1 Marxism and Educational Theory Mike Cole Summary While Marx
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Shor-Transcript.Pdf
This Rhetorical Life // thisrhetoricallife.syr.edu Episode 30: An Interview with Ira Shor BK: Ben Kuebrich YR: Yanira Rodriguez IS: Ira Shor TI: Tamara Isaak Cue music: “Absurdius Rex” by Jovian Year BK: You’re listening to This Rhetorical Life, a podcast dedicated to the practice, pedagogy, and public circulation of rhetoric in our lives. Hi all - it’s Ben - and I’m introducing a two-part interview with Ira Shor, the well-known teacher and writer, proponent of critical pedagogy, and collaborator with Paulo Freire. Yanira Rodriguez, Tamara Issak, and I met Shor at his home in Monclair, New Jersey. Ira's son, Paulo, introduced us to his Zebra Finches, who appear in the background of this recording. In part one of our interview, Shor tells us about growing up in the Bronx, his early experiences of education, joining social movements, practicing critical pedagogy, and his first encounters and early collaboration with the Brazilian educator Paulo Freire. Before we run the tape, I need to make a note about the editing. We could have easily cut the two-hour conversation down to a 30 minute or one hour interview on critical pedagogy and Shor. But we’re giving you the whole thing, with very few edits from the original conversation. Shor is a story teller, and we get him talking about the process of making a “talking book” with Freire, a book that became A Pedagogy for Liberation, down to the process of recording, transcription, and translation. The conversation opens up a variety of sub-themes that we hope people in the field will use and benefit from, for example, in thinking about how to collaborate on a book between languages and social contexts. -
Paulo Freire and Emancipatory Education
CHAPTER 4 PAULO FREIRE AND EMANCIPATORY EDUCATION INTRODUCTION Paulo Freire was born in 1921 in Recife, north-eastern Brazil. He has been at the fountainhead of a critical and dialogic tradition in education that includes the Brazilian educational theorist Moacir Gadotti and playwright Augusto Boal, Argentinian theorists Daniel Schugurensky and Carlos Torres, and informs American theorists such as Ira Shor, bell hooks, Peter McLaren and Henry Giroux, as well as a much wider ambit of educational scholars and practitioners. He is acknowledged as a seminal figure in critical pedagogy and popular education (Schugurensky, 2011) and viewed as one of the key educational theorists of the twentieth century (Dimitriadis & Kamberelis, 2006). He is an inspirational figure for education in the global South, both for his practical work in contexts of development in Latin America and Africa, and for his recognition of the links among education, politics, imperialism and liberation. There are a number of Paulo Freire Institutes spread across the globe that strive to advance and develop his vision. In South Africa, he was an important influence in the “Education for Liberation” movement and among progressive literacy organisations during the anti-apartheid struggle, and his ideas continues to be a key reference point in adult education. For Freire, dialogue is a feature of human being as well as a method of inquiry and a pedagogical orientation. Freire’s particular dialogic, emancipatory approach to education places him as a pivotal figure within the genealogy of dialogue. LIFE Paulo Freire, the youngest of four children, grew up in a middle class family in the north-eastern Brazilian state of Pernambuco. -
The Critique of Real Abstraction: from the Critical Theory of Society to the Critique of Political Economy and Back Again
The Critique of Real Abstraction: from the Critical Theory of Society to the Critique of Political Economy and Back Again Chris O’Kane John Jay, CUNY [email protected] There has been a renewed engagement with the idea of real abstraction in recent years. Scholars associated with the New Reading of Marx, such as Moishe Postone, Chris Arthur, Michael Heinrich, Patrick Murray, Riccardo Bellofiore and others,1 have employed the idea in their important reconstructions of Marx’s critique of political economy. Alberto Toscano, Endnotes, Jason W. Moore and others have utilized and extended these theorizations to concieve of race, gender, and nature as real abstractions. Both the New Reading and these new theories of real abstraction have provided invaluable work; the former in systematizing Marx’s inconsistent and unfinished theory of value as a theory of the abstract social domination of capital accumulation and reproduction; the latter in supplementing such a theory. Yet their exclusive focus on real abstraction in relation to the critique of political economy means that the critical marxian theories of real abstraction -- developed by Alfred Sohn- Rethel, Theodor W. Adorno and Henri Lefebvre -- have been mostly bypassed by the latter and have largely served as the object of trenchant criticism for their insufficient grasp of Marx’s theory of value by the former. Consequently these new readings and new theories of real abstraction elide important aspects of Sohn-Rethel, Adorno and Lefebvre’s critiques of real abstraction; which sought to develop Marx’s critique of political economy into objective-subjective critical theories of the reproduction of capitalist society.2 However, two recent works by 1 Moishe Postone’s interpretation of real abstraction will be discussed below. -
