- Critical Theory, Philosophy of Education, Curriculum Studies, Education, Cultural Studies, Critical Pedagogy, and 81 moreNeoliberalism, Globalization, Critical Social Theory, Whiteness Studies, Feminist Theory, Race and Ethnicity, Marxism, Antonio Negri and Michael Hardt, Biopolitics, Gender and Sexuality, Queer Studies, Democratic Theory, Democratic Education, Queer Theory, Anti-Capitalism, Decolonial Thought, Decolonization, Anarchism, Anarchist Studies, Ecojustice, Sociology of Education, Surveillance Studies, Post-Marxism, Cultural Politics, Subjectivities, Political Ecology, Political Economy, History of Education, Autonomist Marxism, Autonomous Marxism, Autonomy, Curriculum Theory, Operaismo, Autonomia and Post-workerism, Continental Philosophy, Sociology, Politics, Political Theory, Urban Studies, Education Policy, Governmentality, Urban Education, Educational reform, Commons, Educational Theory, Educational studies, Ecopedagogy, Colonialism, Imperialism, Empire, Political Philosophy, Social Movements, Postcolonial Studies, Pedagogy, Educational Inequalities (class; race; gender etc), Neoliberalism and Education, Radical Political Economy, Anti Capitalist Social Movements, Educational Research, Post-Colonialism, W.E.B. Du Bois, Frankfurt School, Radical Educational Philosophy, Educational Policy Studies, High Stakes Testing, Testing, Standardization, Subjectivity, Common Core State Standards, Standardized Testing, High-Stakes Testing, Accountability, Standardized Testing, Capitalism, Racism, Politics Of Education, Black radicalism, Accumulation by Dispossession, Dispossession, Disaster capitalism, The Shock Doctrine, Politics of Disaster, Educational Politics, and Educational Theory and Practiceedit
- Graham B. Slater is Associate Professor of Educational Leadership at Southern Illinois University Edwardsville. He ho... moreGraham B. Slater is Associate Professor of Educational Leadership at Southern Illinois University Edwardsville. He holds a Ph.D. in Education, Culture, and Society from the University of Utah where he received several research awards, including the Marriner S. Eccles Fellowship in Political Economy. Additionally, he holds an M.A. in Educational Foundations, Policy, and Practice from the University of Colorado Boulder and a B.A. in History from the University of North Carolina at Greensboro.
Drawing on perspectives from critical theory, cultural studies, sociology, and philosophy, he studies the impact of changes in political economy, cultural politics, policy, ecology, and technology on education and society. His first book, Horizons of the Future: Science Fiction, Utopian Imagination, and the Politics of Education, was published by Routledge in 2024.
The author of over twenty-five publications, his research has been published in international journals in critical studies of education and social and cultural theory, including: British Journal of Sociology of Education; Critical Education; Cultural Politics; Cultural Studies; Educational Philosophy & Theory; Policy Futures in Education; Discourse: Studies in the Cultural Politics of Education; Review of Education, Pedagogy, and Cultural Studies; Journal of Education Policy; and Educational Studies.
He has also contributed to major handbooks in education, including the Handbook of Critical Approaches to the Politics and Policy of Education (2022), and the Wiley Handbook of Global Educational Reform (2018). In 2017, he co-edited the volume Educational Commons in Theory and Practice: Global Pedagogy and Politics (Palgrave Macmillan) and has written commentary on the politics of education for Truthout.
Currently, he is Associate Editor of Review of Education, Pedagogy, and Cultural Studies.edit
Horizons of the Future: Science Fiction, Utopian Imagination, and the Politics of Education examines the relationship between science fiction, education, and social change in the 21st century. Global capitalism is ecologically... more
Horizons of the Future: Science Fiction, Utopian Imagination, and the Politics of Education examines the relationship between science fiction, education, and social change in the 21st century. Global capitalism is ecologically unsustainable and ethically indefensible; time is running out to alter the course of history if humanity is to have hope of a livable future beyond the next century. However, alternatives are possible, offering much more equality, care, justice, joy, and hope than the established order. Popular culture and schools are key sites of struggles to imagine such alternatives. Drawing on critical theory, cultural studies, and sociology, Slater articulates the promising connection between science fiction and the future of education. He offers cutting-edge engagement with themes, perspectives, and modes of imagination in science fiction that can be mobilized politically and pedagogically in envisioning and enacting critical forms of education that cultivate new utopian ways of relating to self, others, and the future.
