Policy Futures in Education

Outlook on Research in Education for Sustainable Development

Wed, 15 May 2013 16:11:59 GMT

Title: Outlook on Research in Education for Sustainable Development
Author: CORNELIA GRÄSEL; INKA BORMANN; KERSTIN SCHÜTTE; KATI TREMPLER; ROBERT FISCHBACH
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 115-127
ABSTRACT This article provides an overview of current research on Education for Sustainable Development (ESD). It shows a lack of correspondence between ESD research and recent debates in educational research. Research on ESD has established as a field of research with insufficient relations to other fields in educational research. Based on the overview the article suggests an outlook on prospective topics and methods in ESD research.

Racism, the Left and Twenty-first-century Socialism: some observations on the Gur-Ze'ev/McLaren interchange

Wed, 15 May 2013 16:11:59 GMT

Title: Racism, the Left and Twenty-first-century Socialism: some observations on the Gur-Ze'ev/McLaren interchange
Author: MIKE COLE
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 128-136
ABSTRACT The Gur-Ze'ev/McLaren interchange covered a wide range of issues that are important for twenty-first century socialists. In this article, the author concentrates on two of them: first, Gur-Ze'ev's charge that critical pedagogy is part of the 'new anti-Semitism'; second, his critique of McLaren's support for Hugo Chávez and the Bolivarian model of twenty-first century socialism.

Roles for Educators in Helping the USA Form a Real Global Society

Wed, 15 May 2013 16:11:59 GMT

Title: Roles for Educators in Helping the USA Form a Real Global Society
Author: RUBEN GENTRY
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 137-144
ABSTRACT By not properly addressing economic issues, health care, and educational needs, the United States of America was on the verge of financial collapse and people had to choose between having food or medicine. President Barack Obama emerged with a broad-based plan of change for the country which impacts every major sector of society. He wants peace to replace war, an economy that provides jobs, health care that brings relief to all Americans and education that is effective from preschool to college. This article moves from Obama's general vision for the country to his detailed plan for education. First, a review of literature is conducted to validate the merit of his plan. With a refined agenda, educators are challenged to embrace it and make ready for its implementation. The final charge is to focus attention on strategies for imparting quality education to students around the world.

Can Market Capitalism Be Greened? Environmental Education Revisited

Wed, 15 May 2013 16:11:59 GMT

Title: Can Market Capitalism Be Greened? Environmental Education Revisited
Author: DEB J. HILL; LYNLEY TULLOCH
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 145-153
ABSTRACT Widespread recognition of the detrimental effects that human activities have had on nature and its ecosystems can now be found in every domain of public policy. Since the inception of international accords in the 1970s provoked greater engagement by nations in environmental amelioration measures, 'education' has been lauded as an important panacea to promote a generational shift in attitudes and actions towards the conservation and protection of the environment. Using 'environmental education' as a backdrop for our discussion, our intention in this article is to apply the important insights of the Italian Marxist thinker, Antonio Gramsci (1891-1937) to an analysis of educational concerns. Although much existing radical environment theory involves acknowledgement of the complex and dynamic way in which civil society and the political economy are interconnected, Gramsci's historical, dialectical, and materialist worldview brings to light the extent of the hold that the prevailing forces of capitalism exert on those subjected to its valuations. The dynamics of attitudinal change are complex. Gramsci's work provides us with a richer understanding of the depth of the workings of power generated through the nexus of the cultural bulwarks of capitalist 'production'. This is an interrogation of curriculum theory of a deeper kind.

