Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Monday, October 27, 2025

Marx's Sausage Factory and Marx's Road: Education and the General Class of Commodities


Marx's Sausage Factory and Marx's Road: Education and the General Class of Commodities

This is a paper I have prepared for the London Historical Materialism 22nd Annual Conference, SOAS, 6–9 November 2025.

You can now view this paper at Academia:  

https://www.academia.edu/144648586/Marxs_Sausage_Factory_and_Marxs_Road_Education_and_the_General_Class_of_Commodities

 

Abstract

This paper complements the presentation I gave at HM London Conference 2024 where the focus was on labour-power and its social re/production. Labour-power is the unique commodity, the ‘class of one’; the only commodity that has the capacity to generate more value – surplus-value – than what it takes to reproduce itself when it is transformed into labour in capitalist labour processes. For this 2025 presentation, the focus is on the general class of commodities; that is, all commodities excluding labour-power. In particular, educational commodification and value production in educational institutions are explored. Can education be a commodity? Is education productive of value? If education is a commodity why does it matter? These perennial questions regarding educational commodification, questions that bedevil mainstream sociology and liberal thought as much as Marxist educational theory, are at the centre of this presentation. The first section of the paper lays the ground by drawing from Marx’s ideas on the commodity and value production. It also presents some of the hand-wringing statements and nebulous arguments regarding whether education can be a commodity, or not. Section two visits Marx’s metaphor of education as a ‘sausage factory’ in Capital. It indicates how, under certain conditions, what goes on in educational institutions results in commodity and value-production. The third section focuses on ‘Marx’s road’; his discussion on the roles of State, Money and ‘capital as capital’ in the production of value in Notebook V from the Grundrisse. The conclusions from this section are then dragged back to the ‘sausage factory’ to give a fuller account of educational commodification and value production. The Conclusion revisits questions of whether education is, or can be, a commodity, if it produces value, and why such questions are important. This last point draws on the work of Mike Neary.    

Glenn Rikowski, Forest Gate, London, 27th October 2025

Academia: http://independent.academia.edu/GlennRikowski  

ResearchGate: https://www.researchgate.net/profile/Glenn-Rikowski

Monday, January 10, 2022

Encyclopaedia of Marxism and Education


Encyclopaedia of Marxism and Education

Edited by Alpesh Maisuria

Published by Brill: Leiden

ISBN: 978-90-04-50560-5

Published: 6 January 2022

For those concerned with exploring education through Marx and Marxism this is an important book. Alpesh Maisuria has assembled a tremendous international array of authors to address the significance of Marx and Marxism for education today.

Introduction by the Publisher:

This encyclopaedia showcases the explanatory power of Marxist educational theory and practice. The entries have been written by 51 leading authors from across the globe. The 39 entries cover an impressive range of contemporary issues and historical problematics. The editor has designed the book to appeal to readers within the Marxism and education intellectual tradition, and also those who are curious newcomers, as well as critics of Marxism.

The Encyclopaedia of Marxism and Education is the first of its kind. It is a landmark text with relevance for years to come for the productive dialogue between Marxism and education for transformational thinking and practice.

 

For Table of Contents, see: https://brill.com/view/title/61529?language=en

My chapter in the book is: Marxism and Education: [Closed] and …Open… pp.421-438.

 

Posted here by Glenn Rikowski

Glenn Rikowski at ResearchGate: https://www.researchgate.net/profile/Glenn-Rikowski  

Glenn Rikowski at Academia: http://independent.academia.edu/GlennRikowski

 

 

Wednesday, June 23, 2021

SCHOOLS OF WAR

 


SCHOOLS OF WAR

This is an article I have written with Alisson  Slider do Nascimento de Paula, and it was published today in the ‘Journal of Pedagogical Sociology and Psychology’. You can see, and download the article (free, open access) at: https://www.j-psp.com/article/schools-of-war-10993.

ABSTRACT: In his classic ‘The Condition of the Working Class in England’ (1845), Friedrich Engels argued that workers engaged in industrial action gained knowledge of economic processes, tactical awareness in struggles and grasped the value of solidarity in the face of employers‟ assaults on pay and working conditions. These struggles constituted “schools of war”; significant learning experiences for workers, argued Engels. Yet schools of war can take other forms, such as struggles against the capitalisation of education; educational institutions becoming sites of capital accumulation and preparation for capitalist work. In this sense, education has become a battleground as its privatisation, commodification, marketisation, commercialisation and monetisation have gathered pace in many countries since the second half of the twentieth century. This article argues that there are two main fronts in the war over the penetration of education by capital in contemporary society: the business takeover of education, as educational institutions become value- and profit-making sites; and the reduction of education to labour-power production. It explores these two fronts of war in terms of education policies in England and Brazil and argues for the establishment of forms of education beyond capitalist states and capital’s commodity forms.

