Drawing class lines through critical education: A proletarian program for the current crisis (original) (raw)
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Educational Theory, 1998
Over the last decade, the exultant pronouncements and echolalic commentaries on the demise of socialism advanced by liberal and conservative propagandists of capitalism (including the growing ranks of post-Marxists) have helped to set in train the imperatives of a revitalized global order built around the logic of the free market. As Rightist ideologues hoist the banner of unrestrained, frictionless, speculator capitalism while at the same time sounding the requiem for Marxism in the catacombs of realpolitik, the United States Left stands in disarray, currents of anxiety cascading through its ranks. The pivotal historical mechanisms leading to the so-called "end of ideology" have resulted in the absence of a radical Left able and ready to contest the social, cultural, and economic imperatives of the neoliberal capitalist class. The educational Left has not remained immune to the disorganization in the ranks of the Left in general, and the Marxist Left in particular. While the educational Left has made interesting advances with respect to the critique of postmodern culture, its performance has been prima facie discouraging in challenging the consolidation of global capitalist relations over the last several decades. The Marxist educational Left has, for the most part, carefully ensconced itself within the educational establishment in an uneasy alliance that has disabled its ability to do much more than engage in radical posturing, while reaping the benefits of scholarly rewards. This essay will discuss the dangerous triumph of global capitalism, will advocate for a revitalized Leftist critique of capital, and will sketch provisionally a number of directions for critical education.
The twentieth century has left in its wake, the abolition of nation states, countless class struggles, politically impotent progressive intellectuals, and an "Empire" materializing before our eyes. As global capitalism expands, it continues its brutal neoliberal attacks on the working class, resulting in program cuts, abolition of a living wage, job outsourcing, dissolution of social security, and privatization of public enterprises, particularly, education. With this new reality, there no longer exists any real threat to global capitalism. Nor is there any consideration for the development of a global society. 1 With no apparent alternative to these unbridled market-led economic strategies, it seems that fundamental structural changes in society are no longer possible; the Left has become an anachronism. 2 At the end of the millennium the onset of 'everything postmodern' and the consequent Marxist bashing and calls for the 'death of Marxism and socialism,' provides extinction as the only prospect facing Marxist educational theory. 3 Disenfranchised, dispersed, and disheartened Leftists and lapsed Marxists, alike, find themselves trapped within a barrage of postmodernisms. Diluted efforts and weakened positions are also exacerbated by a lack of coherency, with many differing directions, no common language, and no clear cut theoretical response to a strengthened 'Right.' In response to these tensions, a new book, Marxism Against Postmodernism in Educational Theory (Lexington Books, NY), has arrived. This book is a collective work by a number of different writers. It challenges postmodernist politics and Sheila L. M acrine 220 | P a g e theories and argues for Marxism's continuing relevance. The book offers a welldeveloped rigorous Marxist-inspired critique of postmodernism and post structuralism in educational settings. Also, it provides the language to respond to the onslaught of postmodernism. As two of the authors attest, this book discerns a need to clear the decks of junk theories and debilitating 'political' posturing because of the urgent task ahead for critical social theorists. The authors argue the significance of education and training, as resources, for constructing a future based on the struggle against capital, the social forms and institutions it engenders, and the social inequalities that arise from its market mechanisms. Dave Hill and Mike Cole eloquently argue that postmodernism marginalizes and serves to disempower the oppressed by denying the notion of 'emancipation in a general sense.' This is especially true considering the global scale and rate of capitalist market exploitations: concomitant with open class conflict, aggressive consumerism, rapacious individualism, xenophobic tribalism, and chauvinistic nationalism. These issues ensure that Marxist thought is an inescapable part of the intellectual weaponry for today's freedom fighters. 4 In this book, the authors show the intellectual rigor to respond, the courage to take the less traveled path, and the integrity to be dissenting voices against postmodernism.
A Difficult "Return": Marxism and a Possible Future for Critical Pedagogy
This essay reconsiders the turn away from Marxism in the “second wave” of critical pedagogies. The author argues that justifiable concerns with Marxist methods and preoccupations have led to a new set of elisions and “imbalances,” notably an inattention to material inequality and an aversion for universal theorizing. In light of the increasingly urgent need for new forms of solidarity and resistance, a “return” to Marx and a single theoretical framework for critical pedagogy is proposed. The challenge for this renewed singular framework is to avoid prioritizing one experience of oppression over another, as first-wave critical pedagogies tended to do, while at the same time offering a space to examine the relationship between them.
2021
Boronski (2022) elaborates on the dire need to expand our understanding of critical pedagogy and embrace a "language of possibilities" (Giroux, 2011) centering the narratives of historically excluded populations in order to dismantle hegemonic ideas. This book allows readers to deeply reflect on how abstract notions of democracy, justice, and equality could become tangible through an intentional development of consciousness. This book is timely when examining the current debate on the teaching of history and Critical Race Theory (CRT) (Crenshaw et al., 1996; Delgado, 2012; Yosso, 2005) as well as the increasing debates surrounding access to higher education and its purpose in today's society. This book situates education within the context of neoliberalism and how public education (PK-16) reifies inequalities seen across systems, particularly within the present era of hyper-capitalism. Citing the works of Thomas Piketty (2020), Boronski argues that an extreme form of capitalism, or hyper-capitalism, has spread in speed and intensity. It has usurped the political consciousness with a commitment to social democracy that followed World War II. Instead, corporate interests have set up specific agendas and dominate the discourse around public access to common goods. Thus, the humanity of the individual seems to have been forgotten.
Coming to Critical Pedagogy: A Marxist Autobiography in the History of Higher Education
Leaders in Critical Pedagogy, 2015
In this essay Malott traces his journey to critical pedagogy focusing on a significant element of his family's ethnic and class background and its connection to his own educational experiences from public schooling to university. Drawing on Marx's historical discussions at the end of Volume 1 of Capital Malott traces his own German/English background to the transition from feudalism to capitalism in Europe and how that process was connected to the American colonies and the emergence of capitalism in what would become the United States of America. Malott argues that this historical discussion both helps better understand the current neoliberal era of perpetual budget cuts and austerity measures, and the true class position of most workers who wrongly self-identify as middle-class. In the end, this autobiography is intended to advance a proletarian class-consciousness and the movement to transcend capital it demands.
Critical Pedagogy and Capitalism – an ideal couple?
Critical Pedagogy and Capitalism – an ideal couple? When reading notions of renowned supporters of critical pedagogy and their views on capitalism one might be led to conclusions of incompatibility of the two subjects. Are these accomplished authors’ notions sufficiently differentiating the various aspects of the two subjects when they challenge the educational value contribution of capitalism? Are some of their views more political and less matter oriented? What value might derive for education from a mutually inclusive view? This paper seeks to create a better understanding about the potential benefits for education deriving from the interdependent relation between a capitalistic dominated economy and critical pedagogy.
Critical Education, Critical Pedagogies, Marxist Education in the United States
2015
As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-in-practice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored.