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Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global Neoliberalism Dave Hill University of Northampton, UK Chief Editor, Journal for Critical Education Policy Studies www.jceps.com
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Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Mar 31, 2015

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Page 1: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver31 May- 3 Jun 2008

Educational Perversion and Global Neoliberalism

Dave HillUniversity of Northampton, UKChief Editor, Journal for Critical Education Policy Studies www.jceps.com

Page 2: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Summary

1. Need to Contextualise Educational Change within Capitalism and its current stage, neoliberalism. Also within Neoconservatism.

2. The Current Neoliberal Project of Global Capitalism: its Motivation, Demands and its (‘raced’ and gendered social class) effects

3. Capital’s Business Plan for Education: Business Agenda FOR Schools; Business Agenda IN Schools; Business Agenda Internationally

4. Restraining and Resisting Neoliberalism: The Resistant Role of Critical Cultural Workers

5. Wider than Pedagogy and Curriculum: Arenas for action by critical transformative socialist educators

6. Where to go from here? Resources.

Page 3: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Context and Impacts of Neoliberal (and Neoconservative) Education Policies

Social Class and Class War from Above The class impacts of Neoliberal Policies in Education in

Britain and The USA (and elsewhere) include:

(1)widening (`raced’ and gendered) social class educational inequalities;

(2) weakening key working class organisations such as trade unions and democratically elected municipal government;

(3) worsening pay, benefits and working conditions of workers in education- the intensification of labour and of the extraction of surplus value from workers’ labour power.

Page 4: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Results of the Neoliberalisation of Education

1: Loss of Equity, Economic and Social Justice and the Polarisation of the Labour Force 2: Loss of Democracy and Democratic Accountability3: Loss of Democracy and Collegiality by the workers4: Loss of Critical Thought. 5: Loss of the Hope of Global Equity6: Loss of Workers’ Securities

Effects on Workers’ Securities

Case Studies in JCEPS, in the Wayne Ross- Rich Gibson edited book, in the forthcoming Brad Porfilio and Curry Mallot book, and the forthcoming Routledge and Neoliberalism Series. Also see Dave Hill online articles

Page 5: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Capitalist Education Agendas

1. Agenda In education: profits, direct or indirect

2. Agenda For education: hierarchically and differently skilled labour power PLUS ideological acquiescence

3. Agenda For education corporations: that are nationally based profiting within the global economy

Page 6: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Case Study in England and Wales: Detheorized Teacher Education

`How to' has replaced 'why to' in a technicist curriculum based on 'delivery' of a quietist and overwhelmingly conservative set of 'standards' for student teachers.

Teachers are now, by and large, trained in skills rather than educated to examine the `whys and the why nots' and the contexts of curriculum, pedagogy, educational purposes and structures and the effects these have on reproducing capitalist economy, society and politics.

Page 7: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Different types of oppositional/ critical theory… all have political implications, from analysis to (in)action

Critical Thinking Ken Zeichner, Dan Liston, Tom Popkewitz

Critical Pedagogy (usually incorporating/ based on Freirean ideas)Ira Shor, Henry Giroux, Peter McLaren

Other Identitarian Critical Pedagogies..e.g. feminist, queer, anti-racist, and currently, Critical Race Theory

Patti Lather, Judith Butler, David Gillborn

Revolutionary Critical Pedagogy/ Socialist EducationMcLaren post mid-1990s, Paula Allman, Teresa Ebert, ‘The British Marxists’

(Glenn Rikowski, Mike Cole, Dave Hill, Jane Kelly, Terry Wrigley, Nick Grant).. and thousands of activists… this is grounded in Marxism and explicitly calls for the replacement of Capitalism by Socialism

Page 8: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

On Reforms

Marx and Engels 1977 [1847], p. 62) , we need to:fight for the attainment of the immediate aims, for the enforcement

of the momentary interests of the working class; but in the movement of the present, they also represent and take care of the future of the movement

And, in any case, reforms are not necessarily simply part of “minimum programme” realizable in the here and now of capitalist conditions and quiescent within them’. They can be in the nature of a kind of `transitional’ demand: a reform whose implementation would breach the framework of the current bourgeois order’ Leon Trotsky (e.g. Trotsky, 1938).

