DOCSLIB.ORG

Critical Pedagogy and Predatory Culture: Oppositional Politics in A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Critical Pedagogy and Predatory Culture: Oppositional Politics in A Critical Pedagogy and Predatory Culture This book is a major contribution to the radical literature on culture, identity, and the politics of schooling, especially as it addresses the challenge and the promise of school and social reform through what the author calls a “critical multiculturalism.” Peter McLaren’s approach to “predatory culture” and his exploration of recent debates over the role of public institutions, the state, and social agents offers the discerning reader a unique combination of neo- Marxist and post-structuralist theory —referred to as “resistance postmodernist critique.” Readers are invited to construct a politics of resistance at the level of everyday institutional life and within other public spheres. Such a politics of resistance is discussed in detail as a form of critical pedagogy which the author develops from the work of the Brazilian educator, Paulo Freire, and from a range of theorists and practitioners on the educational left including Deleuze, Guattari, Derrida, Foucault, and Lyotard. Critical pedagogy is seen as a means of investing desire in a project of the possible. Written by one of the pioneers of critical pedagogy in North America, this book presents a unique and far-reaching challenge for educators, cultural workers, researchers and social theorists. Peter McLaren is Professor in the Graduate School of Education and Information Studies at the University of California, Los Angeles. “Sous ce masque un autre masque. Je n’en finirai pas de soulever tous ces visages.” Claude Cahun (Lucy Schwob), 1930 Critical Pedagogy and Predatory Culture Oppositional politics in a postmodern era Peter McLaren London and New York First published 1995 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2002. Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1995 Peter McLaren All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data A catalogue record for this book is available from the Library of Congress ISBN 0-415-06424-4 (hbk) ISBN 0-415-11756-9 (pbk) ISBN 0-203-20319-4 Master e-book ISBN ISBN 0-203-20322-4 (Glassbook Format) For Jenny McLaren, the love of my life Contents Preface by Paulo Freire ix Acknowledgements xii Introduction: education as a political issue 1 Part I Pedagogy, culture, and the body 1 Radical pedagogy as cultural politics: beyond the discourse of critique and anti-utopianism With Henry A.Giroux 29 2 Schooling the postmodern body: critical pedagogy and the politics of enfleshment 58 Part II Critical agency, border narratives and resistance multiculturalism 3 Border disputes: multicultural narrative, Rasquachismo, and critical pedagogy in postmodern America 87 4 White terror and oppositional agency: towards a critical multiculturalism 117 5 Pedagogies of dissent and transformation: a dialogue with Kris Gutierrez 145 Part III Postcolonial pedagogies and the politics of difference 6 Postmodernism, postcolonialism, and pedagogy 171 7 Multiculturalism and the postmodern critique: towards a pedagogy of resistance and transformation 201 8 Critical pedagogy and the pragmatics of justice 229 Notes 260 References 268 Index 286 Preface Paulo Freire For quite some time, on account of my own personal experiences, I have convinced myself of the existence of what I have become accustomed to calling “intellectual kinship” among people who otherwise would be strangers in that they have no blood relationship. “Intellectual kinship” — involving similarity in the manner in which facts are assessed, compre- hended and valued—is also comprised of dissimilarities and incongru- encies. I am referring to this mysterious sensation which begins to “reside” within us, when, immediately upon meeting someone, it seems as though we have somehow always been tied to them by an enduring friendship. It is as though the very concrete fact of having met him or her is felt by both parties as a sort of déjà-vu. It is as if encountering this person for the first time were in reality a long awaited re-encounter. Sometimes this “kinship” is of little importance, even less significant than it appeared in the beginning; sometimes, however, an even stronger similarity may fan the spark to a flame. The state of “intellectual kinship” provokes in its subjects the feeling of finding oneself immersed in a pleasant ambiance in which intercom- munication takes place easily, with a minimum of disturbances; an ambiance in which the themes discussed have been learned by both individuals through similar experiences or epistemological approximation to them. It is one in which a mutual affection, “softening” the “rough edges” of the subjects involved, helps them in building their relationship