Education, Struggle, and the Left Today1

International Journal of Educational Reform

Volumn 10, Issue 2, 2001, Pages 145-162

  Cole, Mike ^a   Hill, Dave ^a   Rikowski, Glenn ^a   McLaren, Peter ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141744917     PISSN: 10567879     EISSN: 26319675     Source Type: Journal    
DOI: 10.1177/105678790101000203     Document Type: Article

References (29)

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2. Cole M., (Ed.). (2000). Education, equality, and human rights: Issues of gender, “race,” sexuality, special needs and social class. London: Routledge & Falmer Press.
3. Cole M., & Hill D., (1995). Games of despair and rhetorics of resistance: Postmodernism, education and reaction. British Journal of Sociology of Education, 16(2), 165–182.
4. Cole M., Hill D., & Rikowski G., (1997). Between postmodernism and nowhere: The predicament of the postmodernist. British Journal of Educational Studies, 45(2), 187–200.
5. Cole M., Hill D., Pease J., & Soudien C., (1997). Critical transformative teacher: A model for the new South Africa. In Lynch J., Modgil S., & Modgil C., (Eds.), Education and Development: Tradition and Innovation, Vol. 3: Innovations in Developing Primary Education. London: Cassell.
6. Cole M., Hill D., & Shan S., (1997). Promoting equality in primary schools. London: Cassell.
7. Hill D., (1999). New Labour and education: Policy, ideology and the Third Way. London: Tufnell Press.
8. Hill D., (1999). Social Class. In Matheson D., & Grosvenor I., (Eds.), An introduction to the study of education. London: David Fulton.
9. Hill D., (2000a forthcoming). State theory and the neoliberal reconstruction of schooling and teacher education: A structuralist neo-Marxist critique of postmodernist, quasi-postmodernist, and culturalist neo-Marxist theory. British Journal of Sociology of Education.
10. Hill D., (2000b forthcoming). The formal curriculum and the hidden curriculum as ideological and cultural reproduction. In Hill D., & Cole M., (Eds.), Schooling and equality: fact, concept and policy. London: Kogan Page.
11. Hill D., (2001 forthcoming). Education, education, education: Capitalism, Socialism and the Third Way. (London: Tufnell Press and the Institute of Education Policy Studies).
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18. McLaren P., (1997). Epilogue-beyond the threshold of liberal pluralism: Towards a revolutionary democracy. In McLaren P., (Ed.), Revolutionary multiculturalism: Pedagogies of dissent for the new millenium. Boulder, CO: Westview Press.
19. McLaren P., (1999a). The educational researcher as critical social agent: Some personal reflections on Marxist criticism in postmodern de-educational climates. In Grant C., (Ed.), Multicultural Research: A reflective engagement with race, class, gender and sexual orientation. London: Falmer Press.
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23. Rikowski G., (1996). Left alone: End time for Marxist educational theory? British Journal of Sociology of Education, 17(4), 415–451.
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25. Rikowski G., (1999a). Nietzsche, Marx and mastery: The learning unto death. In Ainley P., & Rainbird H., (Eds.), Apprenticeship: Towards a new paradigm of learning. London: Kogan Page.
26. Rikowski G., (1999b). Education, capital and the transhuman. In Hill D., McLaren P., Cole M., & Rikowski G., (Eds.), Postmodernism in educational theory: Education and the politics of human resistance. London: Tufnell Press.
27. Rikowski G., McLaren P., Hill D., & Cole M., (2000). Red chalk: Three UK Marxist educational theorists on schooling, capitalism, and politics. (Mike Cole, Dave Hill, and Glenn Rikowski—interviewed by Peter McLaren). London: Tufnell Press in association with the Institute of Education Policy Studies.
28. Sanders M., Hill D., & Hankin T., (1999). Education theory and the return to class analysis. In Hill D., McLaren P., Cole M., & Rikowski G., (Eds.), Postmodernism in educational theory: Education and the politics of human resistance. London: Tufnell Press.
29. Thrupp M., (2000). Compensating for class: Are school improvement researchers being realistic? Education and Social Justice, 2(2), 2–11.