Glenn Rikowski

@ ResearchGate: http://www.researchgate.net/profile/Glenn-Rikowski

Friday, January 26, 2018

Education, Equality and Human Rights - Mike Cole - Book Launch




EDUCATION, EQUALITY AND HUMAN RIGHTS – MIKE COLE – BOOK LAUNCH

BOOK LAUNCH
Education, Equality and Human Rights: Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class – Edited by Mike Cole

Professor Mike Cole, is a Professor of Education at the University of East London, UK

This event will be held at:
The Cass School of Education and Communities, Room RB.G.13, Stratford Campus, University of East London, Water Lane, London, E15 4LZ

On: 31 January 2018, at 17.00-19.00

THE BOOK: 
The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum. Written by a carefully selected group of experts, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.
Key issues explored include:
·         Human rights, equality and education
·         Women and equality, historically and now
·         Gender and education perspectives throughout time
·         Racism in the UK from the Empire to the present
·         Racism and education from imperial times to the May government
·         The making and remaking of sexualities
·         The challenges surrounding teaching and learning about sexuality in schools
·         The struggle for disability equality
·         Inclusive education
·         Social class, Marxism and socialism
·         Social class inequality and education.

With an uncompromising and rigorous analysis of education and human rights and a foreword from Professor Peter McLarenEducation, Equality and Human Rights is an essential resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

Mike Cole is Professor of Education at the University of East London, UK.
His latest books are Racism: A Critical Analysis (2016); Critical Race Theory and Education: A Marxist Response, Revised Second Edition (2017), and New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity (2017).

The Contributors:

Simon Forrest is Professor of Social Sciences in Medicine and Head of the School of Medicine, Pharmacy and Health at Durham University. He has a background in school teaching and research related to young people’s sexual lifestyles, risks, relationships and identities. He has co-authored a book supporting teaching about homosexuality in the context of schools, Talking About Homosexuality in the Secondary School (AVERT, 1997), and has since published numerous papers and other articles in the field of young people’s sexual attitudes and lifestyles. He is Chair of the Board of Trustees at AVERT, a leading global AIDS charity, and contributes to local and national initiatives aiming to support boys and young men.

Jane Kelly taught Art History and Women’s Studies at Kingston University until she retired in 2002. Since then she has been involved in Southwark Day Centre for Asylum Seekers which has three day centres, each open one day a week. In addition, she has recently rejoined the Labour Party.

Alpesh Maisuria is a Senior Lecturer with an expertise in social class and
educational policy. His current research is based on the neoliberalisation of education in England, drawing upon Marxism and critical realism to understand these developments as ideologically driven. He also has an interest in Swedish social democracy and communism and education policy. He is also Deputy Editor of the Journal for Critical Education Policy Studies (JCEPS).

Jane Martin is Professor of Social History of Education at the University of Birmingham. Her first book, Women and the Politics of Schooling in Victorian and Edwardian England, won the History of Education Society (UK) Book Prize in 2002. She has published widely in various international journals in the field of gender and education, history of education, sociology of education and women’s history. She is joint editor of the Routledge Progressive Education Series. Her most recent book is
Making SocialistsMary Bridges Adams and the Fight for Knowledge and Power, 1855–1939 (Manchester University Press, 2013). Future publications include Gender and Education in England since 1770: A social history to be published in the Palgrave Macmillan Gender and Women’s History Series in 2018; and a biography of author, teacher and socialist Caroline Benn (1926–2000).

Peter McLaren is Distinguished Professor in Critical Studies, College of
Educational Studies, Chapman University, where he serves as Co-Director
of the Paulo Freire Democratic Project and International Ambassador for
Global Ethics and Social Justice. He is also Honorary Chair Professor at
Northeast Normal University, China, where he serves as Honorary Co-Director of the Center for Critical Pedagogy Research. Professor McLaren is the author and editor of 45 books, and his writings have been translated into 30 languages.

Richard Rieser is a disabled teacher, trainer, writer, speaker, campaigner, film maker, and an international advocate/consultant for inclusive education and disability equality in many countries around the world. He runs World of Inclusion Ltd (www.worldofinclusion.com). As a disabled teacher, Richard taught for 25 years in primary, secondary, FE, and lastly as an Advisory Teacher for Inclusion in the London Borough of Hackney. After this he became full-time Director of the charity Disability Equality in Education, which trained over 120,000 education professionals. All Richard’s work is prompted by disability equality, inclusion and the social model of disability. Richard was UKDPC representative at the Ad hoc Committee framing the UN Convention on the Rights of Persons with Disabilities. He is author of the only handbook on implementing Article 24: Inclusive Education, for the Commonwealth. He has held many positions, including UK Rep on the European Disability Forum from 2004 to 2012, Chair of the Alliance for Inclusive Education and Vice Chair of Council for Disabled Children for 12 years and on various UK government committees. He is Coordinator of UK Disability History Month (www.ukdhm.org). Recently, World of Inclusion won an award at the Zero Conference, 2016 for a series of anti-disablist bullying films


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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

Wednesday, January 24, 2018

Education Crises As Crises for Capital



EDUCATION CRISES AS CRISES FOR CAPITAL

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


This is the second of my two papers prepared for the International Seminar for Public Pedagogies on Crisis and Education at the University of East London (Stratford Campus) for 21st February 2018.