Research Interests: Critical Theory, Sociology of Education, Critical Pedagogy, Utopian Studies, Science Fiction, and 15 moreImagination, Politics Of Education, Utopian Literature, Educational Philosophy, Science Fiction and Fantasy, Utopianism, Educational Theory, Critical sociology and politics of education, Radical Educational Philosophy, Utopia, Science-Fiction, Utopia and Science Fiction, Sociological Imagination, Science Fiction Studies, and Utopias
What might a common education mean in the 21st century? In this unflinchingly imaginative volume, critical scholars and educational activists investigate the intricate ways that education has been pulled into a contest between the... more
What might a common education mean in the 21st century? In this unflinchingly imaginative volume, critical scholars and educational activists investigate the intricate ways that education has been pulled into a contest between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies. In its institutional and informal configurations alike, education has been been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons.
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Accelerating digitization, algorithmic computation, artificial intelligence, and machine learning, along with the increasing automation of work, communication, and everyday life, are central to critical studies of technology and political... more
Accelerating digitization, algorithmic computation, artificial intelligence, and machine learning, along with the increasing automation of work, communication, and everyday life, are central to critical studies of technology and political economy, as well as to public discourse concerning technology's role in creating futures. Ongoing transformations in technological capacity have also been scrutinized for their impact on experience, emotion, and culture. Building on David Theo Goldberg's assertion that "tracking capitalism" creates pervasive dread, this article explores how the digital automation of education, specifically, generates forms of algorithmic anxiety that impact teaching and learning, constraining pedagogical visions of alternative futures. Algorithmic anxiety in education contributes to dread's proliferation. If dread is the "driving social sensibility" today, and algorithmic anxiety a pedagogical vector of its spread, then a less dreadful education should center an imaginative struggle for new sensibilities.
Research Interests: Critical Theory, Cultural Studies, Algorithms, Educational Technology, Herbert Marcuse, and 9 moreEducation Policy, Politics Of Education, Educational Theory, Critical sociology and politics of education, Automation, Educational Policy Studies, David Theo Goldberg, Aritificial Intelligence, and Digital Capitalism
Who can imagine a future today? Any sense of progress, or belief in the future, appears as merely another exclusive privilege of the ultrarich. Time seems to be accelerating faster than catastrophic trajectories can be metabolized.... more
Who can imagine a future today? Any sense of progress, or belief in the future, appears as merely another exclusive privilege of the ultrarich. Time seems to be accelerating faster than catastrophic trajectories can be metabolized. Meanwhile, hypermodern capitalism is eroding its own conditions of possibility, intensifying historical injuries and societal fractures, and destabilizing modern assumptions regarding space, time, and security. The supposed end of history that characterized the neoliberal era has morphed into a reckoning with the end of a world—perhaps not the world as such, but the world as it is being made and unmade by the spatial, temporal, racial, linguistic, technological, and imperial drives of hypermodern capitalism, particularly its global, financialized, and algorithmic forms. Scholars of political economy have drawn attention to the fracturing of the neoliberal phase of late capitalism and its hegemonic constellation, and how this fracture has led to a moment of historical uncertainty and transition in the dynamics of power and contestation across societies. Similarly, scholars across the humanities and social sciences have highlighted the existential and political challenges presented by the Anthropocene’s apocalyptic implications. This article argues that the dialectical crises of capitalism and ecology are converging in a cultural condition of collective disorientation: a return of history bereft of futurity. Through an analysis of catastrophic precarity in the hypermodern era, the article tracks collective disorientation and catastrophic precarity across four registers—accumulation, time, space, and agency—before ending with a discussion of implications of the analysis for alternative orientations.
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This paper critiques the role of resilience and grit in neoliberal education. Both concepts have become popular within research, policy, practice, and public discourse about education. Proponents claim that the concepts affirm and support... more
This paper critiques the role of resilience and grit in neoliberal education. Both concepts have become popular within research, policy, practice, and public discourse about education. Proponents claim that the concepts affirm and support the ability of marginalized youth to succeed in schools and society. However, resilience and grit minimize the impact of structural inequality and social domination on oppressed youth in schools, obscuring the necessity of collective struggle in order to achieve educational liberation. Resilience and grit function as what the author calls the "terms of endurance" in neoliberal education because they individualize and depoliticize educational problems and practice. Against the affirmation of durative language in the cultural politics of education, the author calls for critical educators to insist instead on a transformative approach.
