Studying like a communist: Affect, the Party, and the educational limits to capitalism

Ford, Derek R.

doi:10.4324/9781315098197-13

Cited by 4 publications

(16 citation statements)

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“…Accordingly, “learning is always concerned with and determined by ends (learning goals, outcomes, etc. )” (Ford, 2016c: 3). The logic of learning, like the logic of conceived space, is about the re-/production of capitalism and, therefore, learning is ultimately about social reproduction (Bowles and Gintis, 1976/2011; Giroux, 1983; Wubbena, 2015).…”

Section: Theoretical Framework: Spatial Educational Theorymentioning

confidence: 98%

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A pedagogy for space: Visually framing the 2011 Chilean student movement

Wubbena

2017

Policy Futures in Education

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The 2011 Chilean student protests were a powerful social movement aimed at transforming education and, with it, the social spaces and formations of daily life. This social movement was pedagogical because students transformed the city into a classroom to gain control over the production of space. In this vein, the student movement provided a catalyst for reconstituting public education as a universal social right. Based on the perspective of spatial educational theory, I conducted a visual framing analysis of three photographs taken during the 2011 Chilean student movement. I employed a four-tiered visual framing method. The three photographs were purposefully selected from different media sources to represent the three dimensions of spatial educational theory, including learning in conceived space, studying in lived space, and teaching in perceived space. In doing so, this article provides a novel way to explain spatial educational theory by visually operationalizing it as a pedagogy for space during the Chilean student movement. This article also works to broaden our conceptualization of student movements as pedagogical events for social transformation.

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Section: Theoretical Framework: Spatial Educational Theorymentioning

confidence: 98%

“…Studying augments and operationalizes representational space. Ford (2016a, 2016c, 2017) draws on Lewis’ (2011, 2013) theory of studying. The studier studies, and by studying, the studier, is concerned with perpetual activity focused on means without actualizing some predetermined outcome.…”

Section: Theoretical Framework: Spatial Educational Theorymentioning

confidence: 99%

A pedagogy for space: Visually framing the 2011 Chilean student movement

Wubbena

2017

Policy Futures in Education

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“…As of late, theorizing that goes beyond traditional Leninist arguments for the need of revolutionary vanguard Party has been on the rise in academia (e.g., Dean 2012Dean , 2016Ford 2016aFord , 2016b. Jodi Dean (2012: 207) argues, "the party is a vehicle for maintaining a specific gap of desire, the collective desire for collectivity."…”

Section: The Partymentioning

confidence: 99%

“…In addition, what happens when people go home from the protest and the crowd? The crowd wants to endure, but it cannot without the Party (Dean 2016;Ford 2016a). The Party keeps open the political gap produced by the crowd after people have left the protest.…”

Section: The Partymentioning

confidence: 99%

“…To do this we must explore the revolutionary history of the Chinese Communist Party, particularly after 1949 when the CCP took power. While Dean (2016) and Ford (2016a) have theorized about "the Party" (i.e., a revolutionary communist party) in contexts where communist parties are not in power, and thus at their weakest, in this paper I attempt to theorize and understand a Communist Party that is powerful, in the sense that it has taken state power, and has a major and determining influence on a particular social formation.…”

Section: Introductionmentioning

confidence: 99%

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Having Faith in the Party Again: The Two-Line Party Struggle in the Chinese Communist Party

Chambers

2018

Human Geography

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At the present time, the Communist Party is not looked upon as an agent for revolutionary change. It is seen as an archaic artifact that needs to be left in the dustbin of 20th century history. Some in the “New Left” argue for a “post-party politics” – because contemporary party politics are so “closely bound up with structures of power, the possibility that political parties will transform themselves and formulate a new politics is extremely low” (Wang 2016, 169). In sum, we should not have faith in the Party in radically changing social formations. However, this view abstracts from the political and social dynamics of communist parties. Communist parties provide the “affective infrastructure” for activists (Dean 2016) and create the flexible, disciplined organizational form necessary for maneuvering through the complexities of a revolutionary moment. An investigation of the historical and contemporary “line struggles” within the Chinese Communist Party gives insight into how communist parties can foster change in a social formation. This paper seeks to install hope that the Party, particularly the Chinese Communist Party (CCP), can once again create revolutionary change.

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Feats of Strength for Weak Utopianism: Giorgio Agamben, Educational Potentiality and the Studious Spatiality of the Active Learning Classroom

Murphy

2020

J Philosophy of Edu

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One outcome of the increasing interest from philosophy of education circles in the work of Giorgio Agamben has been the possibility of apparently small alterations to enact a radical emancipatory change. This 'weak utopianism' (Lewis, 2013) found in Agamben's work means that traditionally radical changes are viewed with skepticism, as grand alternative designs often merely result in the operationalisation and actualisation of new ordering rather emancipation. In a recent commentary on Agamben's philosophy of education, Igor Jasinski (2018) argues that the theory of weak utopianism means that innovative classroom designs 'should not be considered' examples of Agambenian philosophy of education at work. In this article, I respond through an analysis of the case of active learning classrooms. Despite existing as a form of innovative classroom design, I argue that they nevertheless abide Agambenian principles in the philosophy of education as spaces open to-without demanding-study. The active learning classroom is not the ideal-type studious space but a paradigm, the case that stands outside of (while standing in for) the rest of the set. Situated in-between inspiration and implementation, I argue that active learning classrooms are the paradoxically strongest form of weak utopianism, leaving educational potentiality open while also representing a significant rethinking of the spatiality of the classroom. Active learning classrooms thus pose significant questions both for Agambenian philosophy of education in particular and critical pedagogy in general. 'What the example shows is its belonging to a class, but for this very reason the example steps out of its class in the very moment in which it exhibits and delimits it…The example is thus truly a paradigm in the

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Studying like a communist: Affect, the Party, and the educational limits to capitalism

Cited by 4 publications

References 0 publications

A pedagogy for space: Visually framing the 2011 Chilean student movement

A pedagogy for space: Visually framing the 2011 Chilean student movement

Having Faith in the Party Again: The Two-Line Party Struggle in the Chinese Communist Party

Feats of Strength for Weak Utopianism: Giorgio Agamben, Educational Potentiality and the Studious Spatiality of the Active Learning Classroom

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