History, histories, or historicity? The time of educational liberation in the age of empire

Review of Education, Pedagogy, and Cultural Studies

Volumn 29, Issue 5, 2007, Pages 441-460

  De Lissovoy, Noah ^a  

^a NONE

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[No Author keywords available]

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EID: 34548380530     PISSN: 10714413     EISSN: 15563022     Source Type: Journal    
DOI: 10.1080/10714410701566314     Document Type: Article

References (40)

1. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1996), 25-26. This work will be cited as PO in the text for all subsequent references.
2. See also, in particular, Paulo Freire, Pedagogy in Process: The Letters to Guinea-Buissau (New York: Seabury Press, 1978), and Pedagogy of Hope (New York: Continuum, 1999).
3. Georg Lukács, History and Class Consciousness (Cambridge: MIT Press, 1971).
4. Freire, Pedagogy of Hope, 98.
5. Paulo Freire, Teachers as Cultural Workers: Letters to Those Who Dare Teach (Boulder: Westview Press, 1998), 94.
6. Karl Marx, Grundrisse: Foundations of the Critique of Political Economy (Baltimore: Penguin Books, 1974), 260.
7. Freire, Pedagogy of Hope, 98.
8. Theodor W. Adorno, Negative Dialectics (New York: Continuum, 1995). The tensions between the thought of the Frankfurt School and the orthodox Marxist perspective as represented in critical pedagogy are described in detail by Ilan Gur-Ze'ev in "Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-Education," Educational Theory 55, no. 3, (2005): 343-365.
9. See Antonio Negri, Marx Beyond Marx: Lessons on the Grundrisse (South Hadley: Bergin and Garvey, 1984) for the most sophisticated statement of this position.
10. Edward W. Said, Culture and Imperialism (New York: Vintage Books, 1993), 167.
11. Dipesh Chakrabarty, Provincializing Europe: Postcolonial Thought and Historical Difference (Princeton: Princeton University Press, 2000), 9.
12. Ibid., 9.
13. See Partha Chatterjee, Nationalist Thought and the Colonial World: A Derivative Discourse (Minneapolis: University of Minnesota Press, 1986) and Ranajit Guha, "On Some Aspects of the Historiography of Colonial India," in Selected Subaltern Studies, ed. Ranajit Guha and Gayatri Chakravorty Spivak (Oxford: Oxford University Press, 1988), 37-44, for an analysis of this phenomenon with regard to the discourses of Indian nationalism and nationalist historiography.
14. Gayatri Chakravorty Spivak, "Subaltern Studies: Deconstructing Historiography," in Selected Subaltern Studies, ed. Ranajit Guha and Gayatri Chakravorty Spivak (Oxford: Oxford University Press, 1988), 16.
15. Ibid., 17.
16. Max Horkheimer and Theodor W. Adorno, Dialectic of Enlightenment (Stanford: Stanford University Press, 2002), 30-31.
17. Frantz Fanon, The Wretched of the Earth (New York: Grove Press, 1963), 40.
18. Michael Hardt and Antonio Negri, Empire (Cambridge: Harvard University Press, 2000), 201-203.
19. Jürgen Habermas, The Theory of Communicative Action, Volume 1: Reason and the Rationalization of Society (Boston: Beacon Press, 1984).
20. Dead Prez (C. Galvin/ L. Alford/ V. Williams/ A. Mair), "Behind Enemy Lines," on Let's Get Free [CD] (New York: Loud Records, 2000).
21. Henry A. Giroux, The Abandoned Generation: Democracy Beyond the Culture of Fear (New York: Palgrave Macmillan, 2003).
22. See for example Richard J. Meyer, "Captives of the Script: Killing Us Softly with Phonics," Language Arts 79, no. 6 (2002): 452-61
23. and Bobby Ann Starnes, "On Dark Times, Parallel Universes, and Déjà Vu," Phi Delta Kappan 82, no. 2 (2000): 108-14.
24. Linda M. McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000).
25. Robert W. McChesney, Rich Media, Poor Democracy: Communication Politics in Troubled Times (Urbana: University of Illinois Press, 1999).
26. Fredric Jameson, Postmodernism, or, the Cultural Logic of Late Capitalism (Durham: Duke University Press, 1991), 49.
27. Michael W. Apple, Ideology and Curriculum. 2nd ed. (New York: Routledge, 1990), 7.
28. See Noah De Lissovoy and Peter McLaren, "Educational 'Accountability' and the Violence of Capital: A Marxian Reading," Journal of Education Policy 18, no. 2 (2003): 131-43, for a description of this process of proceduralization in relation to standardized testing regimes.
29. Paulo Freire and Donaldo Macedo, Literacy: Reading the Word and the World (South Hadley: Bergin and Garvey, 1987), 137.
30. This return of an emphasis on class struggle to Freire's thought and to dialogue itself has been the focus ofmuch of Peter McLaren'swork; see his Che Guevara, Paulo Freire, and the Pedagogy of Revolution (New York: Rowman and Littlefield, 2000).
31. Martin Buber, I and Thou (New York: Charles Scribner's Sons, 1970), 62.
32. This does not mean that critical dialogue does not position its participants in specific ways, as some postmodernists have argued. However, not only do such postmodern readings fail to show that dialogue should be jettisoned as a methodology, as Nicholas Burbules and Suzanne Rice point out in "Dialogue Across Differences: Continuing the Conversation," Harvard Educational Review 61, no. 4 (1991): 393-416; in addition, it is a misunderstanding of critical dialogue to say that it positions its participants as transparent or unproblematic subjects.
33. Kwame Anthony Appiah suggests just such a rearticulation of the idea of humanism in "Is the 'Post-' in 'Postcolonial' the 'Post-' in 'Postmodern'?" in Dangerous Liaisons: Gender, Nation, and Postcolonial Perspectives, ed. Anne McClintock, Aamir Mufti, & Ella Shohat (Minneapolis: University of Minnesota Press, 1997), 420-444.
34. Audre Lorde, The Black Unicorn (New York: Norton, 1978), 32.
35. See for example Brecht's Mother Courage (New York: Grove Weidenfeld, 1955), which is an unparalleled exposition of the ambiguities of both bourgeois and revolutionary virtue in the face of the concrete contradictions of war and exploitation.
36. C.L.R. James, "Dialectical Materialism and the Fate of Humanity," in The C.L.R. James Reader, ed. Anna Grimshaw (Cambridge, MA: Blackwell, 1992), 153-81.
37. Saskia Sassen, Globalization and Its Discontents: Essays on the New Mobility of People and Money (New York: The New Press, 1998).
38. See Kenneth J. Saltman and David A. Gabbard, Education as Enforcement (New York: Routledge, 2003).
39. Also, John Devine's Maximum Security: The Culture of Violence in Inner-City Schools (Chicago: University of Chicago Press, 1996) describes how the intensification of security and disciplinary apparatuses in schools coincides with an institutionalized neglect of students.
40. Joel Westheimer and Joseph Kahne, "Education for Action - Preparing Youth for Participatory Democracy," in Teaching for Social Justice, ed. William Ayers, Jean Ann Hunt and Therese Quinn (New York: The New Press, 1998), 1-20.