as opposed to hindering them. It is interesting to observe how at times this same phenomenon occurs between us and different parts of the world that we visit. When for the first time I set foot on African land, the sensation that overtook me was one of returning and not one of having just arrived. Perhaps it can be said that the Africanism which I as a Brazilian of the Northeast carry within me makes it natural that arriving in Africa I would feel as though I was returning to her. But on the other hand, something very similar occurred within me at Cambridge, particularly in Harvard Square: that is, the x Critical pedagogy and predatory culture sensation of an old, very old camaraderie. The same can be said for San Francisco, Buenos Aires, Amsterdam, Lisbon… Along the journey of my long life I have had, on different occasions, the enjoyable experience of “intellectual kinship.” I once met a woman in Greece, for example, with whom I lived out this experience. After a long conversation, in which I almost always knew what she was going to say next, I visited her library and found in it old and new companions of reading and study. It is of no importance whether the subjects who live out this experience belong to the same generation or even the same culture. Sometimes we may suspect that this kinship exists merely through the reading of an individual’s work, but it is in the personal encounter that such discourse finds its completion and that the ‘intellectual kinship” is confirmed. And it is at this moment that great friendships take root and prosper across the years, almost always resisting the inevitable changes in the particular way subjects comprehend the world at the time that they initially recognized themselves as “intellectual relatives.” If someone should ask if intellectual kinship is a sine qua non to our ability to influence or to be influenced, to work together, to exchange points of view, build each other’s knowledge, I say no. When such a kinship develops we need to cultivate within ourselves the virtue of tolerance, which “teaches” us to live with that which is different; it is imperative that we learn from and that we teach our “intellectual relative,” so that in the end we can unite in our fight against antagonistic forces. Unfortunately, as a group, we academics and politicians alike expend much of our energy on unjustifiable “fights” among ourselves, provoked by adjectival or, even worse, by purely adverbial differences. While we wear ourselves thin in petty “harangues,” in which personal vanities are displayed and egos are scratched and bruised, we weaken ourselves for the real battle: the struggle against our antagonists. Peter McLaren is one among the many outstanding “intellectual relatives” I “discovered” and by whom I in turn was “discovered.” In reality, such an “intellectual kinship” is mutually discovered and, moreover, reaches its fulfillment or its consummation through the mutual effort of its subjects. No one can become a relative of the other if the other does not also recognize that they belong to the same “intellectual family.” Based on certain similarities and affinities, the kinship is “invented” and reinvented and is never considered completed. I read McLaren long before I ever came to know him personally. In both encounters (of coming to know his work and meeting him in person) our “intellectual kinship” occurred because another very close and dear “relative” of ours, Henry Giroux, mediated the mutual discovery. Once I finished reading the first texts by McLaren that were made available to me, I was almost certain that we belonged to an identical “intellectual family.” It is of no importance that we may have assumed, Preface xi then or now, different positions when faced with the same problem. To belong to the same “intellectual family” does not signify the reduction of one into the other, for it is the very autonomy of each which constitutes the stone upon which an authentic kinship is founded. A love for autonomy, the struggle to sustain it, the search for creativity, the defense of the idea that friendship is to be cherished; the maintenance of intellectual responsibility and rigorousness in discussing any subject; the search for clarity; the courage to expose oneself; the relishing of risk- taking; a kind of purity without puritanism; a humility without servitude: these are all aspirations in pursuit of concretization, and that, through the life and work of McLaren, challenge me and make me his “cousin” to the extent that I am constantly seeking to allow myself to be touched by these qualities. Paulo Freire Sao Paulo, February 1994 (Translated by Maria del Pilar O’Cadiz, Marcia Moraes and Cesar Rossatto) Acknowledgements I wish to thank the following publishers for permission to reprint materials previously published (sometimes in different form).