Page 9: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Reforms (and critical pedagogy) not enough!: The Task of Socialist Educators

1. to expose and organise and teach against the actual violence by the capitalist state and class against the `raced’ and gendered) working class;

2. to expose the ways in which they perpetuate and reproduce their power, that of their class, through the ideological and repressive apparatuses of the state (such as the media, the schooling, further education and university systems;

3. in particular the way they do this through demeaning and deriding the `cultural capital’ and knowledges of the (`raced’ and gendered) working class through what Pierre Bourdieu termed `cultural arbitrary’ and `symbolic violence’ – the way working class kids are largely taught they are crap, and upper class kids are taught they will control and inherit the earth, and some middle class kids are taught how to manage it for them;

4. argue for, propagate, organise, agitate for and implement democratic Marxist egalitarian change and policy- to move from deconstruction to reconstruction.

Page 10: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Class Consciousness

The key task, for Marxist educators- indeed Marxist- is class and class consciousness.

In The Poverty of Philosophy [1847] Marx distinguishes a 'class-in-itself' (class position) and a 'class-for itself' (class consciousness) and, in The Communist Manifesto (Marx and Engels, 1848), explicitly identifies the 'formation of the proletariat into a class' as the key political task facing the communists.

Page 11: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Socialist/ Marxist Pedagogy/ Curriculum Schooling for Economic and Social Justice

McLaren (2000) extends the “critical education” project into “revolutionary pedagogy”, which is clearly based on a Marxist metanarrative. Revolutionary pedagogy:

would place the liberation from race, class and gender oppression as the key goal for education for the new millennium. Education… so conceived would be dedicated to creating a citizenry dedicated to social justice and to the reinvention of social life based on democratic socialist ideals. (p. 196)

Socialist Educators need to go beyond critique into action: importance of theory and analysis…also of action, action in different arenas

…..need more actual examples and practice published/ disseminated, from the tens of thousands of contemporary and historical examples of socialist/ egalitarian/ revolutionary pedagogy, curriculum, organisation of schooling… lots happening globally!

