Friday, November 17, 2017

Critique of the Classical Theory of Education Crisis


Glenn Rikowski

CRITIQUE OF THE CLASSICAL THEORY OF EDUCATION CRISIS

Glenn Rikowski
Visiting Fellow, College of Social Science, University of Lincoln, UK

This is a paper prepared for the International Centre for Public Pedagogies (ICPuP), International Seminar for Public Pedagogies at the University of East London for 21st February 2018. See the post below for details.


ABSTRACT

The Classical Theory of Education Crisis is the default theory utilised by educational theorists for understanding the constitution and explanation of education crises in contemporary society. Following a brief outline of the concept of crisis, and the histiography of the notion of education crisis from the Second World War to the neoliberal recession of 1980-82, there is a an outline of The Classical Theory of Education Crisis as most fully expressed in Madan Sarup's classic Education, State and Crisis: A Marxist Perspective (1982). The key aspect of the Classical Theory is that education crises are derivative of economic crises. This is followed by the main event: critique of the Classical Theory. Its reliance on structuralist thought (with associated determinism, functionalism and reductionism) and the inflow of economics imperialism are some of its key deficiencies. The Conclusion outlines ground still to be covered and the need to move beyond the Classical Theory of Education Crisis.

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Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

CRISIS AND EDUCATION

Glenn Rikowski

CRISIS AND EDUCATION

Glenn Rikowski
Visiting Fellow, College of Social Science, University of Lincoln, UK

International Centre for Public Pedagogies (ICPuP)
International Seminar for Public Pedagogies
A Presentation on 'Crisis and Education'
By Dr. Glenn Rikowski (University of Lincoln)

UNIVERSITY OF EAST LONDON
Stratford Campus
Water Lane
London
E15 4LZ

21st February 2018
5.00 – 6.00pm
Room: TBA

ABSTRACT

There are two parts to the presentation. Following a brief examination of the concept of ‘crisis’ the first part provides a critique of the Classical Theory of education crisis. This is the default theory of education crisis utilised by the majority of educational theorists and education activists today. Its starting point is that education crises are basically derivative of economic crises. The works of Marxists Brian Simon and Madan Sarup are important in fixing and consolidating the Classical Theory of education crisis. These will be explored in some depth.

The second part of the paper is more speculative. It seeks to pinpoint education crises as crises for capital. Thus, it is concerned with working on the weaknesses in the rule of capital (in education and in terms of its development) rather than focusing on how crises originating in the economy have deleterious effects for state-financed, public education. Two forms of education crises for capital are located, based on the mode of existence of commodity forms in educational institutions: crises of labour-power production; and crises in the ‘general class’ of commodities in educational settings. The implications for an anti-capitalist, anti-affirmationist politics of education based on this analysis are provided in conclusion.

Note: Two papers will be produced for this seminar: Critique of the Classical Theory of Education Crisis, and Education Crises As Crises for Capital. In the meantime, the following paper is useful: Crises, Commodities and Education: Disruptions, Eruptions, Interruptions and Ruptions, which is available at Academia: https://www.academia.edu/18511424/Crises_Commodities_and_Education_Disruptions_Eruptions_Interruptions_and_Ruptions

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Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski


Tuesday, July 4, 2017

Krist's Shoe Repairs - Ilford: SAVE KRISTI'S!

Jimmy Papi, Kristi's Shoe Repairs, Ilford

KRISTI’S SHOE REPAIRS – ILFORD

SAVE KRISTI’S!

Kristi's Shoe Repairs has been a part of Ilford station for over a quarter of a century providing quality shoe repair services to commuters and local customers. Kristi's is not just a local business with a loyal customer base, it is part of the Ilford Community and as a small local business Kristi's pays it taxes to the local community.

The upgrade of Ilford Station as part of the London Cross Rail project is a welcomed improvement for the people of Ilford and London as a whole. However instead of embracing this small local business, TFL and its subsidiary Crossrail are evicting Kristi's from the new station. Despite my many requests, TFL and its agents have not offered Kristi's any space in the new station.

Unless there is a change of heart by TFL, Kristi's at Ilford Station will close its door for the last time in 2017. With your help by signing the petition to save Kristi's we may be able to persuade TFL to include this small and successful local business alongside the many corporate retailers that are being brought into the newly developed Ilford station.

