Bücher der Reihe Marxism and Education

This book examines the multiple relationships between education, pedagogy, and social change in Latin America and beyond through a discussion of critical theory in education and its uses in Latin American society today. An international group of contributors discuss both individual countries and the region as a whole.

Higher education is increasingly unable to engage usefully with global emergencies, as its functions are repurposed for value. In a landscape of increased commodification of higher education, the book explores the relationship between alienation and crisis, before analysing how academic knowledge, work, identity and life are themselves alienated.

This book brings together a group of top international scholars who consider Pedagogy of Critique, Revolutionary Pedagogy and Radical Critical Pedagogy as forms of praxis to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities.

Aims to inform students, scholars, and educators about the complex processes and factors that promote or impede education's potential to enhance individual advancement within the socioeconomic structure of a late-industrialized country within the context of modern capitalism.

By presenting a series of intricate analyses of educational phenomena through the theoretical lenses offered by Immanuel Wallerstein and Istvan Meszaros, the book engages readers and helps them to critically analyze their own participation in the global economy, as citizens, policy-makers, and academics or teachers.

Educators have been working to develop an important body of literature on neo-liberalism, capitalism, and imperialism. This combines original empirical studies with literature review from critical adult education and feminist theory to examine the theories, and practices of adult education from a Marxist-Feminist perspective.

In Constructing Twenty-First Century Socialism: The Role of Radical Education, Motta and Cole explore the role of the politics of knowledge and pedagogy in the reinvention of socialism for the twenty-first century.

This book seeks to revive dialectical materialist interpretations of sexuality, relevant to K-12 settings and society. Issues addressed include: sexuality and the curriculum, theories of the family, critiques of postmodernism, socialist feminism, and activist tactics/strategies for organizing in K-12 settings.

In the first book in their series on Marxism and Education, Rikowski and Green use Marxist theory to examine the dialectic between race and power in education. The series is aimed at educationalists - teachers, researchers, policy-makers or administrators, as well as activists who consider the Marxist tradition a valuable and important resource.

Providing an overview and Marxist assessment of Tony Blair and New Labour's UK education policies, structures, and processes, the contributors in this exciting new collection discuss specific aspects of education policy and practices.

Extends Marxist analysis to include key concepts from the work of neo-Marxists Antonio Gramsci and Louis Althusser. It looks in detail at racism in the U.K. and the U.S. and goes on to examine the differences between schooling and education, and their relationship to racism in those two countries and in the Bolivarian Republic of Venezuela.

Marxist thinking can offer a critical understanding of education in an international context. Jones tackles these issues from a variety of angles and perspectives, taking advantage of recent theoretical innovations in Marxist analysis as well as the personal experiences of educational practitioners with Marxist commitments.

This book focuses on the challenge to Marxism posed by Critical Race Theory as this relates to educational theory, policy and practices with respect to both the US and UK.

Higher education is increasingly unable to engage usefully with global emergencies, as its functions are repurposed for value. In a landscape of increased commodification of higher education, the book explores the relationship between alienation and crisis, before analysing how academic knowledge, work, identity and life are themselves alienated.

Using an Open Marxist theoretical framework, this book provides a critique of the neoliberal reforms made to higher education since the late 1970s and the impact this has had on the sector. Rather than arguing for a return to the idea of the public university, the book argues that public and private models of higher education are both forms of capitalist accumulation and have historically perpetuated forms of oppression, exploitation and discrimination; thus, a more radical solution that addresses both the current crisis of higher education and the contradictory and exploitative nature of late capitalism is required. This book critically examines the autonomous learning spaces that emerged out of the UK student protests (2009-2010) and documents what can be learned from them to prefigure the idea of the university for a post-capitalist society.