Neoliberalism, Policy Reforms and Higher Education in Bangladesh

Wed, 15 May 2013 16:11:59 GMT

Title: Neoliberalism, Policy Reforms and Higher Education in Bangladesh
Author: ARIFUL HAQ KABIR
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 154-166
ABSTRACT Bangladesh has introduced neoliberal policies since the 1970s. Military regimes, since the dramatic political changes in 1975, accelerated the process. A succession of military rulers made rigorous changes in policy-making in various sectors. This article uses a critical approach to document analysis and examines the perceptions of key stakeholders to explore how the International Financial Institutions (IFIs), and the economic and political interests of the ruling civil-military elites, worked together to consolidate power and adopt neoliberal policy in various sectors. Moreover, the democratic regimes, since the 1990s, have continued to implement neoliberal policies with support from the IFIs. As part of neoliberalism, the democratic regimes initiated a market-driven economic policy in the higher education sector in the 1990s. The neoliberal transformation of policies has brought major changes in the higher education sector in recent times. This article aims to examine and report on these changes.

Getting Past the Gatekeeper: safeguarding and access issues in researching HIV+ children in Jamaica

Wed, 15 May 2013 16:11:59 GMT

Title: Getting Past the Gatekeeper: safeguarding and access issues in researching HIV+ children in Jamaica
Author: PAUL MILLER; KEMESHA KELLY; NICOLA SPAWLS
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 167-174
ABSTRACT This article is derived from a recently completed research study on the 'Schooling Experiences of HIV+ Children in Jamaica'. It is written against the background of researching children generally, and also in the context of researching vulnerable children, specifically those who are HIV+. Research carries with it various notions of power and ethics, often manifested in terms of researchers gaining access to participants, researchers' positionality (i.e. whether they are an insider or outsider) and the intended use of the research findings. As regards the field experiences being reported in this article, researcher positionality was of only limited consequence. However, the intended use of the output of the research was central to gaining access to the key participants (namely children who are HIV+), since overriding issues for 'gatekeepers' (namely state officials and partners) included safeguarding children and the protection of their right to privacy and confidentiality.

On the Need to Ask Educational Questions about Education: an interview with Gert Biesta

Wed, 15 May 2013 16:11:59 GMT

Title: On the Need to Ask Educational Questions about Education: an interview with Gert Biesta
Author: HERNER SAEVEROT
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 175-184
ABSTRACT This interview attempts to articulate what it might mean to speak for 'Pädagogik' in an era where new trends in education run the risk of marginalizing 'Pädagogik' as an independent academic discipline. This trend can be found in several European countries and is judged by Herner Saeverot and Gert Biesta to be a development that is cause for concern.

Local Knowledge Brokerage for Data-Driven Policy and Practice in Education

Wed, 15 May 2013 16:11:59 GMT

Title: Local Knowledge Brokerage for Data-Driven Policy and Practice in Education
Author: JAN VANHOOF; PAUL MAHIEU
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 185-199
ABSTRACT The concept of 'knowledge brokerage' focuses on promoting the integration of the best available evidence into policy and practice-related decisions. In this study, emphasis is put on the knowledge brokerage role of cities. The study aims at finding similarities and differences in existing educational knowledge brokerage initiatives, at exploring the effectiveness of knowledge brokerage initiatives, and at explaining differences in the effectiveness of educational knowledge brokerage initiatives. Four medium-sized cities were investigated using a case study methodology. During the case studies a qualitative approach using document analysis and in-depth interviews was adopted. The article firstly describes the existing knowledge brokerage initiatives. The descriptive part also looks at the effectiveness of the studied knowledge brokerage initiatives by describing their (un)intended results. Afterwards three clusters of factors are introduced that can explain differences in the success of brokerage initiatives of cities: the policy context, the users and their organisation, and the knowledge brokerage system. The article stresses the importance of a context of trust, and a context that stimulates data use, and elaborates on findings regarding the impact of data literacy, data culture, the organisations' policy-making capacities, and a sense of urgency.

Existential Thoughts in Fanon's Post-colonialism Discourse

Wed, 15 May 2013 16:11:59 GMT

Title: Existential Thoughts in Fanon's Post-colonialism Discourse
Author: CHUAN-RONG YEH
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 200-215
ABSTRACT Frantz Fanon, a pioneer of post-colonial theory, attempted to seek some unbeknown possibilities through a Sartrean existentialism thought toward ethnic liberation and the fighting against imperialism. This article tries to enter Fanon's short life that was full of humanism and existentialist thought and to explore the hidden theoretical context when he was speculating the ethnic liberation movement and overturning imperialism. The article also tries to find a whole new vision and direction of thought about Fanon and his anti-colonial theory.

