Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism (Marxism and Education)

In response to the myriad of market-driven models of reform in education and beyond, 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 Front Matter....Pages i-xvii Introduction....Pages 1-13 Front Matter....Pages 15-15 A Wolf in Sheep’s Clothing or a Sheep in Wolf’s Clothing: Resistance to Educational Reform in Chile....Pages 17-40 Education Rights, Education Policies, and Inequality in South Africa....Pages 41-63 Taking on the Corporatization of Public Education: What Teacher Education Can Do....Pages 65-86 Revolutionary Critical Pedagogy: The Struggle against the Oppression of Neoliberalism—A Conversation with Peter McLaren....Pages 87-116 Front Matter....Pages 117-117 Class, Capital, and Education in this Neoliberal and Neoconservative Period....Pages 119-143 Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory....Pages 145-166 Hijacking Public Schooling: The Epicenter of Neo-Radical Centrism....Pages 167-185 Critical Teaching as the Counter-Hegemony to Neoliberalism....Pages 187-209 Empowering Education: Freire, Cynicism, and a Pedagogy of Action....Pages 211-234 Teachers Matter... Don’t They? Placing Teachers and Their Work in the Global Knowledge Economy....Pages 235-255 Afterword After Neoliberalism? Which Way Capitalism?....Pages 257-259 Back Matter....Pages 261-269 "An extraordinary emancipatory work: bravely negotiating the globalized toxic ruins of neo-liberalism. This is a liberatory project that embraces building a more just and democratic social world, transforming the ashes of oppressive pedagogical practices into a universe of critical and creative revolutionary possibility."--Karen Anijar, Professor Emeritus, Arizona State University "This volume provides both a much-needed political and economic critique of the dominant neoliberal reforms in the economy and education, and a theoretical and pedagogical path towards a democratic society and schools. I commend the contributors for their intellectual and political courage."--David Hursh, University of Rochester, and author of High-Stakes Testing and the Decline of Teaching and Learning This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democratic approaches to teaching and makes a spirited case for teaching as a critical and revolutionary act