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Despite proliferating attention within the social sciences toward the sources and consequences of climate change and environmental crises, educational sociologists have been slow to confront ecological questions. this omission may seem... more
Despite proliferating attention within the social sciences toward the sources and consequences of climate change and environmental crises, educational sociologists have been slow to confront ecological questions. this omission may seem surprising given the prominence of global perspectives within the field. however, we argue, such a focus is emblematic of the discipline’s sociocentrism and anthropocentrism. against such a reified sense of the field’s conceptual and analytic purview, this paper reads ecology into educational sociology, with the aim of theorizing a ‘geo-logic’ basis for future scholarship. if critical sociology of education is to maintain its relevance in the anthropocene, the discipline must attend to ecological problematics. Building on three recent contributions to socio-ecological thought, we explain the necessity of an ecological attunement in critical sociology of education. to serve this call, we offer a theoretical revision of key disciplinary commitments, clearing new pathways for educational sociologists to do this crucial work.
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In its far-reaching impacts on global life, encroaching upon seemingly every aspect of social totality, the COVID-19 pandemic is an urgent topic for cultural studies. This article situates the pandemic within a historical conjuncture in... more
In its far-reaching impacts on global life, encroaching upon seemingly every aspect of social totality, the COVID-19 pandemic is an urgent topic for cultural studies. This article situates the pandemic within a historical conjuncture in which various post-neoliberal formations are being struggled over. These emergent formations will in turn be indelibly impacted by the pandemic’s social, cultural, and political economic dimensions. Key to this uncertain future is a phenomenon we call collective disorientation, a concept that is implicated in the emergence, experience, and effects of the pandemic, as well as the political prospects for surviving the cascading crises of the pandemic conjuncture. Though the pandemic is a historically disorienting force, the cultural studies tradition is remarkably well-equipped to contribute to collective struggles seeking loci for new articulations beyond the COVID- 19 conjuncture.
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With Empire, Michael Hardt and Antonio Negri reinvigorated debates in political theory and radical philosophy about the cultivation of revolutionary subjectivity. Their theorization of Empire and multitude has also significantly affected... more
With Empire, Michael Hardt and Antonio Negri reinvigorated debates in political theory and radical philosophy about the cultivation of revolutionary subjectivity. Their theorization of Empire and multitude has also significantly affected the tenor of critical approaches to educational theory during the past two decades. In this article, we discuss Hardt and Negri’s contribution to what we call the biopolitical turn in educational theory, emphasizing the influence of autonomist Marxism on their work. Even more specifically, we discuss the impact of the autonomist tradition on their formulation of the nature of the relationship between the multitude and Empire: that the multitude is the generative force of the social world, whereas Empire is merely an apparatus of capture. This autonomist approach reveals a set of questions regarding subjectivity, materialism, and social ontology, which we argue are ripe for engagement by educational theorists, and indicate the enduring relevance of Empire as a valuable text for educational theorists interested in matters of biopolitical production, collective opposition, and revolutionary subjectivity.
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This article explores the realm of educational politics and the organization of opposition to neoliberal school reform in the United States of America. A distinguishing feature of the current reform move-ment—which blends free-market... more
This article explores the realm of educational politics and the organization of opposition to neoliberal school reform in the United States of America. A distinguishing feature of the current reform move-ment—which blends free-market rhetoric with austere governance and undemocratic corporate control—is the callous normalization of educational insecurity. In this way, the author argues, contemporary trends in US school reform mirror, but also contribute to, the broader exacerbation of social insecurity under neoliberal governance. Though neoliberal reform strategies primarily target vulnerable groups with the aim of forcing them to acquiesce to market-driven reforms under duress, their blatant hostility often provokes dissent and resistance. Drawing on Judith Butler's recent writing on the " performative politics of assembly, " the author examines two protests against neoliberal reform in an effort to think more deeply about the state of radical educational thought and the future of oppositional struggles seeking to transform the conditions of education in order to move beyond neoliberalism.