Reflections on Hardt and Negri and John Holloway. A
Page 1 of 28 Occupy: ‘struggles for the common’ or an ‘anti-politics of dignity’? Reflections on Hardt and Negri and John Holloway. Abstract This article provides a critical examination of Michael Hardt and Antonio Negri’s and John Holloway’s theory of revolutionary subjectivity, and does so by applying their theories to the Occupy movement of 2011. Its central argument is that one should avoid collapsing ‘autonomist’ and ‘open’ Marxism, for whilst both approaches share Tronti’s (1979) insistence on the constituent role of class struggle, and also share an emphasis on a prefigurative politics which engages a non-hierarchical and highly participatory politics, there nevertheless remain some significant differences between their approaches. Ultimately, when applied to Occupy Movement whilst their theory isn’t entirely unproblematic, I will argue that Hardt and Negri’s ‘autonomist’ approach offers the stronger interpretation, due mainly to their revised historical materialism. Introduction Some years ago, writing in this journal Martin Spence (2010) argued that, because of its specific Italian heritage, the body of thought labelled ‘autonomism’ had become ‘misleading. The reason for this lay in the diversity of its authors, ranging from Mario Tronti and Antonio Negri, to Harry Cleaver and John Holloway. We might add here the inclusion of others, such as Werner Bonefeld and Simon Clarke, and Massimo De Angelis and Nick Dyer-Witheford. For his own purposes, Spence (2010) replaced the category of ‘autonomism’ with that of ‘open Marxism’, arguing its usefulness as an ‘appropriate tag for the field as a whole’ (Spence 2010, p.99). In some ways this was an unusual move. -
Approaches to the Teaching of Writing Critical Pedagogy Course Syllabus: Spring 2013 Dr
ENG 776-01: Approaches to the Teaching of Writing Critical Pedagogy Course Syllabus: Spring 2013 Dr. Tabetha Adkins Class space: Hall of Languages 306 Class Time: Thursday 7:20-10 PM E-mail Address: [email protected] Office phone: 903.886.5269 Office Location: Hall of Languages 229 Office hours: Monday 10-12 and 1:30-3:30; Tuesday 10-12; Thursday 3:30-4:30 This course is cross-listed with one independent study section of ENG 677. This syllabus applies to that section, as well. Course Information Textbooks Required: Henry Giroux, On Critical Pedagogy Paulo Freire, Pedagogy of the Oppressed bell hooks, Teaching to Transgress Ira Shor, Empowering Education W.E.B. Dubois, The Souls of Black Folk Lisa Delpit, Other People’s Children: Cultural Conflict in the Classroom Crabtree, Sapp, Licona (eds), Feminist Pedagogy Richard E. Miller, Writing at the End of the Word Jonathan Kozol, Shame of the Nation: The Restoration of Apartheid Schooling in America Mike Rose, Why School? Course Description: In this section of ENG 776, we will study the concept of Critical Pedagogy. The course will begin with a study of theorists who founded Critical Pedagogy. We will then study specific applications of theory- driven pedagogy. Finally, we will study some problems in education and apply a critical pedagogical lens to these problems. Student Learning Outcomes: 1. Students will be able to define and describe critical pedagogy. 2. Students will be able to write critically about texts written by critical pedagogy scholars. 3. Students will be able to analyze current problems in education using a critical pedagogical lens. -
Critical Pedagogy for Rural Teachers? .PUB DATE 90 NOTE 10P
DOCUMENT RESUME ED 329 412 RC 018 028 AUTHOR Theobald, Paul; Theobald, Jan TITLE Critical Pedagogy for Rural Teachers? .PUB DATE 90 NOTE 10p. PUB TYPE Book/Product Reviews (072) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Book Reviews; *Critical Theory; Critical Thinking; *Democratic Values; Educational Philosophy; Elementary Secondary Education; *Role of Education; *Rural Education; *Teacher Behavior; *Teacher Role; Teacher Student Relationship IDENTIFIERS Empowerment ABSTRACT Three books represent the recent work of leading U.S. proponents of critical approaches to pedagogy: "Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education," by Peter McLaren; "Freire for the Classroom: A Sourcebook for Liberatory Teaching," edited by Ira Shor; and "Teachers as Intellectuals: Toward a Critical Pedagogy of Learning," by Henry A. Giroux. References to critical pedagogy imply at least four significant ideas:(1) fostering student initiative and creativity through nonauthoritarian dialogue between student and teacher; (2) promoting democracy by engaging students in the struggle for a society that lives up to its democratic ideals;(3) empowering students with the obligation to critique American society; and (4) having faith in the average intellect. Shor's book is a colleczi.on of essays written by international educators who have put into practice the pedagogy of Paulo Freire, the Brazilian educator who empowered his students to lead successful voting rights movements. While intriguing, much of the book does not speak to the world of American public school teachers. McLaren's book details the ideological position of critical teachers, and contends that an increasingly undemocratic social order is supported by the schooling experience. -