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Contribution of Marxism to Education
    ACCESS: CONTEMPORARY ISSUES IN EDUCATION 1995, VOL. 14, NO. 2, 130–139 To find the new world in a critique of the old: The contribution of marxism to education Robert Mackie ABSTRACT Marxism should seek neither to escape from a full understanding of the reasons for its recent negative trajectory, nor quit the field in favour of either modernist liberalism or postmodernist fragmentation. Apologetics and defeatism are equally unacceptable. Additionally, with regard to education in particular, marxists have constantly emphasised its imbrication in society and history. So assessments of marxism's contributions to education, made particularly at a time when its standing is parlous or at best problematic, need a clear understanding of the shifting demography of revolutionary aspiration. Waxing and waning: Marxism now and then We gotta get out of this place If it's the last thing we ever do We gotta get out of this place There's a better life for me and you.1 In 1994 there appeared the Oxford Illustrated History of Western Philosophy edited by Anthony Kenny (Kenny, 1994). It contains a photo of a statue of Karl Marx in Berlin on the occasion of his one hundred and seventy-third birthday in 1991. Marx is bedecked with garlands of roses, while behind him, pensively peering over his shoulder, stands a small boy sucking his fingers. Below is a card on which is written, 'Du hattest ja so recht' - 'You were so right'. A touching vignette? A surprising tribute? A sly nostalgia? On May 7 1973, Time magazine published a feature article on the remarkable renaissance of Karl Marx.
    [Show full text]
  • Critical Theory and Authoritarian Populism
    CHAPTER 9 Authoritarianism, Discourse and Social Media: Trump as the ‘American Agitator’ Panayota Gounari 9.1. Introduction In the Eighteenth Brumaire of Louis Bonaparte, Marx citing Hegel famously writes that history repeats itself, ‘first as tragedy, then as farce’ (1972, 10). Don- ald Trump’s ascent to power, as the forty-fifth President of the United States, in the most powerful post on earth, can be perceived as a moment in history when tragedy and farce overlap. The farce aspect is obvious and is illustrated in the ongoing White House cir- cus: Trump’s demagoguery, oblivion, the blunt and effortless ignorance that he exudes in every context, his immeasurable narcissism and his sense of entitle- ment. The American public is slammed daily with fragments of his ignorance, often through hisTwitter account that, nevertheless, exudes a sense of ‘false familiarity.’ Trump puts forth for his audience an ‘act – something between a tragic recital and a clownish pantomime’ (Löwenthal and Guterman 1949, 4). While the ‘farce’ side might seem amusing, at times, where analyses focus on his gaffes, psychological instability, Twitter ranting and inability to carry out the smallest task as president, his administration is still delivering on his How to cite this book chapter: Gounari, P. 2018. Authoritarianism, Discourse and Social Media: Trump as the ‘American Agitator’. In: Morelock, J. (ed.) Critical Theory and Authoritar- ian Populism. Pp. 207–227. London: University of Westminster Press. DOI: https://doi.org/10.16997/book30.j. License: CC-BY-NC-ND 208 Critical Theory and Authoritarian Populism campaign promises to ‘make America great again’: a mix of racism and white supremacy, corporatism, and militarization, to the degree that it is not an ex- aggeration to speak about the embodiment of a neofascist administration.
    [Show full text]
  • Seeking a Way a White Teacher’S Journey from Critical Race Theory to Black Power Pedagogy
    FEATURE ARTICLE Seeking a Way A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy ALEXANDER B. PRATT University of Oregon HE NARRATIVE BELOW THAT OPENS this article describes the first unit that I taught in T my second year as a full-time classroom teacher at Jane Smith Elementary on the west side of Chicago. This narrative is my own recollection aided by notes and assignments collected at the time, though I am confining the discussion to my preparation for the instruction and my reflection upon completion of the instruction. As such, it is the kind of narrative re-tell that is used most often in works of narrative inquiry and in Pinar’s (1975) understanding of teaching autobiography and currere, which I will describe in more detail in the Methodology section. The purpose of the analysis in this article is to describe the ontology of race, specifically Blackness, as it is theorized in Critical Race Theory and how that ontology problematizes the way I thought about issues of race and racism in my first week of teaching and, more generally, the way such things are being addressed in current liberal and neoliberal classrooms. This problematic underestimates the impact of racism within our societal structure, leaving many teachers and students, myself included, the victims of an unrealistic and destructive conception of how racial justice and equality can be achieved. I suggest that one potential way forward that addresses this unrealistic expectation can be found in the pedagogy put forward in the literature of the Black Power Movement.