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This article explores the impact of Chet Bowers’ scholarship on critical and ecojustice studies of the relationship between commons and enclosure in educational theory. In the eyes of critical scholars, enclosure tends to thwart social... more
This article explores the impact of Chet Bowers’ scholarship on critical and ecojustice studies of the relationship between commons and enclosure in educational theory. In the eyes of critical scholars, enclosure tends to thwart social justice. In the eyes of ecojustice scholars, enclosure tends to accelerate environmental degradation. Increasingly, for both camps, the commons are positioned as the answer to each problem. Though much of Bowers’ work maintained a strict divide between these diverse camps, the best scholars in each tradition have worked to acknowledge the imbrication of and divisions between the social and ecological. In exploring Bowers’ theoretical corpus, I work across the two traditions with the aim of exposing possibilities for further work in educational studies dedicated to theorizing commons and enclosure.
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This paper examines how transformations in political economy and digital technology point toward potential post-neoliberal futures. Outlining the contours of a crisis of neoliberal hegemony, the authors explore how technological... more
This paper examines how transformations in political economy and digital technology point toward potential post-neoliberal futures. Outlining the contours of a crisis of neoliberal hegemony, the authors explore how technological developments have contributed to political economic dynamics of market failure and oligarchic capture, resulting in new forms of digital precarity. As evidence, the paper examines a specific post-neoliberal discourse called neoreactionism (NRx), which has developed out of the distinct culture of Silicon Valley. NRx represents a specific vision for resolving conflicts inherent to neoliberalism by intensifying oligarchic capture and the acceleration of technology. While NRx is a techno-authoritarian discourse that exists largely outside of mainstream academic discussions, it is indicative of how transformations in late capitalism are fueling the rise of anti- democratic consciousness and identification. In response, the authors conclude with suggestions for developing post-neoliberal approaches to educational studies that are able to challenge these troubling reactionary trends.
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Drawing on autonomist Marxist political theory, this article argues that the neoliberal standardization of schooling encloses student subjectivities. The standardization of schooling hinges not only on strict discipline and high-stakes... more
Drawing on autonomist Marxist political theory, this article argues that the neoliberal standardization of schooling encloses student subjectivities. The standardization of schooling hinges not only on strict discipline and high-stakes accountability, but also on the individuation of the capacity to live and learn collectively. In this sense, educational standardization produces schools that are sites of institutionalized subjection, enclosing the possible subject positions students can inhabit and hindering collective struggles for autonomy. Rethinking educational struggle from an autonomist perspective offers an oppositional educational framework with which to counter the enclosure of subjectivity.
Research Interests: Education, Sociology of Education, Educational Leadership, Teacher Education, Subjectivities, and 21 moreEducational Research, Education Policy, Neoliberalism, Politics Of Education, Educational Leadership and Policy Analysis, Educational reform, High Stakes Testing, Testing, Educational Theory, Critical sociology and politics of education, Standardization, Subjectivity, Autonomist Marxism, Common Core State Standards, Standardized Testing, Educational Policy Studies, Education Reform, Neoliberal Reforms in Education, High-Stakes Testing, Accountability, Standardized Testing, Educational Politics, and Educational Policy
Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of commons and enclosure. Neoliberal reforms should be regarded as enclosures because they... more
Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of commons and enclosure. Neoliberal reforms should be regarded as enclosures because they seek to privatize education for profit accumulation, foreclosing the possibility of education operating as a commons, or a collective process of sustainable, democratic, and ethical social production. However, educational enclosures have subjective dimensions as well. Specifically, the author argues, there is a raced, classed, and gendered process of educational subjection operating through these enclosures. While mainstream educational research calls for ‘educational innovations’ in policy and practice, this essay contends that the proliferation of ecological devastation and economization of curriculum and pedagogy requires that educational studies rethink educational collectivity and the possibilities of constituting common subjects who resist, refuse, or seek to dismantle neoliberal subjection and enclosure and instead produce social life ‘in common’ with each other and with non-humans and ecosystems.