This petition will be delivered to:
Managing Director, Surface Transport, Transport for London (TfL), Leon Daniels
Mayor of London, Sadiq Khan
Commissioner, Transport for London (TfL), Mike Brown


Personal Statement:
I have been taking my shoes to be repaired at Kristi’s Shoe Repairs in Ilford since the business started up. Jimmy Papi is a real craftsman: top quality work, good value and he gives great advice about the care of shoes and how to make them last longer. Kristi’s provides a very friendly and helpful service. This is a small, community and highly professional business that Ilford and the surrounding area needs. TfL, the Mayor of London and Redbridge Council should surely reserve a place for Kristi’s in the planned redevelopment of Ilford Station. The new development should not just be about boring chain stores, mobile phone shops and ubiquitous coffee bar outlets! Ilford has these already!
Dr. Glenn Rikowski

Newspaper Reports:




Posted here by Glenn Rikowski


Ruth Rikowski, outside Kristi's Shoe Repairs, Ilford

Saturday, June 10, 2017

Reading Capital: Wealth In-Against-and Beyond Value - John Holloway in Lincoln



John Holloway

READING CAPITAL: WEALTH IN-AGAINST-AND BEYOND VALUE – JOHN HOLLOWAY IN LINCOLN

School of Education
University of Lincoln
1:00-4:00pm
Minerva Building, MB1012

Brayford Pool
16 June 2017

Professor John Holloway will be speaking about his new work, ‘Reading Capital: wealth in-against-and-beyond value’ at the University of Lincoln, on 16th of June.

John’s reading and writings on Marxist social theory are highly influential as a way of rethinking Marx in terms of ‘Change the World Without Taking Power’ (2005) and abolishing the social relations of capitalist production through acts of resistance, as ways to ‘Crack Capitalism’ (2010). In this new work, ‘Reading Capital’ John points out that Capital does not start with the commodity, as Marx and probably all commentators since Marx have claimed. It actually starts with wealth: “The wealth of societies in which the capitalist mode of production prevails appears as an ‘immense collection of commodities’ …” Seeing wealth and not the commodity as the starting point has enormous consequences, both theoretically and politically. To say that Capital starts not with the commodity but with wealth is both revolutionary and self-evident. The challenge is to trace this antagonism through the three volumes of Marx’s Capital. This is the theme of the talk.

Free Buffet lunch is included.


Research in Critical Education Studies (RiCES): https://criticaleducation.blogs.lincoln.ac.uk/

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Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Pedagogy of Hate


Mike Neary

PEDAGOGY OF HATE

Cass School of Education and Communities Seminar
Date: Monday 12 June 2017, 16.00-18.00
Venue: Room ED2.03, The Cass School of Education and Communities, University of East London, Stratford Campus, London E16 4LZ
Convenor: Dr. Rhiannon Firth

Seminar title: Pedagogy of Hate

Seminar speaker: 
Professor Mike Neary, Professor of Sociology, School of Social and Political Sciences,
The University of Lincoln

Abstract
The paper recovers the concept of hate as a critical political category. Not a personal, psychological or pathological hate, but a radical hate for what capitalist civilisation has become. Radical hate is set alongside radical love so the dynamic of negative dialectics can be put in motion. This exposition of radical hate is elaborated through a critical engagement with the work of Peter McLaren, a significant figure in the field of critical pedagogy, whose recent work has called for a pedagogy of resurrection based on the affirmation of holy love, Christian socialism and the life of historical Jesus. The paper provides studies of how negative dialectics can move within higher education, as ‘Student as Producer’, the Social Science Centre, Lincoln and as a co-operative university.

Mike Neary is Professor of Sociology at the University of Lincoln in the School of Social and Political Sciences.


Readings

Neary, Mike (2017) Pedagogy of Hate. Pre-print of article to appear in Policy Futures in Education: http://eprints.lincoln.ac.uk/26793/3/__network.uni_staff_S2_mneary_Pedagogy%20of%20Hate.pdf

Neary, Mike & Saunders, Gary (2016) Student as Producer and the Politics of Abolition: making a new form of dissident institution. Critical Education http://ices.library.ubc.ca/index.php/criticaled/article/view/186127

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Posted here by Glenn Rikowski
Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn_Rikowski



Wednesday, May 17, 2017

SIREN SONG


Handel

Siren Song
Saturday 20 May 2017
Performances at 5.00pm and 6.30pm
The Mulberry and Bigland Green Centre
Bigland Street, London, E1 2LG

This short performance is the culmination of an ENO Baylis Community Project inspired by ENO’s production of Handel’s Partenope

The project brings together adult women of all ages from across London, and takes the central female characters in the opera as a starting point from which to explore contemporary perspectives on being a woman. The performance will combine original text and music created by the group alongside extracts from Partenope.

The group will be joined by ENO principal cast member Patricia Bardon and female members of the ENO Baylis Opera Works programme, with lighting design by ENO lighting technician Christina Smith.

This is a free event and places are limited.