European Higher Education and Corporate Designs of Utopia

Wed, 15 May 2013 16:11:59 GMT

Title: European Higher Education and Corporate Designs of Utopia
Author: Ricardo D. Rosa
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 2 Pages: 216-222
ABSTRACT Not available

To be Accountable in Neoliberal Times: an exploration of educational policy in Ecuador

Tue, 5 Mar 2013 16:42:04 GMT

Title: To be Accountable in Neoliberal Times: an exploration of educational policy in Ecuador
Author: ENMA CAMPOZANO AVILES; MAARTEN SIMONS
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 1-12
ABSTRACT The ascendancy of neoliberal modes of governing has caused a shift in accountability practices in the public sector, including in the field of education. This shift can be observed in the accountability regimes introduced into education systems around the world. They reflect a strong focus on quality assurance/control and efficiency in order for countries to be able to survive in a global competitive environment. Increasingly operating in a global context, Ecuador also engaged in a series of policy initiatives to restructure accountability in its educational system. Based on a critical analysis of recent accountability policies in Ecuadorian education, this article determines the regime of accountability that is promoted in Ecuador today and discusses the emerging tensions.

Three Methods of Enhancing Global Educational Awareness for Future Teachers

Tue, 5 Mar 2013 16:42:04 GMT

Title: Three Methods of Enhancing Global Educational Awareness for Future Teachers
Author: IRIS HAAPANEN
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 13-18
ABSTRACT Teachers can echo the ethnic diversity of students in simulation trips to achieve an appreciation of globally indigenous education practices for future teachers. This article explores the three methods of achieving this, consisting of technology, acting out, and simulated trips, as they may be used by teachers to blend the more salient characteristics of various cultures into the existing curriculum without jeopardizing the intended student learning outcomes. The most likely result of using these methods will be to enrich the standard curriculum, accomplished through the use of technology and acting-out activities. Technically, this involves applying critical hermeneutics to globally indigenous education, but in this article the author will simply refer to it informally as a pedagogical awareness of 'collective individual differences' in the teaching-learning process. This application works at all levels: elementary, secondary, and university level.

Biotechnology Education in India: an overview

Tue, 5 Mar 2013 16:42:04 GMT

Title: Biotechnology Education in India: an overview
Author: KIRTI JOSHI; KAVITA MEHRA; SUMAN GOVIL; NITU SINGH
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 19-36
ABSTRACT Among the developing countries, India is one of those that recognises the importance of biotechnology. The trajectory of different policies being formulated over time is proof that the government is progressing towards achieving self-sufficiency. However, to cater to the ever-growing biotech industry, skilled manpower is required. This article therefore brings together reflections on the evolution of biotech education in India with the aim of giving an exposition on the diversity of issues concerning its growth and expansion within the country.

Dissolving the School Space: young people's media production in and outside of school

Tue, 5 Mar 2013 16:42:04 GMT

Title: Dissolving the School Space: young people's media production in and outside of school
Author: REIJO KUPIAINEN
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 37-46
ABSTRACT Young people bring their own media and literacy practices to school as an important part of their identity, taste and social life. These practices are changing the media ecology of schools, making the physical boundaries of schools more permeable and creating new, unofficial spaces at school. During peer-based learning, the enhanced media practices of students often get incorporated into the school environment and the learning process in different ways. In this article the author especially highlights youth media production practices, which may relate to school in three different ways: they may be school community-based practices, curriculum-based practices or out-of-school practices. This study shows how these practices create a dialogue between informal and formal learning and make space-time at school more dynamic and hybrid.