    [Show full text]
  • Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures Through Critical Discourse Analysis
    Global Language Review (GLR) URL: http://dx.doi.org/10.31703/glr.2016(I-I).03 Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures through Critical Discourse Analysis Friere’s (1970) notion of critical pedagogy empowers Nazakat Awan* marginalized sections of educative practices. Muhammad Safiullah† A neutral education process guarantees Akbar Ali‡ autonomy of learners and effective pedagogy. The paper uses this approach to critically * Lecturer, Department of English, Hazara investigate academic discourse. It is University, Mansehra, KP, Pakistan. hypothesized that there were power structures Email: [email protected] and ideological underpinnings in academic † BS Student, National University of discourse distorting the notion of critical Modern Languages, Islamabad, pedagogy. The students instead of harboring Pakistan. reflexivity and performing as co-workers bank upon whatever is deposited in their ‡ Assistant Professor, Department of minds by their mentors. The study is limited to English, Hazara University, Mansehra, written academic texts in various universities. KP, Pakistan. The academic texts were investigated in the light of one of the CDA strategies. Textual p-ISSN: 2663-3299 analysis helped investigating power e-ISSN: 2663-3841 structures formed implicitly by nexus of forces which perpetuate nexus of domination. L-ISSN: 2663-3299 These findings were revealed in different Vol: I (2016) shapes which were exposed with the help of relevant CDA tools. The study offers an Page: 24 ‒ 45 important dimension of Pakistani academic DOI: 10.31703/glr.2016(I-I).03 discourse for future researches. Key Words: Critical Pedagogy, Academic Discourse, Critical Discourse Analysis, Power structures. Introduction Academic discourse apparently seems a modern area of research but in one way or other it has been a center of discussion since the Greeks.
    [Show full text]
  • Critical Multiculturalism in the Classroom: from Theory to Practice
    UNLV Retrospective Theses & Dissertations 1-1-1998 Critical multiculturalism in the classroom: From theory to practice Denise Michelle Dalaimo University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065. http://dx.doi.org/10.25669/puxi-p9md This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • 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.
    [Show full text]
  • Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1996 Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983 Andrea Marie Macaluso Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Leadership Commons Recommended Citation Macaluso, Andrea Marie, "Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983" (1996). Dissertations. 3610. https://ecommons.luc.edu/luc_diss/3610 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1996 Andrea Marie Macaluso LOYOLA UNIVERSITY CHICAGO ALLISON DAVIS AND THE HISTORICAL DEVELOPMENT OF HIS SOCIOLOGICAL CONCEPTS: "CULTURAL DEPRIVATION" AND COMPENSATORY EDUCATION", 1925-1983 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ANDREA MARIE MACALUSO CHICAGO, ILLINOIS MAY 1996 Copyright by Andrea Marie Macaluso, 1996 All rights reserved. ii ACKNOWLEDGEMENTS It is with sincere appreciation and gratitude that I acknowledge the efforts of the members of this dissertation committee. Their instruction and guidance lent insight to my research and writing. Their own accomplishments lent inspiration to my studies. Co-Directors Dr. Gerald L. Gutek, Dr. Steven I. Miller both contributed greatly to this dissertation.
