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Critical Education
Critical Education Volume 6 Number 19 October 15, 2015 ISSN 1920-4125 The Corporate University An E-interview with Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti Emil Marmol University of Toronto Alpesh Maisuria University of East London Dave Hill Anglia Ruskin University Anthony Nocella Dispute Resolution Institute at the Hamline Law School Michael Parenti Independent Scholar Citation: Marmol, E. (2015). The corporate university: An e-interview with Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti. Critical Education, 6(19). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/185102 Abstract Since the neo-liberal turn, corporate investment in universities has accelerated as the withdrawal of government funding, among other factors, has further exposed universities to market forces. While this process offers numerous benefits for corporations and wealthy individuals, it has been mostly detrimental for students, educators, and the public at large. In this interview, international scholars Dave Hill, Alpesh Maisuria, Anthony Nocella, and Michael Parenti broadly explain why corporations have been aggressively investing in universities. They address the numerous ways that corporate involvement in university activity negatively impacts academic freedom, research outcomes, and the practice of democracy. The interview ends on a hopeful note by presenting examples of resistance against corporate influence. Their analyses focus primarily on the United States, United Kingdom, and Canada. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. -
Final Program
INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION ATHENS 12-16 JULY 2011 CONFERENCE PROGRAM TUESDAY 12 JULY OPENING CEREMONY Central Building University of Athens – Propylaea, 30 Panepistimiou st. Athens center 11:00 – 11:10 Prof. Kostas Skordoulis Local Organizing Committee 11:10 – 11:25 Office of the Rector University of Athens 11:25 – 11:35 Prof. Athanasios Trilianos Department of EDucation- President 11:35 – 11:40 A/ Prof. Konstantinos Malafantis PresiDent of the Hellenic PeDagogical Society 11:40 – 11:50 Prof. Efthymios Nicolaidis PresiDent of the Hellenic Society of History, Philosophy anD DiDactics of Science 11:50 – 12:30 Prof. Dave Hill International Organizing Committee 12:30 – 13:30 PLENARY SPEECH Prof. Aristides Baltas (National Technical University of Athens) “Teaching raDically novel physical theories: the role of nonsense” 13:30 – 17:00 LUNCH BREAK EVENING SESSION Marasleion Academy Building, 4 Marasli st. 17:00 – 18:00 REGISTRATION ROOM 1 ROOM 2 ROOM 3 ROOM 4 ROOM 5 18:00 – 18:30 Alpesh Maisuria Alexandra Lekka & Amima Sayeed Beatrice Dike Alessandra Troian & “A Critical Examination of Theodore Alexiou “The Balancing Act: “Critical Reflective Marcelo Leandro Eichler Critical Race Theory in “Science anD Memory: Critical Education vs Practice with "Alice" “Extension or Education” Critical pedagogy and Cultural Values and communication? – The Museum Learning” Traditions” role of rural extension anD 2 the Framework Convention on Tobacco Control in the perceptions of tobacco farmers…. 18:30 – 19:00 Anastasia Liasidou Achilleas -
Amendment to Registration Statement Washington, DC 20530 Pursiiant to the Foreign Agents Registration Act of 1938, As Amended
Received by KSD/FARA Registration Unit 02/28/2018 2:32:01AM ' J ° OMB N6. 1124-0003; Expires May 31,2020 UA Department of Justice Amendment to Registration Statement Washington, DC 20530 Pursiiant to the Foreign Agents Registration Act of 1938, as amended INSTRUCTIONS. Fite this amendment ibnn for any changes to a registration. Compliance is accomplished by Sting an electronic amendment to registration statement and uploading any supporting documents at https://www.fara.gov. Privacy Act Statement. Thefiling of this document is required for the Foreign Agents Registration Act of 1938, as amended, 22 U.S.C. § 61 i etseq., for the purposes of registration under the Act and public disclosure. Provision of the information requested is mandatory, and failureto provide the information is subject to the penally and enforcement provisions established in Section 8 of the Act Every registration statement, short form registration statement, supplemental statement, exhibit, amendment, copy of informational materials or other document or information filed with the Attorney General under this Act is a public record open to public examination, inspection and copying during the posted business hours of the Registration Unit in Washington, DC. Statements are also available online at the Registration Unit's, webpage: httpg//www.fara-gov. One copy of every such document, other than informational materials, is automatically provided to the Secretary of State pursuant to Section 6(b) of the Act, and copies of any ahd all documents are routinely made available to other agencies, departments and Congress pursuant to Section 6(c) of the Act the Attorney General also transmits a semi-annual report to Congress on the administration of the Act which lists the names of all agehts registered under the Act and the foreign principab they represent This report is available to the public in print and online ati httpst/fwww. -