To confirm your place please RSVP baylis@eno.org by Thursday 18th April, stating your preferred performance time and the name of up to two guests.

We hope to see you there.
From the team at ENO Baylis.

Ruth Rikowski will be singing in both performances with the ENO Baylis Comunity Project

ENO Baylis 
Learning and Participation Team
+44 (0)20 7632 8484 | Baylis@eno.org
ENGLISH NATIONAL OPERA | St Martin's Lane, London, WC2N 4ES



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‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski



Saturday, April 29, 2017

Education From Brexit to Trump ... Corbyn and Beyond?



EDUCATION FROM BREXIT TO TRUMP … CORBYN AND BEYOND?

Marxism and Education: Renewing Dialogues (MERD – 19) Seminar

This coming Wednesday 3rd May 2017
10am-4pm
University of East London
Stratford Campus
Cass School of Education
Room ED4.02

At this 19th MERD seminar on Wednesday, we will review the emergent contemporary crises of capitalism. In this context, we will focus on education and educating across the social spectrum of institutional and wider social formation to progress class struggle, critique and action. Our four speakers have provided the following blurbs about their presentations:


Tony Green (UCL Institute of Education)

Educating the Educators and the Emergent Secular Crises of Contemporary Capitalism: From Brexit to Trump and Corbyn … to Snap Election … and Beyond?

The introduction aims to draw attention to a collection of issues and themes likely to occupy us during the day.  The broad and open-ended agenda is intended to be suggestive of potentially ‘educative’ contexts about how exchange values dominate use values, and where systemic shifting of value and power upwards in support of structures of global oligarchy and plutocratic elite class hegemony, is concurrent with ongoing secular crises of capitalism.   Is the apparent ever-rising tide of ‘prosperity’ contributing to human emancipation and flourishing?  We need to address the global capitalist system, and metabolism in its, tensions and contradictions, with complex and dynamic ramifications at local, regional, national and international levels.  The aim of these introductory remarks is to remind ourselves of current events and possible underlying dynamics that set analytic, strategic and tactical challenges... not least, the performative ... during these ever-interesting times. Huge and urgent questions have to be addressed in specific and local contexts: Are all the cards being thrown into the air?  Are there inbuilt legitimation crises playing out across the institutional forms of politics? What are the prospects for the anthropocene? Time to act ... now! What is to be done...?



Hillary Wainwright (Red Pepper Magazine Editor)
The importance of practical knowledge to the possibility of a new politics from the left

I'll draw on themes associated with socialist humanist work of Gramsci, Williams and, Thompson, and against a background of recognising that evocations of the organised working class were thwarted too many times, including by leaderships that did not actually believe in the capacity of the supporters, to convince me. Radical social change is surely more than workplace organisation, radical leadership and a conventional political party of the left.  



Terry Wrigley (Visiting Professor at Northumbria University, editor International Journal Improving Schools, and co-coordinator of the Reclaiming Schools network)

England is an epicentre and laboratory for neoliberal education policy in advanced economies, with a unique mix of neoconservative ingredients. It has the tightest accountability framework (tests, league tables, Ofsted, performance pay etc.), extensive privatisation, a curriculum which systematically excludes critical social knowledge, and hegemonic discourses around 'choice', 'standards', 'leadership' and 'social mobility'. 
For critical educators, the pressing challenges include:
·         Making critical theory and research knowledge available to a teaching profession increasingly restricted to short-term pragmatics;
·         Rethinking curriculum, assessment and pedagogy beyond binaries of 'academic / vocational' and 'knowledge / practice';
·         Protecting spaces for critical understanding and creativity; 
·         Critiquing the distortions of 'social mobility' and 'closing the gap' in socially just ways;
·         Finding educative responses to the social futures facing young people (Austerity, precarity, migration, militarism). 


Richard Hall (De Montfort University)
On the alienation of academic labour and the possibilities for mass intellectuality
As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, encumbered by precarious employment, overwhelming debt, and new levels of performance management, are shorn of any autonomy. Increasingly the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the vicissitudes of the twin processes of financialisation and marketization. At the core of understanding the impact of these processes and their relationships to higher education is the alienated labour of the academic, as it defines the sociability of the University. This paper examines the role of alienated labour in academic work, and relates this to feelings of hopelessness, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

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Organised by Tony Green and Alpesh Maisuria

The seminar is free and open to all, no registration required. Please circulate widely and feel free to attend as much of the day as you possibly can.

Stratford campus is walkable from the nearest stations: Stratford (TfL line) / Stratford International, and Maryland (TfL line).
More travel information can be found here: https://www.uel.ac.uk/About/Finding-us

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Posted here by Glenn Rikowski
Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski 
Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski