The Palgrave International Handbook of Marxism and Education

The Palgrave International Handbook of Marxism and Education is an international and interdisciplinary volume, which provides a thorough and precise engagement with emergent developments in Marxist theory in both the global South and North. Drawing on the work of authoritative scholars and practitioners, the handbook explicitly shows how these developments enable a rich historical and material understanding of the full range of education sectors and contexts. The handbook proceeds in a spirit of openness and dialogue within and between various conceptions and traditions of Marxism and brings those conceptions into dialogue with their critics and other anti-capitalist traditions. As such, it contributes to the development of Marxist analyses that push beyond established limits, by engaging with fresh perspectives and views that disrupt established perspectives. Praise for The Palgrave International Handbook of Marxism and Education Contents Notes on Contributors List of Figures Part I: In: Marxist Modes and Characteristics of Analysis in Education Chapter 1: Introduction: The Relevance of Marxism to Education 1.1 The Problem of Education 1.2 Renewing Dialogues in Marxism and Education 1.3 Marx and Education 1.4 Marx, In, Against and Beyond Education 1.5 Overview of the Handbook References Chapter 2: Marx, Materialism and Education 2.1 Introduction: The Importance of Material History 2.2 Social and Sensuous 2.3 Negativity: Identity and Non-identity The Unity of Opposites A Movement of Contradictions Storytelling as Emancipation 2.4 A Practical Methodology Grounded Epistemologically and Ontologically The Relationship Between Consciousness and Practical Experience The Practicality of Social Entanglements 2.5 Against the Violence of Epistemic Foreclosure 2.6 Conclusion: Dialectical Materialism as an Unfolding Movement References Chapter 3: Value in Education: Its Web of Social Forms 3.1 Introduction 3.2 Social Form 3.3 Social Forms, Education and the General Class of Commodities Competition (Competitionalization) Commodity (Commodification)8 Market (Marketization) Money (Monetization) 3.4 Social Forms, Education and Labor-power 3.5 Conclusion: A Web of Social Forms References Chapter 4: Breaking Bonds: How Academic Capitalism Feeds Processes of Academic Alienation 4.1 Introduction 4.2 What Does Marx Say About Alienation? 4.3 Conceptualizations of Alienation After Marx 4.4 A Review of Academic Capitalism 4.5 Academic Alienation 4.6 Disalienating Openings 4.7 Conclusion References Chapter 5: The Class in Race, Gender, and Learning 5.1 Introduction 5.2 Reading Marxist Feminism in Education 5.3 Thinking Through Social Relations of Difference Difference, Identity, and the Pain of Oppression The Struggle to Overcome Fragmentation and False Universalisms 5.4 Returning to Living, Learning, and Teaching Revolution References Chapter 6: Foundations and Challenges of Polytechnic Education 6.1 Introduction 6.2 Theoretical Assumptions of Historical Materialism for the Formation of Man 6.3 Labor and Education in Capitalism 6.4 Polytechnic Education: A Concept Constructed by Capital-Labor Contradiction 6.5 The Legacy of Marx and Engels for Working-Class Education 6.6 Final Considerations: The School of the ‘Crossing Over’ in Brazil as a Synthesis of Historical Contradictions in the Struggle for Working-Class Education References Chapter 7: Liberation Theology, Marxism and Education 7.1 Introduction 7.2 Gods and Idols War 7.3 Theory of Fetishism 7.4 Popular Education for Liberation 7.5 Conclusion References Chapter 8: Marxism and Adult Education 8.1 Introduction 8.2 Marxism in Adult Education 8.3 Outlines of a Marxist (Adult) Education Pedagogy 8.4 What Does a Marxist Pedagogy Look Like? 8.5 Moving Forward References Chapter 9: In-Against-Beyond Metrics-Driven University: A Marxist Critique of the Capitalist Imposition of Measure on Academic Labor 9.1 Introduction 9.2 Marx and the Double Perspective on Measure 9.3 Measure and the Tension Between the Social and Isolated Individual 9.4 The Emergence of the Metrological System Controlled by the Capital 9.5 In: Or the Critique of the Political Economy of Measure 9.6 Against: Or Academic Struggles Around Measure 9.7 Beyond the Capitalist Measure of Academic Labor 9.8 Conclusion References Chapter 10: Classroom as a Site of Class Struggle 10.1 Introduction 10.2 Classes, Capitalism, Class Struggle, and Classroom Ideological Class Struggle from Above in Academia Ideological Class Struggle from Below in Academia 10.3 What Kind of Questions for What Kind of Society and Education? Questions About the Science of Society Philosophical Questions 10.4 Going Beyond Questioning: And Educating—The Educators 10.5 Conclusion References Chapter 11: Science Communication, Competitive Project-Based Funding and the Formal Subsumption of Academic Labor Under Capital 