Editorial Advisory BoardDr Karen Anijar-AppletonArizona State University, USAProf Jean AnyonCity University New York, USADr Wayne AuCalifornia State University, Fullerton, Califonia, USAProf James AvisUniversity of Huddersfield, UKProf Eva BahovecUniversity of Ljubljana, SloveniaGrant BanfieldFlinders University, AustraliaProf Len BartonLondon University, Institute of Education, UKProf Dennis BeachUniversity College Borås, SwedenDr Steve BestUniversity of Texas at El Paso, USAProf Xavier BonalUniversitat Autonoma de Barcelona, SpainDr Simon BoxleyKing Alfred's College, Winchester, UKProf Jacky BrineUniversity of the West of England, UKProf Richard Brosio University of Wisconsin Milwaukee, USAProf Mike ColeBishop Grosseteste University College Lincoln, UKProf Antonia DarderUniversity of Illinois, Urbana-Champaign, USAAdam Davidson-HardenWilfrid Laurier University, Waterloo, Ontario, CanadaDr Noah De LissovoyUniversity of Texas at San Antonio, USAGian Carlo Ramos DelgadoUniversidad Nacional Autónoma de MéxicoProf Newton DuarteUNESP - Universidade Estadual Paulista (University of Sao Paulo State) Brazil Dr Fuat ErcanUniversity of Marmara, TurkeyDr Ramin Farahmandpur Portland State University, USAProf Gustavo FischmanArizona State University, USAProf Steve FleuryLe Moyne College, Syracuse, NY, USAProf David Gabbard University of East Carolina, USAProf Luis Armando GandinUniversidade Federal do Rio Grande do Sul, Porto Alegre, Brazil Dr Rosalyn GeorgeGoldsmiths College, University of LondonDr Rich Gibson San Diego State University, USANick GrantEaling National Union of Teachers, London, UKProf Andy GreenLondon University, Institute of Education, UKProf Ilan Gur-ZeevUniversity of Haifa, IsraelDr Julia HallD'Youville College, Buffalo, USADr Ted HankinVolunteer Advice Worker, Nottingham, UKProf Kevin Harris Macquarie University, Sydney, AustraliaDr Richard Hatcher University of Central England, UKPhil HearseEditor, International ViewpointProf Pat HincheyPenn State University, Pennsylvania, USAProf Janet HollandSouth Bank University, London, UKDr Donna HoustonGriffith University, Queensland, AustraliaProf David HurshUniversity of Rochester, NY, USADr Nathalia JaramilloWest Lafayette, Indiana, USADr Ken Jones University of Keele, UKDr Samy Joshua University of Provence, FranceDr Richard KahnUniversity of North Dakota, USAProf Daniel KallosUniversity of Umea, SwedenDerek KassemLiverpool John Moores University, England Prof Deborah KelshCollege of Saint Rose, Albany, NY, USADr Ravi KumarJamia Milia Islamia University, Delhi, IndiaProf Samuel LeeNational Pingtung Teachers College, TaiwanDr Pepi Leistyna The University of Massachusetts Boston, USADr Tyson E. LewisMontclair State University, New Jersey, USAProf Hsi Nancy LienNational Hualien Teachers College, TaiwanDr Pauline LipmanUniversity of Illinois at Chicago, USAProf David W LivingstoneOISE University of Toronto, Canada Dr Chris LubienskiUniversity of Illinois, Champaign, Illinois, USAProf Sheila MacrineMontclair State University, Montclair, New Jersey, USADr Meg Maguire Kings College, London University, UKAlpesh MaisuriaUniversity of Northampton, UKDr Henry MaitlesUniversity of Strathclyde, Glasgow, ScotlandDr Curry MalottBrooklyn College, City University New York, USADr Gregory MartinGriffith University, Queensland, AustraliaProf Sandra MathisonUniversity of British Colombia, CanadaProf Peter MayoUniversity of Malta, MaltaTristan MccowanLondon Institute of Education and University of Northampton, UKDr Radhika MenonDelhi University, IndiaDr Shahrzad Mojab OISE, University of Toronto, CanadaDr Aura Mor-SommerfeldUniversity of Haifa, IsraelDr Rajani NaidooUniversity of Bath, UKDr John NaysmithUniversity of Portsmouth, England, UKAnthony J. NocellaSyracuse University, New York, USADr João ParaskevaUniversity of Minho, PortugalDr Nick Peim University of Birmingham, UKDr Dawn PenneyUniversity of Tasmania, Launceston, Tasmania, AustraliaDr Jill Pinkney-PastranaUniversity of California, Long Beach, USA Dr Brad PorfilioThe Richard Stockton College of New Jersey, USADr Scott Poynting Manchester Metropolitan University, England, UKDr Helen RaduntzUniversity of South Australia, AustraliaProf Diane ReayLondon Metropolitan University, UKDr Mashhood RizviSindh Education Foundation, Karachi, Pakistan Dr Susan Robertson Bristol University, UKProf E Wayne Ross University of British Colombia, CanadaProf Emir Sader Universidade do Estado do Rio de Janeiro, BrazilProf Anil SadgopalFormer Dean, Faculty of Education, University of Delhii, IndiaMitja Sardoc Educational Research Institute, Ljubljana, SloveniaDr Valerie Scatamburlo d'AnibaleUniversity of Wondsor, Ontario, Canada Dr Daniel ShugurenskyOntario Institute for Studies in Education, University of Toronto (OISE/UT), CanadaProf Angela SiqueiraUniversidade Federal Fluminense, BrazilDr Geri SmythUniversity of Strathclyde, Glasgow, ScotlandProf Shirley SteinbergMcGill University, Montreal, CanadaProf Juha SuorantaUniversity of Tampere, FinlandBill TemplerUniversity of Malaya, MalaysiaProf Sally Tomlinson Oxford University, UKProf Geoff TromanRoehampton University, EnglandSalim VallyUniversity of Witwatersrand, Johannesburg, South AfricaProf Kevin VinsonUniversity of Arizona, USADr Terry WrigleyEdinburgh University, Scotland