Fetishism and Revolution in the Critique of Political Economy
CONTINENTAL THOUGHT & THEORY: A JOURNAL OF INTELLECTUAL FREEDOM Fetishism and Revolution in the Critique of Political Economy Volume 1 | Issue 4: 150 years of Capital 365-398 | ISSN: 2463-333X Fetishism and Revolution in the Critique of Political Economy: Critical Reflections on some Contemporary Readings of Marx’s Capital Guido Starosta Abstract The aim of this article is to examine a series of recent contributions to the reading of Marx’s Capital that stress its specific determination as a dialectical investigation of objectified or fetishised forms of social mediation in capitalist society: on the one hand, the so-called Neue Marx-Lektüre originated in Germany towards the end of the 1960s and, on the other, the more widely circulated work of authors associated with so-called Open Marxism. The interesting aspect of these works is that they draw the implications of Marx’s critique of political economy not only for the comprehension of the fetishised forms of social objectivity in capitalism, but also for the comprehension of the forms of subjectivity of the modern individual. More specifically, all these contributions broadly share the insightful view that the content of the simplest determination of human individuality in the capitalist mode of production is its alienated existence as ‘personification of economic categories’. However, this article 365 CONTINENTAL THOUGHT & THEORY: A JOURNAL OF INTELLECTUAL FREEDOM Fetishism and Revolution in the Critique of Political Economy argues that the limits of these perspectives become apparent when it comes to uncovering the grounds of the revolutionary form of subjectivity which carries the potentiality to transcend capitalist alienation. -
Towards an Ecosystem-Of-Learning for Architectural Education
Charrette Towards an Ecosystem-of-Learning for Architectural Education: Reflecting on a network of six pedagogical clusters Jolanda Morkel & Hermie Delport STADIO Higher Education Lindy Osborne Burton Queensland University of Technology Mark Olweny University of Lincoln Steven Feast Curtin University ABSTRACT This research is situated in the context of our collective exploration of a new ecosystem-of- learning for architectural education, as a catalyst for change following the experience of the COVID-19 pandemic. To move online architectural education beyond emergency remote teaching, requires a total reset of current thinking and practices. In this essay, we propose a complex network of six new pedagogical clusters, namely Anthropy Pedagogy, Catalytic Pedagogy, Synergic Pedagogy, Co- generative Pedagogy, Spatio-temporal Pedagogy, and Meta-morphic Pedagogy. We approached our research using an iterative and reflective narrative inquiry method. Examining the development of these complex pedagogical clusters, we highlight the most promising potential contributions towards a responsive, resilient, and replicable ecosystem-of- learning approach for architectural education. KEYWORDS architectural education, design studio pedagogy, ecosystems, hybrid learning, learning design 15 | Charrette 7(1) Spring 2021 Introduction A shift of the architectural studio to a digital space was prompted by a health emergency in 2020. Following prior persistent resistance to online learning in architectural education, the rapid online pivot was motivated, almost -
A Critical Pedagogy of Resistance TRANSGRESSIONS: CULTURAL STUDIES and EDUCATION
A Critical Pedagogy of Resistance TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Series Editor: Shirley R. Steinberg, University of Calgary, Canada Founding Editor: Joe L. Kincheloe (1950–2008) The Paulo and Nita Freire International Project for Critical Pedagogy Editorial Board Jon Austin, University of Southern Queensland, Australia Norman Denzin, University of Illinois, Champaign-Urbana, USA Rhonda Hammer, University of California Los Angeles, USA Nikos Metallinos, Concordia University, Canada Christine Quail, McMaster University, Canada This book series is dedicated to the radical love and actions of Paulo Freire, Jesus “Pato” Gomez, and Joe L. Kincheloe. TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative. The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. -
1 Revisiting the Debate on Open Marxist Perspectives Pinar Donmez