11.1 Introduction 11.2 Project-Based Science Communication 11.3 Competitive Project-Based Funding and the Commodification of Academic Research 11.4 Formal Subsumption of Academic Labor Under Capital 11.5 Formal Subsumption of Academic Labor Under Capital Through Competitive Project-Based Funding 11.6 Conclusion References Chapter 12: Commodification, the Violence of Abstraction, and Socially Necessary Labor Time: A Marxist Analysis of High-Stakes Testing and Capitalist Education in the United States 12.1 Introduction 12.2 A Brief, Materialist History of Standardized, High-Stakes Tests in the United States Standardized Testing, I.Q., and White Supremacist Eugenics High-Stakes Testing and Modern U.S. Federal Education Policy 12.3 High-Stakes Testing, Commodification, and the Violence of Abstraction Standardized Testing and Commodity Fetishism 12.4 High-Stakes Testing, Correlations, and Measurement 12.5 Measuring Socially Necessary Labor Time 12.6 Conclusion References Chapter 13: The Reproduction of Capitalism in Education: Althusser and the Educational Ideological State Apparatus 13.1 Introduction 13.2 Reproduction of Capitalism: A Brief Synthesis1 Reproduction as a Concept State (and) Capitalism 13.3 Education in Capitalism: Althusser and Educational Ideological State Apparatus 13.4 The Sudden Disappearance of Structuralism 13.5 Conclusion References Part II: Against: Emerging Currents in Marxism and Education Chapter 14: Critique of the Political Economy of Education: Methodological Notes for the Analysis of Global Educational Reforms 14.1 Introduction 14.2 The Critique of Political Economy and the Method of Investigation 14.3 Political Economy and Education 14.4 Investigating Global Educational Reforms 14.5 Concluding Remarks References Chapter 15: The Beginnings of Marxism and Workers’ Education in the Spanish-Speaking Southern Cone: The Case of Chile 15.1 Introduction 15.2 A Marxist Thinker, Organizer, and Educator 15.3 First Marxist Approaches by Recabarren 15.4 The Educational and Revolutionary Role of the Organization 15.5 Unions and Union Action: The Argentinean Influence 15.6 Socialist Party: The European Influence 15.7 The Educational and Revolutionary Role of the Working-Class Press 15.8 Conclusion References Chapter 16: Commodification and Financialization of Education in Brazil: Trends and Particularities of Dependent Capitalism 16.1 Introduction 16.2 Private Hegemonic Apparatuses and Neoliberal Education 16.3 Particularity of the Commodification of Education in the Twenty-First Century Commercialization and Financialization of Education Commodification in Brazil Private Higher Education 16.4 Basic Education 16.5 Conclusion References Chapter 17: Critical Environmental Education, Marxism and Environmental Conflicts: Some Contributions in the Light of Latin America 17.1 Education, Human Formation and the Environmental Question in Capitalism 17.2 The Pedagogy of Environmental Conflict 17.3 Situating the Logic of Extractivism: Between Environmental Struggles and Conflicts in Latin America 17.4 Final Considerations: For a Critical Environmental Education in Facing Environmental Conflicts in Latin America References Chapter 18: Green Marxism, Ecocentric Pedagogies and De-capitalization/Decolonization 18.1 Introduction: Marxism Is RedGreen 18.2 Research Method 18.3 Ecocentric Pedagogies and Green Marxism 18.4 Case Studies: Selective Instances of Practical Applications Barefoot College Green School System 18.5 Conclusion: De-capitalization/Decolonization References Chapter 19: Indian Problem to Indian Solution: Using a Racio-Marxist Lens to Expose the Invisible War in Education 19.1 Introduction 19.2 Assimilation: The Indian Problem Then Is the Indian Problem Now 19.3 Looking at the Indian Problem Through Critical Race and Marxist Lenses 19.4 Racial Capitalism as a Conceptual Framework 19.5 Making the Invisible War Machine Visible 19.6 Who’s Looking? War Machine’s Gaze Devalues and Dehumanizes the Other 19.7 Functions of the SCWSC Machine 19.8 War Over White Control of Cycles of Production and Consumption 19.9 Indigenous Strategies for Decolonialization of Public Schools Foregrounding Relationships Settler-Colonial Replacement to Indigenous Futurity Browning the Curriculum and Rematriation Centralizing the Perceptual Shift: 2D Illusions to 3D Realities 19.10 Conclusion: The Indian Solution, Smashing Reflections Frozen in Settler-Colonial-Capitalist Mirrors References Chapter 20: Re-reading Socialist Art: The Potential of Queer Marxism in Education 20.1 Introduction 20.2 Part I: A Conceptual History 20.3 The Critique of Alienation 20.4 Queer Pedagogy 20.5 Part II: Queer Marxism—Re-reading For Your Sake, Anca 20.6 Part III: Conclusion—Queer Marxism in Education References Chapter 21: Making Sense of Neoliberalism’s New Nexus Between Work and Education, Teachers’ Work, and Teachers’ Labor Activism: Implications for Labor