Creativity and the Biopolitical Commons in Secondary and Higher Education

Tue, 5 Mar 2013 16:42:04 GMT

Title: Creativity and the Biopolitical Commons in Secondary and Higher Education
Author: ALEXANDER MEANS
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 47-58
ABSTRACT This article draws on autonomist theory in order to examine the role of creativity in educational policy and governance. Drawing examples primarily from the North American context, it suggests that extant efforts to manage creativity in secondary and higher education are ultimately unstable, revealing what the Edu-factory collective has referred to as the 'double crisis' in education. This refers to the erosion of the social democratic purposes of education conjoined with emergent conflicts over knowledge and immaterial labor. Ultimately, the article suggests that creativity rests at a key axis of contestation between state-corporate power and the possibility of imagining alternative democratic and sustainable futures rooted in the common.

Pedagogical Systems and the Construction of the Primary School Teacher in the Teachers' Training Institution (Didaskalio) in Greece (1830-1933): issues of power and governmentality

Tue, 5 Mar 2013 16:42:04 GMT

Title: Pedagogical Systems and the Construction of the Primary School Teacher in the Teachers' Training Institution (Didaskalio) in Greece (1830-1933): issues of power and governmentality
Author: MARIA NIKOLAKAKI
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 59-73
ABSTRACT This article investigates the governmentality in the pedagogical systems through the teachers' mission and the corresponding teachers' education in Greece from the construction of the nation/state and for about a century, according to the socio-economical conditions that emerged. It does so in order to analyse the relation of society, the educational system and teachers' education. To this end, it decodes, through discourse analysis among other means, the state's official texts, the pedagogy applied, the teachers' tasks and position in teaching, and the impact of the above on teachers' education. It discerns three reform periods of teachers' education in Greece from the nineteenth to the mid-twentieth centuries, and explores how teachers were prepared in the Didaskalio (teachers' education institution) in each period. It concludes that power relations determine the construction of the teacher's soul in order to construct the child's soul.

Using Political Metaphors to Understand Educational Policy in Developing Countries: the case of Ghana and informal communities

Tue, 5 Mar 2013 16:42:04 GMT

Title: Using Political Metaphors to Understand Educational Policy in Developing Countries: the case of Ghana and informal communities
Author: JOHAN NORDENSVARD
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 74-88
ABSTRACT This article suggests that one needs to consider education as inherently political to better understand some of the problems in education policy in developing countries. It suggests that using political metaphors as a discursive framework can enhance the understanding of some of the limitations of formal schooling in developing countries. Political metaphors can be an alternative approach to the predominant market metaphors in education policy and can provide valuable insights for future research and policy that go beyond current approaches. By using Ghana as an example, this article focuses on the implications that strong informal communities and markets can have for formal schooling in developing countries.

The Philosophy of Turkish National and Higher Education

Tue, 5 Mar 2013 16:42:04 GMT

Title: The Philosophy of Turkish National and Higher Education
Author: ERDAL TOPRAKÇI; SERKAN BULDU ; EBRU BOZPOLAT; GÜLÇİN OFLAZ; İCLAL DAĞDEVİREN; ERSİN TÜRE
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 89-99
ABSTRACT This study aims to establish whether the Basic Law of National Education and the Law of Higher Education, both of which give direction to the Turkish educational system, are based on any educational philosophy trends, and to what extent. For this purpose, both laws were investigated using the ‘document analysis’ method. All the data obtained were interpreted through the content analysis process. The results of the survey found that neither law feeds on any educational philosophy but that both were mainly based on the ‘progressive’ trend. In addition, it was shown that each law also represents different philosophical trends when studied individually and therefore it was concluded that the Turkish educational philosophy does not show a combined characteristic.

