Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31

1
Canadian Society for the Study of Education
Conference, University of British Columbia,
Vancouver31 May- 3 Jun 2008Educational
Perversion and Global NeoliberalismDave
HillUniversity of Northampton, UKChief Editor,
Journal for Critical Education Policy Studies
www.jceps.com
2

• Summary
• Need to Contextualise Educational Change within
  Capitalism and its current stage, neoliberalism.
  Also within Neoconservatism.
• The Current Neoliberal Project of Global
  Capitalism its Motivation, Demands and its
  (raced and gendered social class) effects
• Capitals Business Plan for Education Business
  Agenda FOR Schools Business Agenda IN Schools
  Business Agenda Internationally
• Restraining and Resisting Neoliberalism The
  Resistant Role of Critical Cultural Workers
• Wider than Pedagogy and Curriculum Arenas for
  action by critical transformative socialist
  educators
• Where to go from here? Resources.

3
Context and Impacts of Neoliberal (and
Neoconservative) Education PoliciesSocial Class
and Class War from Above

• The class impacts of Neoliberal Policies in
  Education in Britain and The USA (and elsewhere)
  include
• 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.

4
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 Accountability 3 Loss
of Democracy and Collegiality by the workers 4
Loss of Critical Thought. 5 Loss of the Hope
of Global Equity 6 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
5

• Capitalist Education Agendas
• 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

6

• 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.

7

• 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
  Education
• McLaren 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

8

• 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).

9

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

10

• 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.

11

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Site accessed 293042 times    site by The
Journal for Critical Education Policy
Studies ISSN 1740-2743 An e-journal published
by The Institute for Education Policy Studies 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 1May 2008 Ravi KumarAgainst
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 MeansNeoliberalism 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 Ilker C.BiçakçiThe
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 PowerCrossing 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) Editors Prof Dave HillUniversity of
Northampton, UK (Chief/managing Editor)Prof
Peter McLarenUniversity of California, Los
Angeles, USA (Editor, North America)Prof Pablo
GentiliUniversidade do Estado do Rio de Janeiro,
Brazil (Editor, Latin America)
Editorial Advisory Board Dr 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 SiqueiraUniversidad
e 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

• 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
  analysisalso 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!

12

• 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)

13

• 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

14

• Contents of latest edition of The Journal for
  Critical Education Policy Studies (vol 6(2), May
  2008)
• May 2008
• Ravi KumarAgainst 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 MeansNeoliberalism 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
• Ilker C.BiçakçiThe 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 PowerCrossing 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)

15

• 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

16
Marxist work by British Marxists Glenn Rikowski
and by Mike Cole

• Glenn Rikowski
• Google him and his online analysis
• e.g. The Volumizer

• Mike Cole

17

• 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/publicres
  istance/iWeb/publicresistance/Public20Resistance.
  html)
• 5. Radical Notes (http//radicalnotes.com/componen
  t/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.rougefo
  rum.org/)
• 8. International Viewpoint (online at
  http//www.internationalviewpoint.org/)

18
Schooling and Equality Fact, Concept and Policy
Dave Hill and Mike Cole
19
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

20
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
• dave.hill_at_northampton.ac.uk
• dave.hill35_at_btopenworld.com

21
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.pd
  f
• Hill, D. (2007) Socialist Educators and
  Capitalist Education. Socialist Outlook, 13.
  Online at http//www.isg-fi.org.uk/spip.php?artic
  le576
• 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?pageIDarticlea
  rticleID96
• 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/c
  ontent/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?pageIDarticlearti
  cleID83
• 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/B120Dave20Hill.
  pdf

22
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?pageIDarticlearti
  cleID59
• 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/pf
  ie/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?pageIDarticlearti
  cleID7
• 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