Editorial Assistant (Latin America)Tristan McCowan

Page 12: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Richard Brosio (2008)

Marx(ism) and neat lesson plans:

Marx never provided a neat lesson plan for an alternative model to capitalism. Instead, he told us that if we come to understand capitalism, most of us will oppose it; however, we will have to figure out what to construct as we struggle against the system in our place and time. (Brosio, 2008)

Page 13: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

• March 2003

• The Journal for Critical Education Policy Studies is published by IEPS, the Institute for Education Policy Studies, an independent Radical Left/ Socialist/ Marxist institute for developing analysis of education policy. It is at www.ieps.org.uk The Journal JCEPS seeks to develop Marxist analysis of policy, theory, ideology and policy development.

• The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, and postmodernist analyses and policy, together with articles that attempt to report on, analyse and develop socialist/Marxist transformative policy for schooling and education from a number of Radical Left perspectives, including Freirean perspectives. JCEPS also addresses issues of Social Class, 'Race', Gender and Capital/ism; Critical Pedagogy; New Public Managerialism and Academic / non-Academic labour, and Empowerment/ Disempowerment. The journal therefore welcomes articles from academics and activists throughout the globe. It is a refereed / peer juried international journal.

• Volume 6, Number 1:

Page 14: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

• Contents of latest edition of The Journal for Critical Education Policy Studies (vol 6(2), May 2008)

• May 2008• Ravi Kumar

Against Neoliberal Assault on Education in India: A Counternarrative of Resistance • Richard A. Brosio

Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System• Alex Means

Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago• Adam Davidson-Harden

Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs

• Philip KovacsNeointellectuals: Willing Tools on a Veritable Crusade

• Raquel Goulart BarretoRecontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007)

• Isaac N. ObasiWorld University Rankings in a Market-driven Knowledge Society: Implications for African Universities

• İlker C.BıçakçıThe capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs

• Kariane WestrheimPrison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK

• Sima SadeghiCritical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach?

• Martin Power“Crossing the Sahara without water”: experiencing class inequality through the Back to Education Allowance Welfare to Education programme

• Elaine HamptonU.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line?

• Richard D. LakesThe Neoliberal Rhetoric of Workforce Readiness

• Michael CorbettThe Edumometer: The commodification of learning from Galton to the PISA

• Liz JacksonReconsidering Affirmative Action in Education as a Good for the Disadvantaged

• Julia Hall, Kelvin McQueenReview Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge)

Page 15: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

• Want more?See the Wayne Ross and Rich Gibson book

• Google:• dave hill education policy• dave hill marxist• education and neoliberalism dave hill routledge• education and marxism dave hill deb kelsh sheila

macrine david gabbard peter mclaren

Page 17: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Socialist/ Marxist Analysis and Action, and Revolutionary Critical Pedagogy

Some is published in online journals such as

1. The Journal for Critical Education Policy Studies (www.jceps.com)

2. Cultural Logic (at http://clogic.eserver.org/)

3. Workplace, a Journal of Academic Labor (http://www.cust.educ.ubc.ca/workplace/)

4. Public Resistance (http://web.mac.com/publicresistance/iWeb/publicresistance/Public%20Resistance.html)

5. Radical Notes (http://radicalnotes.com/component/option,com_frontpage/Itemid,1/)

6. In the UK, The Socialist Teachers’ Alliance (http://www.socialist-teacher.org/)

7. in the USA, the Rouge Forum (http://www.rougeforum.org/)