and the Left 21.1 The New Neoliberal Project1 21.2 Focusing on Education to Understand and Contest Changes in Work, Capitalism, and the New Neoliberal Project The New Neoliberal Project and a Terrain of Reform Neoliberal Reforms and Changes to Knowledge Work The Need for Critical Scholarship of Educational Proletarianization 21.3 Theorizing Capitalism as a Social System 21.4 Teacher Unionism’s Unique Location and Contribution References Chapter 22: Contemporary Student Movements and Capitalism. A Marxist Debate 22.1 Introduction 22.2 The Rise and Fall of the 1960s Protests Postwar Capitalism: The Golden Years Students and the Revolutionary Anti-capitalism of the 1960s The Marxist Interpretations 22.3 On the 2010s Student Wave The New Neoliberal Context of HE Student Critiques of the Neoliberal HE The Marxist Interpretations 22.4 Discussion and Conclusion References Part III: Beyond: Marxism, Education and Alternatives Chapter 23: Revisiting and Revitalizing Need as Non-dualist Foundation for a (R)evolutionary Pedagogy 23.1 Autobiographical Preface 23.2 Introduction 23.3 An Overview of a Marxian Philosophy of Need Marx’s Ontology of Needs The Capitalist Structure of Needs The Alienation of Needs Under Capitalism The Doctrine of True and False Needs The Rejection of Needs, the Rejection of Universalism 23.4 The Essential Corrective: Separating Needs from Satisfiers 23.5 Need-Based Pedagogical Frameworks Human-Scale Development Nonviolent Communication Shared Ontological Principles 23.6 Conclusion: A Non-dualist Sense-Perception for a (R)evolutionary Praxis of Needs Transrationalist Epistemology Nondualism References Chapter 24: Reproduction in Struggle 24.1 Introduction 24.2 Marx’s Preservation as Reproduction 24.3 Neither Structuralism Nor Culturalism Will Do: Johnson’s Reproduction-in-Struggle 24.4 Carnoy’s Mediation 24.5 Lefebvre’s Production of New Relations 24.6 Dussel’s Analectics 24.7 Conclusion References Chapter 25: State and Public Policy in Education: From the Weakness of the Public to an Agenda for Social Development and Redistribution 25.1 Introduction 25.2 Human Capital and Education 25.3 Marxism and the Critique of Human Capital 25.4 A Decolonial Critique of Human Capital 25.5 Public Policy and Social Development References Chapter 26: Marxism, (Higher) Education, and the Commons 26.1 Introduction Conceptual Clarifications Overview of the Chapter 26.2 What Marx? What Marxism? 26.3 Marxism and the Common(s) 26.4 Existing Examples of the Common-Led Practices in Higher Education Diachronic Perspective Common Ontology of Higher Education The Commons as a Legacy of Past Struggles Synchronic Perspective Common Institutional Form Multiplicity of Common Struggles Higher Education Commons Beyond the University Walls 26.5 Potential Lines for Further Research 26.6 Conclusion References Chapter 27: Marx, Critique, and Abolition: Higher Education as Infrastructure 27.1 Introduction 27.2 Marx, Critique, and the University 27.3 Abolition and Accumulation Marx and Du Bois on Abolition, Reconstruction, and Universities Dual-Sided Abolitionism Against Violent Accumulation in Capitalist Institutions Where We Start the Story of the University Matters 27.4 Historicizing US Higher Education—An Abolitionist Lens 27.5 Education as Infrastructure for Racial-Colonial Capitalism 27.6 Conclusion: Infrastructures of Abolition, Liberation, and Decolonization References Chapter 28: Toward a Decolonial Marxism: Considering the Dialectics and Analectics in the Counter-Geographies of Women of the Global South 28.1 Introduction 28.2 The Dialectic—Development as the Resolution of Contradictions 28.3 Dussel and Analectics 28.4 An Intersectional Marxism 28.5 The Zapatistas: A Case Example 28.6 Calling for a Decolonial Marxism References Chapter 29: The (Im)possibilities of Revolutionary Pedagogical-Political Kinship (M)otherwise: The Gifts of (Autonomous) Marxist Feminisms and Decolonial/Abolitionist Communitarian Feminisms to Pedagogical-Political Projects of Collective Liberation 29.1 Introduction 29.2 Politicizing Pedagogically Social Reproduction and (Feminist) Revolutionary Subjects/ivities 29.3 Refusing Blanqueamiento: Decolonizing Feminist/Feminized Ceremonial Enfleshment of Collective Liberation 29.4 Ample Mestizaje Hearts 29.5 Feminizing/Feminist and Decolonizing Abolitionist Pedagogical-Political Revolution/ary Subjects (M)otherwise References Chapter 30: Marxism in an Activist Key: Educational Implications of an Activist-Transformative Philosophy 30.1 Introduction 30.2 Problematizing and Radicalizing the Notion of Reality in Marxism 30.3 Expanding Marx: Understanding Reality as a Lived Struggle 30.4 The Radical Ungivenness of the World: Educational Implications 30.5 Concluding Remarks: Drawing Links and Addressing the Next Steps References Chapter 31: Series Editor’s Afterword: Weaving Other Worlds with, Against, and Beyond Marx References Index