Although Many European Radical Left Parties
Peace, T. (2013) All I'm asking, is for a little respect: assessing the performance of Britain's most successful radical left party. Parliamentary Affairs, 66(2), pp. 405-424. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/144518/ Deposited on: 21 July 2017 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk 2 All I’m asking, is for a little Respect: assessing the performance of Britain’s most successful radical left party BY TIMOTHY PEACE1 ABSTRACT This article offers an overview of the genesis, development and decline of the Respect Party, a rare example of a radical left party which has achieved some degree of success in the UK. It analyses the party’s electoral fortunes and the reasons for its inability to expand on its early breakthroughs in East London and Birmingham. Respect received much of its support from Muslim voters, although the mere presence of Muslims in a given area was not enough for Respect candidates to get elected. Indeed, despite criticism of the party for courting only Muslims, it did not aim to draw its support from these voters alone. Moreover, its reliance on young people and investment in local campaigning on specific political issues was often in opposition to the traditional ethnic politics which have characterised the electoral process in some areas. When the British public awoke on the morning of Friday 6th May 2005 most would have been unsurprised to discover that the Labour Party had clung on to power but with a reduced majority, as had been widely predicted. -
Class Struggle and Education: Neoliberalism, (Neo)-Conservatism, and the Capitalist Assault on Public Education’, Critical Education
South Asian University, Delhi, 22-23 March 2014 Transformative Education, Critical Education, Marxist Education: Possibilities and Alternatives to the Restructuring of Education in Global Neoliberal / Neoconservative Times Dave Hill Research Professor of Education at Anglia Ruskin University Faculty of Health, Social Care and Education Anglia Ruskin University Chelmsford Campus Bishop Hall Lane Chelmsford, CM11SQ, England Work Phone: +44 845271333 Home Phone: +441273270943 Mobile Phone: +44 7973194357 TOTAL WORD COUNT: 6,742 words Transformative Education, Critical Education, Marxist Education: Possibilities and Alternatives to the Restructuring of Education in Global Neoliberal / Neoconservative Times Abstract This paper briefly examines the context-specific paths and policies of neoliberalism and neoconservatism and the resistance to their depradations. While calling for activism with micro-, meso- and macro-social and political arenas, the paper focuses on activity within formal education institutions. It suggests a series of measures- a socialist Manifesto for education, for discussion. It concludes with a call to action for teachers and education workers (and others) to be “Critical Educators,” Resistors, Marxist activists, within and outside official education. Neoliberalism and (Neo)-conservatism and The Nature and Power of the Resistance The paths of neoliberalisation and (neo)-conservatism are similar in many countries. But each country has its own history, has its own particular context; each country has its own balance of class forces, its own level of organization of the working class and the capitalist class, and different levels of confidence within the working class and within the capitalist class. In countries where resistance to neoliberalism is very strong, as in Greece, then the government has found it actually so far very difficult to engage in large-scale privatization. -
COMPREHENSIVE SEXUALITY EDUCATION in TEACHER TRAINING in EASTERN and SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015
COMPREHENSIVE SEXUALITY EDUCATION IN TEACHER TRAINING IN EASTERN AND SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015 Comprehensive Sexuality Education in Teacher Training in Eastern and Southern Africa Table of Contents ACRONYMS ...........................................................................................................3 VOLUME 1 .............................................................................................................6 Preface .....................................................................................................................................................7 Figures and Tables ..................................................................................................................................8 Acknowledgements ................................................................................................................................9 Executive Summary ................................................................................................................................10 Chapter 1: Introduction and Background .............................................................................................15 Introduction ..................................................................................................................................................................................15 Background ...................................................................................................................................................................................15 -