The paper shifts the focus on education crisis from a concern with crisis in education as an attack on public, state-financed education towards education crises education as crises for capital, for capitalist development.




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

Thursday, December 28, 2017

A Force for Good, Or Policing the Poor? Police Officers Based in Schools in England



A FORCE FOR GOOD, OR POLICING THE POOR? POLICE OFFICERS BASED IN SCHOOLS IN ENGLAND

University of East London
Cass School of Education and Communities

International Centre for Public Pedagogies Seminar Series

We are delighted to announce the following seminar.

Wednesday 24th January 2018

1-2pm

Room: ED2.04

Amanda Henshall, University of Greenwich

A force for good, or policing the poor? Police officers based in schools in England

Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England, particularly since the implementation of Safer School Partnerships from the early 2000s onwards. 

There has been little research undertaken on the work officers do, and how pupils experience the presence of police in their schools. This presentation will focus on recently published research, based on data obtained through a Freedom of Information request to all police forces in England and Wales. The study found that 17 of the 43 police forces base officers in schools. In London specifically, officers were found to be based in 182 secondary schools. Using school characteristics data, the study showed that officers were more likely to be based in schools with a higher percentage of pupils eligible for free school meals. 

In the US, where some ethnographic research has been carried out, studies show that the presence of police officers on school campuses may result in the escalation of minor infractions of school rules into criminal offences, and contribute to the school-to-prison pipeline. This research highlights the need for further study on the role of officers in schools in England, and to what extent their presence benefits, or otherwise, the schools and the pupils. The talk would be relevant to anyone working in or researching the secondary school phase, and/or interested in surveillance in contemporary society.

Dr Amanda Henshall  has been a Research Fellow in Education at the University of Greenwich since 2016. From 2013-15 she was a Senior Lecturer in Education at Greenwich, and has also taught at the University of Cumbria (London Campus). Previously, Dr Henshall worked as a researcher at the well regarded children’s charity the National Children’s Bureau, and at the University of London’s Institute of Education. Before taking her Masters and PhD at the University of Lancaster, she was a secondary school teacher of English and worked in a variety of settings, including with children who were out of school. 

Amanda Henshall (2017): On the school beat: police officers based in English schools, British Journal of Sociology of Education, DOI: 10.1080/01425692.2017.1375401


The International Centre for Public Pedagogy (ICPuP) was founded in 2013, it is based in the Cass School of Education and Communities, and is cross-disciplinary with other members from Psychology and Performing Arts. Public pedagogy is a relatively new area of educational scholarship that considers the application and development of educational theory and approaches beyond formal schooling. Public pedagogy therefore includes analysis, investigation and action research in contexts such as cultural education, public spaces, non-formal learning, technology and education, popular culture and political struggle. The centre hosts seminars once a month during term time. Staff from all schools and students are welcome.

Dr Charlotte Chadderton
Reader in Education
Fellow of the National Institute of Careers Education and Counselling (NICEC)

Cass School of Education and Communities
University of East London
Water Lane
Stratford
London E15 4LZ
0208 223 4771


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Glenn Rikowski

I wrote a short article on this topic in 2007, Playground Risks and Handcuffed Kids: We Need Safer Schools? This article can be viewed at Academia: http://www.academia.edu/11074776/Playground_Risks_and_Handcuffed_Kids_We_Need_Safer_Schools



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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


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.

--

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


Wednesday, February 22, 2017

Why Library Is Not A Dirty Word - Presentation Slides


Ruth Rikowski
Oxford, 2015

WHY LIBRARY IS NOT A DIRTY WORDPRESENTATION SLIDES

The presentation slides for Ruth Rikowski’s talk at The Froud Centre, Manor Park, London, on 10th June 2016 –are now available at Academia.

Why Library Is Not  A Dirty Word: Reclaiming Its Power And Possibility


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


Glenn Rikowski

In addition, Glenn Rikowski also has a new post at Academia: The Woodhead Federation? The Business Takeover of Schools in England




Saturday, January 21, 2017

PRESENTATIONS @ ACADEMIA


PRESENTATIONS @ ACADEMIA

I have recently uploaded a number of Presentations and Presentation Notes to Academia. These are as follows:





















To see the full list of Presentations and Presentation Notes, and further details, go to: https://independent.academia.edu/GlennRikowski/Presentations

To see all my postings to Academia, go to: http://independent.academia.edu/GlennRikowski

To see my posting at ResearchGate, go to: http://www.researchgate.com/profile/GlennRikowski