On Science, Ecology and Environmentalism

Tue, 5 Mar 2013 16:42:04 GMT

Title: On Science, Ecology and Environmentalism
Author: LYNLEY TULLOCH
Journal: Policy Futures in Education
Year: 2013 Volume: 11 Issue: 1 Pages: 100-114
ABSTRACT Using ecological science as a backdrop for this discussion, the author applies Michel Foucault's historical genealogical strategy to an analysis of the processes through which sustainable development (SD) gained hegemonic acceptance in the West. She analyses some of the ideological mutations that have seen SD emerge from an environmentalist ideology based on ecological science to that of a mainstream market-oriented ideology for global economic development. This involves canvassing the voices of early environmental authors and ecologists, whose ideas such as 'carrying capacity', 'limits to growth' and 'finite resources' have been co-opted by the 'sustainable development' movement. It is argued that a discursive political and philosophical conservatism has muted the potential for a truly radical ecological approach.

Introduction. Why Read Giroux?

Fri, 7 Dec 2012 12:18:21 GMT

Title: Introduction. Why Read Giroux?
Author: Tina (A.C.) Besley
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 594-600
ABSTRACT Not available

Recuperating Democratic Spaces in an Age of Militarisation and a 'New Fascism'

Fri, 7 Dec 2012 12:18:21 GMT

Title: Recuperating Democratic Spaces in an Age of Militarisation and a 'New Fascism'
Author: PETER MAYO
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 601-615
ABSTRACT This essay provides a comprehensive overview of Henry Giroux's contribution over the years to critical thinking in education and beyond. It focuses primarily on Giroux's recent works concerning the changing nature of the State (from the social to the carceral and neoliberal state), the war against youth and children, the culture of militarisation, torture, the emergence of a 'new fascism', the corporatisation of schools and higher education and the need for intellectuals to extend their work beyond the confines of academia to engage as public intellectuals, as well as the roles of critical pedagogy and cultural studies in this regard. The article draws on a range of writings, including both academic and more 'public' writings from such outlets as Truthout and Counterpunch. While much of what is written presents a bleak picture of the current international socio-economic scenario, Giroux's work is infused with a sense of hope and agency. It is inspired by a view of a world not as it is now but as it can and should be.

Henry Giroux and the Arts

Fri, 7 Dec 2012 12:18:21 GMT

Title: Henry Giroux and the Arts
Author: DAVID TREND
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 616-621
ABSTRACT Henry A. Giroux is well known for pushing the definitions of education. From his early forays into what has been termed the 'New Sociology of Education' in the early 1980s to his more recent discussions of 'public pedagogy', Giroux has methodically challenged existing orthodoxies. This essay will focus on the interdisciplinary broadening of Giroux 's work in the early 1990s, especially his scholarship on the arts as it reflects the inclusive thinking that subsequently drove his contributions to critical theory, cultural studies, media, and radical democracy, as well as the field of education. In a period fraught with controversies over the role of teachers and artists in public life, Giroux forged new connections between these two embattled groups. Advancing the common figure of the 'cultural worker' as a facilitator of change, Giroux argued for 'Artists as Teachers' and 'Teachers as Artists'. This work inspired many in the arts and education, especially those with activist leanings, to see beyond definitions and conventions that had confined or isolated their efforts.

The Transformative Intellectual: an examination of Henry Giroux's ethics

Fri, 7 Dec 2012 12:18:21 GMT

Title: The Transformative Intellectual: an examination of Henry Giroux's ethics
Author: TONY KASHANI
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 622-626
ABSTRACT This article explores Henry Giroux's contributions to critical pedagogy. The author demonstrates how Giroux, as a public intellectual, has found his Ethics in the right place. The author further argues that Giroux's Ethics of virtue are present not only in the public person but also in his transformative writing.

Disposable Youth/Damaged Democracy: youth, neoliberalism, and the promise of pedagogy in the work of Henry Giroux

