). Such exhortations had not been heard at the institution in years. Only with the return of the most important members of the former Institute for Social Research, which had been plundered and tilen dissolved by the National Socialists, was critical social theory of the Frankfurt variety able to reestablish itself in Germany. M(L~ Horkheimer and Theodor W. Adorno. long reluctant to leave their North American exile. had finally decicled to return. At precisely those universities that had been National Socialist strongholds, they attempted to combine advanced methods of American social research with European philosophical-historical critique they had practiced so successfully in the United States. The trip had been postponed time and again as a result of political considerations; nonetheless, Horkheimer at last decided to take the gamble that led to the renewal of a unique tradition of social-philosophical 1 Department of Philosophy at the Johann Wolfgang Goethe University. -
Trumpism and the Challenge of Critical Education
Educational Philosophy and Theory ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rept20 Trumpism and the challenge of critical education Henry A. Giroux To cite this article: Henry A. Giroux (2021): Trumpism and the challenge of critical education, Educational Philosophy and Theory, DOI: 10.1080/00131857.2021.1884066 To link to this article: https://doi.org/10.1080/00131857.2021.1884066 Published online: 18 Apr 2021. Submit your article to this journal Article views: 134 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rept20 EDUCATIONAL PHILOSOPHY AND THEORY https://doi.org/10.1080/00131857.2021.1884066 EDITORIAL Trumpism and the challenge of critical education The United States government is on fire. For four years, the fundamentals of democracy and its mode of governance have been under attack by Trump, his Vichy-like Congressional Republicans, and right-wing media apparatuses along with numerous conservative digital and social media outlets. As the inferno gained momentum, it was doused with gasoline by reaction- ary media conglomerates such as Fox News, which spread disinformation, hate, and bigotry. At the same time, mainstream social-media companies such as Twitter and Facebook reproduced lies and conspiracy theories eagerly appropriated by a social base filled with fascists, neo-Nazis, militarists, and far right extremists. The slow burning fire of violence erupted on January 6th with a murderous assault on the Capitol. The storming of the US Capitol in Washington DC by a mob of neo-Nazis, white supremacists, and other right-wing extremists, incited prior to the march by Trump and his discourse of hate and call to violence, provided yet another example that the United States no longer lives in the shadow of authoritarianism and has tipped over into the abyss. -
Dialectic of Solidarity Studies in Critical Social Sciences
Dialectic of Solidarity Studies in Critical Social Sciences Series Editor DAVID FASENFEST Wayne State University Editorial Board JOAN ACKER, Department of Sociology, University of Oregon ROSE BREWER, Afro-American and African Studies, University of Minnesota VAL BURRIS, Department of Sociology, University of Oregon CHRIS CHASE-DUNN, Department of Sociology, University of California-Riverside G. WILLIAM DOMHOFF, Department of Sociology, University of California-Santa Cruz COLETTE FAGAN, Department of Sociology, Manchester University MATHA GIMENEZ, Department of Sociology, University of Colorado, Boulder HEIDI GOTTFRIED, Department of Sociology, Wayne State University KARIN GOTTSCHALL, Zentrum für Sozialpolitik, University of Bremen BOB JESSOP, Department of Sociology, Lancaster University RHONDA LEVINE, Department of Sociology, Colgate University JACQUELINE O’REILLY, Department of Sociology, University of Sussex MARY ROMERO, School of Justice Studies, Arizona State University CHIZUKO URNO, Department of Sociology, University of Tokyo VOLUME 11 Dialectic of Solidarity Labor, Antisemitism, and the Frankfurt School By Mark P. Worrell LEIDEN • BOSTON 2008 Cover design: Wim Goedhart This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Worrell, Mark. Dialectic of solidarity : labor, antisemitism, and the Frankfurt School / by Mark Worrell. p. cm. — (Studies in critical social sciences) Includes bibliographical references and index. ISBN 978-90-04-16886-2 (hbk. : alk. paper) 1. Working class—United States— Attitudes. 2. Antisemitism—United States. 3. Frankfurt school of sociology. I. Title. II. Series. HD8072.W83 2008 301.01—dc22 2008011351 ISSN: 1573-4234 ISBN: 978 90 04 16886 2 Copyright 2008 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Hotei Publishing, IDC Publishers, Martinus Nijhoff Publishers and VSP. -
If You Don't Read, It Is Like You Don't Exist": the Transformative Power of Critical Literacy at an Alternative Charter High School
LMU/LLS Theses and Dissertations Summer July 2009 "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School Jesse Sage Noonan Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Noonan, Jesse Sage, ""If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School" (2009). LMU/LLS Theses and Dissertations. 251. https://digitalcommons.lmu.edu/etd/251 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY "If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School by Jesse Sage Noonan A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2009 Loyola Marymount University School of Education Los Angeles, CA 90045 This dissertation written by Jesse Sage Noonan, under the direction of the Dissertation Committee, is approved and accepted by all committee members, in partial fulfillment of requirements for the degree of Doctor of Education. ________________________________ Date Dissertation Committee ________________________________ Marta Baltodano, Committee Chair ________________________________ Martin Connell ________________________________ Yvette Lapayese ii ACKNOWLEDGEMENTS I am deeply grateful to the members of my dissertation committee: Thank you Dr. -
CCSD Newsletter, Which Was Printed and Mailed Back Then
Fall 2019 CCS NOTES The Official Newsletter of the Cultural & Critical Studies Division of AEJMC In This Issue: P1. Note from CCS Head P3. PF&R Recipient P5. Panel Selection Insights P7. Theory in the Field P8. Honoring CCS Mentors Panel: “Judging Publications Quality: From Scholarly Communities to Discourse Communities” at the 2019 Toronto Conference P10. Research Reflections Welcome from P12. Tips for Night Teaching the Head of the Cultural and P13. Field Work Reflections Critical Studies Division P 15. Henry Giroux’s PF&R A note fom Division Head Acceptance Speech Peter Gloviczki I am honored to serve as Head Submit to the of the Cultural and Critical Midwinter Studies Division this year. For those who I have not yet had the Conference! pleasure of meeting, I wanted to take some time in this first newsletter to introduce myself. I work as an Associate Professor of (more info on p. 5) Communication at Coker University in Hartsville, South Carolina. 1 Fall 2019 2019-2020 CCS I’ve been active in AEJMC for several years now, and I believe my Officers first ever AEJMC affiliated event was a Southeast Colloquium in Auburn, Alabama, more than a decade ago. AEJMC is a wonderful Head organization, especially because it invites a variety of theoretical Peter Gloviczki and methodological perspectives. I have been active in our division pgloviczki(at)coker.edu for more than five years, and I especially admire the way Cultural Vice-Head and Critical Studies (CCSD) makes space for a plurality of Ruth DeFoster perspectives. I am a case study researcher, an autoethnographer and rmdefoster(at)stkate.edu a textual analyst and I feel fortunate because CCSD has allowed me Secretary to develop as a researcher.