The Danish Folk High School Adapts to a New World
Denmark s informal, residential schools provide practical work experiences ———————————————————————————————————————————————————————————in humanistic, innovative settings. The Danish Folk High School Adapts to a New World merican observers of the Dan Grundtvig and Kold a new dignity ish folk high school movement SAMUEL S. CORL, III__ and pride of heritage. A have marveled at the human The early curriculum of the folk istic bent of these remarkable insti turmoil of the early years shaped high school reflected the nationalistic tutions, and their seemingly anti- these schools, and the ones to follow spirit of Grundtvig and Kold. Stu establishment romanticism. For more them, in natural harmony with both dents came for the winter to study than a century, these schools have the character of the rural Danes who Danish history, world history, geog been unique in their approach to began them, and the political and raphy, Danish language and litera preserving Danish culture, while religious radicalism of the inspirator ture, German, zoology, botany, furnishing a free and open oppor of the movement, Nikolaj Severin geometry, drafting, arithmetic, physi tunity for Danish youth to explore Frederik Gnmdtvig, pastor, poet, cal training, singing, and "intelligence national and world issues and prob and educator. training"—the analysis of moral, lems. Grundtvig railed at the "schools psychological, or statistical subjects. These are schools without credits, of death" which forced literate Danes At R0dding, much of that curriculum without examinations, without grades to abandon their language for the remains today. A typical folk high or certificates of attendance, and stuffy but prestigious Latin of the school, if there is one, offers world often, for Americans, characterized formal schools, and at the insistence and national issues, Swedish gym by a fluid, non-restricting curriculum. -
A Critique of the Statistical Basis for Critical Race Theory in Britain: and Some Political Implications
Race and Class in Britain: a Critique of the statistical basis for Critical Race Theory in Britain: and some political implications Dave Hill University of Northampton, UK, and Middlesex University, London, UK Journal for Critical Education Policy Studies, vol.7. no.2 Summary In this paper I critique what I analyse as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that `Race‟ `trumps‟ Class in terms of underachievement at 16+ exams in England and Wales. I ask two questions, and make these two associated criticisms, concerning the representation of these statistics: 1. With respect to `race‟ and educational attainment, what is the validity of ignoring the presence of the (high achieving) Indian/ Indian heritage group of pupils- one of the two largest minority groups in England and Wales? This group has been ignored, indeed, left completely out of statistical representations- charts- showing educational achievement levels of different ethnic groups. 2. With respect to social class and educational attainment, what is the validity of selecting two contiguous social class/ strata in order to show social class differences in educational attainment? (1) At a theoretical level, using Marxist work (2) I argue for a notion of `raced‟ and gendered class, in which some (but not all) minority ethnic groups are racialised or xeno-racialised) and suffer a `race penalty‟ in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. I critique some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued (e.g. -
Global Neoliberalism and Education and Its Consequences Routledge Studies in Education and Neoliberalism EDITED by DAVE HILL, University of Northampton, UK
Global Neoliberalism and Education and its Consequences Routledge Studies in Education and Neoliberalism EDITED BY DAVE HILL, University of Northampton, UK 1. The Rich World and the Impoverishment of Education Diminishing Democracy, Equity and Workers’ Rights Edited by Dave Hill 2. Contesting Neoliberal Education Public Resistance and Collective Advance Edited by Dave Hill 3. Global Neoliberalism and Education and its Consequences Edited by Dave Hill and Ravi Kumar 4. The Developing World and State Education Neoliberal Depredation and Egalitarian Alternatives Edited by Dave Hill and Ellen Rosskam Global Neoliberalism and Education and its Consequences Edited by Dave Hill and Ravi Kumar New York London First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN This edition published in the Taylor & Francis e-Library, 2008. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Routledge is an imprint of the Taylor & Francis Group, an informa business © 2009 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereaf- ter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trade- marks, and are used only for identification and explanation without intent to infringe. -
U.S. Department of Justice Federal Bureau of Investigation Washington, D.C. 20535 August 24, 2020 MR. JOHN GREENEWALD JR. SUITE