Fri, 7 Dec 2012 12:18:21 GMT

Title: Disposable Youth/Damaged Democracy: youth, neoliberalism, and the promise of pedagogy in the work of Henry Giroux
Author: CHRISTOPHER G. ROBBINS
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 627-641
ABSTRACT Perhaps more extensively and provocatively than any other contemporary theorist, Henry Giroux has theorized the relationship between youth and democratic public life. Beginning arguably with his first book, Ideology, Culture, and the Process of Schooling (Temple University Press, 1981), and continuing across a number of critically acclaimed works in the 1980s and early 1990s, Giroux uncompromisingly theorized the relationship between schooling and democracy, implicitly registering the importance of youth to a vibrant, radical democracy. Giroux redefined and expanded his analytic in the early 1990s with forays into postmodern theory, critical feminism, and media and cultural studies, among many other fields. With this redefined (and to this day evolving) analytic frame came an intensified effort to explicitly theorize the category of youth and analyze the broad socio-political, cultural and economic shifts that simultaneously transformed everyday life for youth and the 'image' - or figure - of youth across a range of sites, including policy discourse, news reportage and popular film. Yet, unlike other scholars and critics who considered youth in the 1990s (and today), Giroux also situated youth in relationship to the intellectual and her/his re-articulation amid these shifts. Giroux's contributions in this regard are singular and predictably compelling. In this article, the author considers the underlying method by which Giroux has theorized the relationships between youth, the intellectual, and democratic public life, while highlighting the contemporary relevance of this aspect of Giroux's massive body of work by appropriating it in an analysis of one intensification of the current war on youth found in the increasing use of tasers on children and youth in schools.

'Young People are No Longer at Risk - They are the Risk': Henry Giroux's Youth in a Suspect Society

Fri, 7 Dec 2012 12:18:21 GMT

Title: 'Young People are No Longer at Risk - They are the Risk': Henry Giroux's Youth in a Suspect Society
Author: SOPHIA A. McCLENNEN
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 642-646
ABSTRACT This article analyzes Henry Giroux's recent book Youth in a Suspect Society: democracy or disposability? (Palgrave, 2009) and situates it within his post-9/11 critical interventions. Giroux has focused his recent work on theorizing, critiquing and challenging the confluence of militarization, corporatization and right-wing ideology that has characterized US society post 9/11. Giroux's post-9/11 books take up a central concern - higher education, raced biopolitics, media spectacles, neoliberalism - but that central concern is understood within a larger matrix of interconnected forces that have all combined in recent years to create a major threat to the future of democracy in this nation. To that end, this essay surveys how Youth in a Suspect Society analyzes the ways that post-9/11 US society has transformed its understanding of youth from promise and potential to suspect and commodity.

Pedagogy in Catastrophic Times: Giroux and the tasks of critical public intellectuals

Fri, 7 Dec 2012 12:18:21 GMT

Title: Pedagogy in Catastrophic Times: Giroux and the tasks of critical public intellectuals
Author: DOUG MORRIS
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 647-664
ABSTRACT This article reflects on Henry Giroux's work as a critical public intellectual and the important role his work plays in fostering educated hope and insurgent possibilities during our present times of daily and longer term catastrophes. In addition to attempting to capture the experience of what it means and how it feels to read Giroux along with what Giroux is working to accomplish, the piece reflects on various forms of public pedagogy (anti-public and 'public' public), and the interpenetrating relationships between knowledge, power, politics and pedagogy. Furthermore, it examines the stepping in/stepping out nature of the approaches to theorizing and practicing, proposing and activating, and reflecting and insurrecting that inform Giroux's ongoing critical project. The piece includes a postscript: 'Blues for Giroux'.

The New Taylorism: hacking at the philosophy of the university's end

Fri, 7 Dec 2012 12:18:21 GMT

Title: The New Taylorism: hacking at the philosophy of the university's end
Author: ROBIN TRUTH GOODMAN
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 665-673
ABSTRACT This article looks at the critical writings of Mark C. Taylor. It suggests that Mark C. Taylor is rewriting a global imaginary devoid of the kind of citizenship that Henry Giroux claims as the basis for public education. Instead, Taylor wants to see the university take shape as profit-generating. According to Taylor, in lieu of learning to take positions in relation to the historical understanding that constitutes them, students are to be fitted into their identities as technology-users, directing their knowledge acquisition towards fulfilling contemporary corporate demand. This article places Taylor's op-ed positions on universities in the context of his writings in his fields of specialization, philosophy and religion, to show how he has manipulated the key terms of critical theory against critical theory's emphasis on critique and citizenship. Taylor twists the ideas of Kant, Kierkegaard, Hegel, and the Frankfurt School to show how the market must be thought of as God.

