Beginning from the premise that a range of Marxist theoretical tendencies, or Marxisms, inform recent critical scholarship in education, this volume reaffirms, rearticulates, and interrogates central philosophical and practical commitments in this tradition. Chapters engage important issues confronting the field in the present conjuncture in global capitalism, including the meaning of democratic education, neoliberalism’s ideological and material assault on teaching and learning, relationships between race and class in schooling and society, models for critical and emancipatory pedagogy, the implication of education in imperialism and colonialism, and links between education and revolutionary organizations and movements. Rather than attempting to provide a comprehensive view of the field, this volume presents a diverse set of crucial interventions that take up foundational as well as contemporary developments in Marxist theory and consider their implications for the field of education. The chapters in this book were originally published as journal articles by Taylor and Francis.
Introduction 1. Learning by dispossession: democracy, promotion and civic engagement in Iraq and the United States 2. Critical Pedagogy and Class Struggle in the Age of Neoliberal Globalization: Notes from History’s Underside 3. Porto Alegre as a counter-hegemonic global city: building globalization from below in governance and education 4. Economic crisis, accountability, and the state’s coercive assault on public education in the USA 5. Between education and the economy: high-stakes testing and the contradictory location of the new middle class 6. Globalisation and Its Educational Discontents: neoliberalisation and its impacts on education workers’ rights, pay and conditions 7. The Race for Class: Reflections on a Critical Raceclass Theory of Education 8. Accumulation of the primitive: the limits of liberalism and the politics of occupy Wall Street 9. Pedagogy in Common: Democratic education in the global era 10. Jacques Rancière, Education, and the Art of Citizenship 11. Defining the political ontology of the classroom: toward a multitudinous education 12. Studying like a communist: Affect, the Party, and the educational limits to capitalism 13. Neoliberalism in the Academic Borderlands: An On-going Struggle for Equality and Human Rights
Biography
Noah De Lissovoy is Associate Professor of Cultural Studies in Education at the University of Texas at Austin, USA. His research centers on critical approaches to education policy, curriculum, and cultural studies, with a special focus on the intersecting effects of race, class and capital. He is the author of Power, Crisis, and Education for Liberation (2008) and Education and Emancipation in the Neoliberal Era (2015), and co-author of Toward a New Common School Movement (with Means and Saltman, 2014).