8. International Viewpoint (online at http://www.internationalviewpoint.org/)

Page 19: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Routledge: Studies in Education and Neoliberalism, 2008… due out over the next few months

• Global Neoliberalism and Education and its Consequences • Editors: Dave Hill; Ravi Kumar

• Contesting Neoliberal Education: Public Resistance and Collective Advance. Editor: Dave Hill

• The Developing World and State Education: Neoliberal Depredation and Egalitarian Alternatives. Editors: Dave Hill; Ellen Rosskam

• The Rich World and the Impoverishment of Education: Diminishing Democracy, Equity and Workers’ Rights. Editor: Dave Hill

Page 20: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

For more Dave Hill, google

• dave hill education policy• dave hill marxist• education and neoliberalism dave

hill routledge• the hillcole group• The institute for education policy

studies www.ieps.org.uk• [email protected]

[email protected]

Page 21: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

Recent online articles by Dave Hill

• Hill, D. (2007) Education: Their Agenda and Ours. Socialist Resistance, 49. Sept. Online at http://www.socialistresistance.net/49resistance.pdf

• Hill, D. (2007) Socialist Educators and Capitalist Education. Socialist Outlook, 13. Online at http://www.isg-fi.org.uk/spip.php?article576

• Hill, D. and Boxley, S. (2007) Critical Teacher Education for Economic, Environmental and Social Justice: an Ecosocialist Manifesto. Journal for Critical education Policy Studies, 5(1). Online at http://www.jceps.com/index.php?pageID=article&articleID=96

• Hill, D. (2007) Critical Teacher Education, New Labour in Britain, and the Global Project of Neoliberal Capital. Policy Futures, 5 (2) pp. 204-225. Online at http://www.wwwords.co.uk/pfie/content/pdfs/5/issue5_2.asp

• Greaves, N., Hill, D. and Maisuria, A. (2007) Embourgeoisment, Immiseration, Commodification - Marxism Revisited: a Critique of Education in Capitalist Systems. Journal for Critical education Policy Studies, 5(1).Online at http://www.jceps.com/index.php?pageID=article&articleID=83

• Hill, D. (2006) Class, Capital and Education in this Neoliberal/ Neoconservative Period. Information for Social Change, 23. Online at http://libr.org/isc/issues/ISC23/B1%20Dave%20Hill.pdf

Page 22: Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global.

and….• Hill, D. and Kelsh, D. (2006) The Culturalization of Class and the Occluding of Class

Consciousness: The Knowledge Industry in/of Education. Journal for Critical Education Policy Studies, 4 (1).

• http://www.jceps.com/index.php?pageID=article&articleID=59

• Hill, D. (2004) Books, Banks and Bullets: Controlling our minds- the global project of Imperialistic and militaristic neo-liberalism and its effect on education policy. Policy Futures in Education, 2, 3-4, pp. 504-522 (Theme: Marxist Futures in Education). http://www.wwwords.co.uk/pfie/content/pdfs/2/issue2_3.asp

• Hill, D. (2004) O Neoliberalismo Global, a Resistência e a Deformação da Educação, Curriculo sem Frontieras 3, 3 pp.24-59. (Brazil) 2004)

• http://www.curriculosemfronteiras.org/

• Hill, D. (2004) Educational perversion and global neo-liberalism: a Marxist critique Cultural Logic: an electronic journal of Marxist Theory and Practice. Online at http://eserver.org/clogic/2004/2004.html

• Hill, D. (2003) Global Neo-Liberalism, the Deformation of Education and Resistance, Journal for Critical Education Policy Studies, 1 (1) http://www.jceps.com/index.php?pageID=article&articleID=7

• Hill, D. (2003) (second edition) Brief Autobiography of a Bolshie Dismissed. Brighton: Institute for Education Policy Studies. Online at http://www.ieps.org.uk.cwc.net/bolsharticle.pdf