Marx, Capital, and Education

Malott, Curry Stephenson; Ford, Derek R.

doi:10.3726/978-1-4539-1602-5

Cited by 31 publications

(11 citation statements)

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“…An estimated 90 percent of the female population of the tiny Nordic country dropped everything they were doing and took to the streets. The result: their massive collective action made Iceland’s “productive” (remunerated) economy grind to a veritable halt for one day (Martins, 2013; The Guardian , 2005). But the cultural side effects of that outcome, in terms of gender equity, proved to be much more lasting.…”

Section: Why Universal Early Childhood Education and Care (Ecec)?mentioning

confidence: 99%

“…Secondly, contracted help inside or outside of the home is subsidized according to family means. These two policies, according to Icelandic feminist scholar Annadís Rúdólfsdóttir (2014) (see also Martins, 2013), have been crucial not only to improving the wellbeing of children and their families as a whole, but to promoting equity between women and men and between the poorer and wealthier social classes as well. That said, the situation could still improve, among other reasons because the demand for ECEC after parental leave is not completely covered by the State.…”

Section: Why Universal Early Childhood Education and Care (Ecec)?mentioning

confidence: 99%

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Cornerstone of the Commons: Building equity through new-public spaces for the education and care of the very young

Teasley

2017

Policy Futures in Education

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Whereas universal public access to early childhood education and care has long occupied a prominent place in feminist demands to end patriarchy, not only has such access gone largely unmet in most countries, save some noteworthy exceptions, but privatized childcare and early education has only gained momentum through neoliberalism, a process that has been steadily privileging the few, not the many. It has hit southern European countries such as Spain hard, especially after additional crisis-related restrictions were imposed on public spending in education and other sectors in 2012. Who, then, does the neoliberal agenda for early education actually serve? Pedagogically speaking, such discriminatory provision can hardly benefit the great majority of children it is supposed to serve, if we take the 1989 United Nations Convention on the Rights of the Child as a guide. On the contrary, its purpose is more likely to select and mold youth in inequitable ways that benefit school investors, proprietors or other economic players, more than the children themselves. And, as numerous scholars assert, corporative elite interests behind the commodification of social provision exert increasing control over the decisions made not only in education but in all areas of political economy and social organization. So how might we begin to counter this “business as usual” of our times? An important starting point involves developing robust and creative collective support for attending to and educating the youngest members of society. Their right to equitable education and accessible, optimal, public care is envisioned and explored here from a critical intersectional perspective as one of the essential building blocks of the Commons. Some inspiring initiatives in this regard will be identified around the globe, their key ideological and organizational tenets laid out, and their implications for forging transformative projects elsewhere discussed.

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Section: Why Universal Early Childhood Education and Care (Ecec)?mentioning

confidence: 99%

Section: Why Universal Early Childhood Education and Care (Ecec)?mentioning

confidence: 99%

Cornerstone of the Commons: Building equity through new-public spaces for the education and care of the very young

Teasley

2017

Policy Futures in Education

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“…The DME class was positioned in critical pedagogy with the hopes that students in the course, as future secondary educators, would help empower their own students to fight for social justice. Malott and Ford (2015) have asserted that “critical pedagogy, at its best, challenges students to become conscious of their own consciousness as part of the process of self-transformation” (p. 21). Thus, through education, future teachers can assist youth to learn how to question their own thought processes as well as iniquities in all areas of life to fight racial, ethnic, sexual, classist, and gendered issues as adults.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…According to Malott and Ford (2015), “Racism and white supremacy are not surface features of U.S. society; they are structural features that are engrained materially and ideologically” (p. 118). Due to the deeply ingrained racist roots which run through this nation’s past and present, I wanted the DME class to confront and challenge the issues of race, class, and ethnicity in U.S. society and not just celebrate a “look how far we’ve come” perspective.…”

Section: The Curriculummentioning

confidence: 99%

From the Beginning: Creating a Diversity and Multicultural Education Course at Jacksonville State University

Rubin

2017

Education and Urban Society

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In the fall of 2015, a new secondary education class, Diversity and Multicultural Education, was introduced at Jacksonville State University in Jacksonville, Alabama, USA. Although many multicultural theorists emphasize the importance of students taking diversity/multicultural education courses in college, there is no real model for creating such a class. This article creates a framework for how to conceptualize and teach a diversity and multicultural education course at the university level. It discusses the creation of the class through a critical pedagogy framework, the units which comprise the course, and the connection to current events. The article also includes student reflections about personal growth due to taking the new course, as well as personal reflections from the author.

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“…My approach here, however, is to understand the politics of recitation, which, as we will see, requires revisiting the idea of reproduction and untangling some of the intellectual history surrounding it. While others have similarly revisited debates over resistance and reproduction to trace the origins of class-based perspectives on student resistance (McGrew, 2011), or to advance a revolutionary communist perspective on education (Malott & Ford, 2015;Ford, 2016), my nascent project is somewhere in between: to understand concrete, everyday schooling practices from a socialist perspective (Backer, 2016b). Such a project requires carefully articulating concepts from debates about society and school to know what is at stake politically in dominant pedagogies like recitation.…”

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confidence: 99%

The Politics of Recitation: Ideology, Interpellation, and Hegemony

Backer

2017

Harvard Educational Review

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In this article, David I. Backer introduces the politics of recitation as a third realm for research on recitation pedagogy, in addition to process and product. Recitation is the pattern of classroom talk where a teacher asks a question, a student responds to the question, and the teacher evaluates the response. Research on classroom talk shows that this pattern is the dominant script in classrooms in the United States. Revisiting debates among critical theorists of schooling, particularly around the concept of hegemony, Backer argues that the politics of recitation is best understood in terms of interpellation, the concrete occurrence of ideological reproduction. He also maintains that recitation does not interpellate students into a particular category but instead teaches students to become interpellatable to any social category, independent of historical context. The article opens new possibilities for research into the connection between recitation and ideology and describes what liberatory pedagogy can look like.

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Marx, Capital, and Education

Cited by 31 publications

References 0 publications

Cornerstone of the Commons: Building equity through new-public spaces for the education and care of the very young

Cornerstone of the Commons: Building equity through new-public spaces for the education and care of the very young

From the Beginning: Creating a Diversity and Multicultural Education Course at Jacksonville State University

The Politics of Recitation: Ideology, Interpellation, and Hegemony

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