    [Show full text]
  • The Myth of Cultural Deprivation, Or a Case for Cultural Pluralism
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 The ym th of cultural deprivation, or a case for cultural pluralism. Barbara Lazarus Wilson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Wilson, Barbara Lazarus, "The ym th of cultural deprivation, or a case for cultural pluralism." (1973). Doctoral Dissertations 1896 - February 2014. 2751. https://scholarworks.umass.edu/dissertations_1/2751 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE MYTH OP CULTURAL DEPRIVATION OR, A CASE FOR CULTURAL PLURALISM A Dissertation Presented By BARBARA LAZARUS WILSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Major Subject Education (c) Barbara Lazarus Wilson 1973 All Rights Reserved THE MYTH OF CULTURAL DEPRIVATION, OR, A CASE FOR CULTURAL PLURALISM A Dissertation By BARBARA LAZARUS WILSON Approved as to style and content by: Dr, Emma CappellUzzo^ Chairman of Committee C/V . , / ft- Dr. Glenn Hawke s. Member / f /) ' ( t -• iU. iX / May, 1973 iii ACKNOWLEDGMENTS With the hope that an "acknowledgement” is foremost an expression of gratitude, I would like to acknowledge in chronological order those people who have helped me with the ideas expressed here, and have given me the insight and confidence to write my dissertation: Thomas Wilson, J.
    [Show full text]
  • 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.
    [Show full text]
  • Download This PDF File
    GRIFFITH JOURNAL OF LAW & HUMAN DIGNITY GRIFFITH JOURNAL OF LAW & HUMAN DIGNITY Editor-in-Chief Lisa Neubert Executive Editors Elizabeth Danaher Danyon Jacobs Dillon Mahly Editors Vanessa Antal Stuart Brown Tara Byrne Ana-Catarina De Sousa Lenett Hillman Dylan Johnson Iva Markova Olivia Morgan-Day Samantha Reay Natasha Robbemand Consulting Executive Editor Dr Allan Ardill Volume 7 Issue 1 2019 Published in September 2019, Gold Coast, Australia by the Griffith Journal of Law & Human Dignity ISSN: 2203-3114 CONTENTS ANNA KERR CUPS OF TEA, JOYRIDING AND SHAKING HANDS – THE VEXED ISSUE OF 1 CONSENT ANDREW DYER YES! TO COMMUNICATION ABOUT CONSENT; NO! TO AFFIRMATIVE 17 CONSENT: A REPLY TO ANNA KERR ANNA KERR A REPLY TO ANDREW DYER’S RESPONSE 57 ANDREW DYER THE DANGERS OF ABSOLUTES – AND A FEW OTHER MATTERS: A 64 RESPONSE TO ANNA KERR’S REPLY ERIN LEACH ‘DOING HER TIME’: A HUMAN RIGHTS ANALYSIS OF OVERCROWDING IN 76 BRISBANE WOMEN’S CORRECTIONAL CENTRE JULIAN R MURPHY HOMELESSNESS AND PUBLIC SPACE OFFENCES IN AUSTRALIA – A 103 HUMAN RIGHTS CASE FOR NARROW INTERPRETATION ZEINA ABU-MEITA INTERNATIONAL LAW AND ITS DISCONTENTS: STATES, CYBER-WARFARE, 128 AND THE PROACTIVE USE OF TECHNOLOGY IN INTERNATIONAL LAW BEN WARDLE THE REVOLUTIONARY POTENTIAL OF LAW SCHOOL 147 PETER MCLAREN TEACHING AGAINST THE GRAIN: A CONVERSATION BETWEEN EDITORS 173 OF THE GRIFFITH JOURNAL OF LAW & HUMAN DIGNITY AND PETER MCLAREN ON THE IMPORTANCE OF CRITICAL PEDAGOGY IN LAW SCHOOL TEACHING AGAINST THE GRAIN: A CONVERSATION BETWEEN EDITORS* OF THE GRIFFITH JOURNAL OF LAW & HUMAN DIGNITY AND PETER MCLAREN ON THE IMPORTANCE OF CRITICAL PEDAGOGY IN LAW SCHOOL PETER MCLAREN This article is a dialogue between the Editors of the Griffith Journal of Law & Human Dignity and leading scholar Peter McLaren, speaking to the importance of critical pedagogy within education and law.
    [Show full text]