Revisiting the Debate on Open Marxist Perspectives Pinar Donmez and Alex Sutton Abstract This article seeks to review the recent incarnation of a long-standing engagement in international political economy (IPE) and critical theory between open Marxist perspectives (OMPs) and their critics. The paper aims to identify the enduring relevance of this debate in order to think about the possibility and future of critical social inquiry in our time constructively. It criticises elements on both sides of the debate that no longer serve but rather hinder achieving this objective. We argue that the recent criticisms make a number of important constructive points that could help enhance the explanatory power of OMPs yet still portray the latter uncharitably. We propose to take the emphasis on openness in OMPs seriously as a scholarly and political orientation without immersing the debate with the charges of reductionism, instrumentalism, determinism and functionalism which are frequently raised by various versions of Marxism against one another – often to little avail. 1. Introduction In this paper our key objective is to revisit a long-standing scholarly debate to explore and assess the possibility and future of critical social inquiry within politics and international studies- an endeavour initiated originally by Bieler and Morton (2003: 467) in the early 2000s. To this end we aim to review and critically engage with a number of criticisms (Bruff, 2009; Bieler et. al., 2010; Tsolakis, 2010; Susen, 2012; Elden and Morton, 2015) directed against a heterogeneous body of scholarship which has come to be identified as open Marxism1. These criticisms have focused on OMPs’ explanation of the dynamics of international political economy and the interaction between globally-defined capital and the territorially-defined state-form. -
Open Marxism and Critical Theory: Negative Critique and Class As Critical Concept Christos Memos
Open Marxism and critical theory: negative critique and class as critical concept Christos Memos This is the Accepted Manuscript of the book chapter: Memos, C. 2018. Open Marxism and critical theory: negative critique and class as critical concept. In: B. Best, W. Bonefeld & C. O'Kane (eds.). The SAGE handbook of Frankfurt school critical theory. London: SAGE, pp. 1314-1331. It has been published in final form at doi: http://dx.doi.org/ 10.4135/9781526436122.n80 Memos, Christos (2018) ‘Open Marxism and Critical Theory: Negative Critique and Class as Critical Concept’, in Beverley Best, Werner Bonefeld, Chris O’Kane, Neil Larsen (eds.) Handbook of Frankfurt School Critical Theory – A three-volume set to be published by Sage. OPEN MARXISM AND CRITICAL THEORY: NEGATIVE CRITIQUE AND CLASS AS CRITICAL CONCEPT Christos Memos Abertay University, Dundee ‘Revolutionary transformation has a tradition that must continue’ (Horkheimer, 2007:104) ‘Dialectics opens concepts. It focuses on social contents and does so by moving within their social forms. It is tasked with subverting the economic categories by revealing their social basis’ (Bonefeld, 2014: 68) INTRODUCTION “Every age”, according to Walter Benjamin, “must strive anew to wrest tradition away from the conformism that is working to overpower it” (1969: 255). In this astute observation, Benjamin opposes any kind of falsification and forgetting of the struggles against exploitation and repression. He emphasises the dangers of dogmatism, orthodoxy and conformism that, have repeatedly stifled the advancement of radical and emancipatory movements and, by extension, the interests of the oppressed. He lays the groundwork for a subversive thought that seeks to draw a line of demarcation between critical social theory and the survival of positivism—of whichever variety. -
Teaching for and About Critical Pedagogy in the Post-Secondary Classroom
Studies in Social Justice Volume 3, Issue 2, 247-262, 2009 Teaching For and About Critical Pedagogy in the Post-Secondary Classroom MARY BREUNIG Recreation and Leisure Studies, Brock University, St. Catharines, Canada ABSTRACT While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and experiential activities. This paper critically examines the social justice-oriented nature of these critical classroom practices. Introduction As a self-identified critical pedagogue teaching courses on critical pedagogy and experiential education at a Canadian university, students in my courses are often impelled to consider the justice-oriented nature of the theory of critical pedagogy. While the course content for many of these classes introduces students to critical pedagogical theory, the class structure itself has often been quite traditional. A typical class meets twice a week for 1 hour and 20 minutes each session; on most days, the students read an article or a series of articles, many of these written by a number of influential educational pedagogues, including: bell hooks, Patti Later, Henry Giroux, Roger Simon, Ira Shor, Deborah Britzman, Paulo Freire, Donna Haraway, and Michael Apple, to name a few. When teaching students about critical pedagogy, I have tended to adopt a fairly didactic method of teaching.