Why Henry Giroux's Democratic Pedagogy is Crucial for Confronting Failed Corporate School Reform and How Liberals Like Ravitch and Darling-Hammond Are Making Things Worse

Fri, 7 Dec 2012 12:18:21 GMT

Title: Why Henry Giroux's Democratic Pedagogy is Crucial for Confronting Failed Corporate School Reform and How Liberals Like Ravitch and Darling-Hammond Are Making Things Worse
Author: KENNETH J. SALTMAN
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 674-687
ABSTRACT Progressive media and the academic community outside of education has largely embraced liberal criticisms of corporate school reform or neoliberal educational restructuring, typified by the highly publicized writing and speaking of Diane Ravitch and Linda Darling-Hammond. Despite offering valuable policy information, the liberal view is grounded in a number of indefensible positions with regard to the politics of knowledge and curriculum, neoliberal globalization, and the relationship between the political economy of schooling and broader economic and political questions. The article juxtaposes the ethical, political and cultural thought of Henry Giroux against the liberal position. It suggests that those committed to educational justice ought to re-evaluate political and cultural values in the struggles against corporate school reform so as not to follow the mistaken liberal thought and collude with the neoliberal ideology and economic doctrine that animates these destructive policies.

Henry Giroux on Democracy Unsettled: from critical pedagogy to the war on youth - an interview

Fri, 7 Dec 2012 12:18:21 GMT

Title: Henry Giroux on Democracy Unsettled: from critical pedagogy to the war on youth - an interview
Author: MICHAEL A. PETERS
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 688-733
ABSTRACT This interview conducted with Henry Giroux begins by probing Henry's childhood, upbringing and undergraduate years to discover where his sense of social justice took hold. It also questions Henry about his working-class background and the major influences on his thought, including his relationships with Paulo Freire and Howard Zinn. The interview follows an autobiographical path to trace career highlights and contemporary interests.

Challenging the Neoliberal Global Minotaur (Henry A. Giroux: Education and the Crisis of Public Values: challenging the assault on teachers, students and public education)

Fri, 7 Dec 2012 12:18:21 GMT

Title: Challenging the Neoliberal Global Minotaur (Henry A. Giroux: Education and the Crisis of Public Values: challenging the assault on teachers, students and public education)
Author: Joao M. Paraskeva
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 700-716
ABSTRACT Not available

Santorum and God's Will: the religionization of politics and the tyranny of totalitarianism

Fri, 7 Dec 2012 12:18:21 GMT

Title: Santorum and God's Will: the religionization of politics and the tyranny of totalitarianism
Author: Henry A. Giroux
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 717-719
ABSTRACT Not available

The Scorched Earth Politics of America's Fundamentalisms

Fri, 7 Dec 2012 12:18:21 GMT

Title: The Scorched Earth Politics of America's Fundamentalisms
Author: Henry A. Giroux
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 720-727
ABSTRACT Not available

Gated Intellectuals and Fortress America: towards a borderless pedagogy in the Occupy Movement

Fri, 7 Dec 2012 12:18:21 GMT

Title: Gated Intellectuals and Fortress America: towards a borderless pedagogy in the Occupy Movement
Author: Henry Giroux
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 728-733
ABSTRACT Not available

Limits to Stability

Fri, 7 Dec 2012 12:18:21 GMT

Title: Limits to Stability
Author: ALAN COTTEY
Journal: Policy Futures in Education
Year: 2012 Volume: 10 Issue: 6 Pages: 734-736
ABSTRACT The author reflects briefly on what limited degree of global ecological stability and human cultural stability may be achieved, provided that humanity retains hope and does not give way to despair or hide in denial. These thoughts were triggered by a recent conference on International Stability and Systems Engineering.