U.S. Department of Justice Federal Bureau of Investigation Washington, D.C. 20535 August 24, 2020 MR. JOHN GREENEWALD JR. SUITE 1203 27305 WEST LIVE OAK ROAD CASTAIC, CA 91384-4520 FOIPA Request No.: 1374338-000 Subject: List of FBI Pre-Processed Files/Database Dear Mr. Greenewald: This is in response to your Freedom of Information/Privacy Acts (FOIPA) request. The FBI has completed its search for records responsive to your request. Please see the paragraphs below for relevant information specific to your request as well as the enclosed FBI FOIPA Addendum for standard responses applicable to all requests. Material consisting of 192 pages has been reviewed pursuant to Title 5, U.S. Code § 552/552a, and this material is being released to you in its entirety with no excisions of information. Please refer to the enclosed FBI FOIPA Addendum for additional standard responses applicable to your request. “Part 1” of the Addendum includes standard responses that apply to all requests. “Part 2” includes additional standard responses that apply to all requests for records about yourself or any third party individuals. “Part 3” includes general information about FBI records that you may find useful. Also enclosed is our Explanation of Exemptions. For questions regarding our determinations, visit the www.fbi.gov/foia website under “Contact Us.” The FOIPA Request number listed above has been assigned to your request. Please use this number in all correspondence concerning your request. If you are not satisfied with the Federal Bureau of Investigation’s determination in response to this request, you may administratively appeal by writing to the Director, Office of Information Policy (OIP), United States Department of Justice, 441 G Street, NW, 6th Floor, Washington, D.C. -
100% Renewable
100% Renewable — Edited by Peter Droege 234mm x 156mm trim size — PPC hardback — Spine width: 31mm — ISBN 978-1-84407-718-2 100% RENEWABLE 100% ‘This inspiring book is long overdue. It tackles The greatest challenge of our time is to build a an essential question for human survival in the world based on the sustainable use of renewable 21st century: will we be able to transform our power. Our massive dependence on fossil fuels lives, businesses, buildings, settlements and has upset the very climatic system that made the transport networks connecting them from human evolution possible. The global economy unsustainable, oil-based and greenhouse-gas- and its financial system are in jeopardy, running emitting into sustainable, fossil-fuel-free, zero- hot on overtly cheap yet increasingly costly and carbon metabolisms? This important volume and fast depleting oil. A 100% renewable world is its two dozen contributors show that this path is seen by many as an impossible dream in anything necessary, practical and affordable. Read this but the very long term. But not only do a growing book: its exciting, fresh insights will show you number of initiatives and plans dare to make the how to move from promise to practice.’ change but many have already achieved it. Marco KEinEr Director, Environment, Housing and Land This rich collection presents a series of pioneering Management Division, United nations efforts and their champions, and the paths to their Economic commission for Europe successes. Ranging from initiatives by individuals to visions for companies, communities and entire ‘100% renewable was always more than a Moon countries, it defeats tired economic and technical Shot or a Manhattan Project as we just could counter-arguments, showing how the schemes not imagine how it could ever happen. -
June 23 - 26, 2014
June 23 - 26, 2014 IV INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION Critical Education in the Era of Crisis Conference’s Proceedings Editors: George Grollios, Anastasios (Tassos) Liambas, Periklis Pavlidis ISBN: 978-960-243-698-1 Full Reference Grollios, G., Liambas, A. & Pavlidis, P. (2015). Proccedings of the IV International Conference on Critical Education “Critical Education in the Era of Crisis”, pp. ff-gg, http://www.eled.auth.gr/, date of access mm/dd/yy. International Organizing Committee Chair: Dave Hill (Anglia Ruskin University, UK) Co-chair : George Grollios (Aristotle University of Thessaloniki, Greece) Members Ahmet Yıldız (Ankara University, Turkey) Alexandros Chrisis (Panteon University, Greece) Alpesh Maisuria (University of East London, London, UK) Antonis Lenakakis (Aristotle University of Thessaloniki, Greece) Argyris Kyrides (Aristotle University of Thessaloniki, Greece) Ayhan Ural (Gazi University, Turkey) Bessie Mitsikopoulou ((National and Kapodistrian University of Athens, Greece) Bill Templer (Editor of JCEPS – Eastern Europe) Brad Porfilio (Lewis University, Illinois, USA) Christodoula Mitakidou (Aristotle University of Thessaloniki, Greece) Christos Antoniou (Aristotle University of Thessaloniki, Greece) Christos Tzikas (Aristotle University of Thessaloniki, Greece) Curry Malott (West Chester University, Pennsylvania, USA) Deborah Kelsh (College of St. Rose, Albany NY, USA) Dennis Beach (University of Göteburg, Sweden) Despoina Desli (Aristotle University of Thessaloniki, Greece) Dimitris Charalambous (Aristotle