Research Interests: Critical Theory, Education, Sociology of Education, Environmental Education, Globalization, and 34 morePolitical Theory, Marxism, Commons, Subjectivities, Critical Pedagogy, Environmental Studies, Educational Research, Critical Social Theory, Environmental Political Theory, Ecology, Marxist theory, Neoliberalism, Ecopedagogy, Environmental Justice, Environmental Sustainability, Educational reform, Educational Theory, Radical Educational Philosophy, Political Subjectivity, Ecojustice, Subjectivity, Anti-Capitalism, Autonomist Marxism, Ecojustice Education, Philosophy of the Subject, History of commons, commoning, communal property, Neoliberal Reforms in Education, Educational studies, Antonio Negri and Michael Hardt, Socio-Ecological Systems, Enclosure, The Commons, Ecological Marxism, and Educational Theory and Practice
Building upon critical education policy studies of crisis, disaster, and reform, this essay develops a theory of recovery that further elaborates the nature and operation of ‘crisis politics’ in neoliberal education reform. Recovery is an... more
Building upon critical education policy studies of crisis, disaster, and reform, this essay develops a theory of recovery that further elaborates the nature and operation of ‘crisis politics’ in neoliberal education reform. Recovery is an integral process in capital accumulation, exploiting material and subjective vulnerability in order to bridge crisis to crisis. Capitalizing on crises, neoliberal reformers position privatization as the mechanism of recovery. Rather than acknowledge their complicity in creating crises, neoliberals externalize the demands of recovery onto schools, teachers, and students. This essay calls for critical educators, social justice advocates, and communities subjected to crises to refuse the neoliberal terms of recovery and to affirm the collective potential to break the cycle of crisis and recovery so intrinsic to capitalist accumulation. Although this essay emphasizes the dialectic of crisis and recovery in United States education policy, this lens is relevant across a variety of national and transnational contexts.
Research Interests: Critical Theory, Education, Political Theory, Marxism, Race and Racism, and 27 moreSubjectivities, Educational Research, Critical Social Theory, Post-Marxism, Capitalism, Education Policy, Racism, Neoliberalism, Politics Of Education, White Supremacy, Educational Theory, Critical sociology and politics of education, Political Subjectivity, Black radicalism, Accumulation by Dispossession, Subjectivity, Autonomist Marxism, Philosophy of the Subject, Dispossession, Neoliberal Reforms in Education, Disaster capitalism, Neoliberalism and Education, The Shock Doctrine, Politics of Disaster, White Supremacy Resistance, Educational Politics, and Educational Theory and Practice
What are critical scholars of education to make of Nancy Fraser's conceptualization of progressive neoliberalism? What is the concept's relevance for contemporary educational thought? This chapter focuses on the relationship of... more
What are critical scholars of education to make of Nancy Fraser's conceptualization of progressive neoliberalism? What is the concept's relevance for contemporary educational thought? This chapter focuses on the relationship of progressive neoliberalism to the politics of education, with emphasis on the United States, and particularly on the subtle infiltration of progressive neoliberalism into the mainstream educational imaginary. Our argument is that elements of progressive neoliberalism are present in the contemporary educational imaginary, forging a broad ideological consensus on the meaning, purpose, and ideal practices and governance of education. If education is to play any role in resisting these trends, it must reject progressive neoliberalism, excising it from the politically and ethically impoverished educational imaginary that currently prevails, in favor of more critical approaches to educational politics and practice.
Research Interests: Sociology of Education, Political Theory, Education Policy, Neoliberalism, Politics Of Education, and 7 morePost-Neoliberalism, Educational Theory, Critical sociology and politics of education, Critical Education, Educational Policy Studies, Neoliberalism and Education, and Progressive Neoliberalism
This chapter describes an ecocritical approach to teaching in school gardens. At the heart of our project is the belief that school gardens are a site of rich pedagogical potential, but that much of the scholarly literature on the subject... more
This chapter describes an ecocritical approach to teaching in school gardens. At the heart of our project is the belief that school gardens are a site of rich pedagogical potential, but that much of the scholarly literature on the subject is either premised on problematic assumptions about ecology and culture, or ignores crucial place-based histories of violence and dispossession. Absent an ecocritical approach to studying in school gardens, these sites are likely to replicate the historical tendency of schools to reproduce devastating systems of domination, extraction, exploitation, and human supremacy that place planetary life in peril.
Research Interests: Education, Environmental Education, Teacher Education, Commons, Critical Pedagogy, and 10 moreEnvironmental Studies, Neoliberalism, Curriculum and Instruction, Ecojustice Education, Community gardens, Ecological Education, Enclosure, School gardens, The Commons, and Critical Pedagogy and Anti-colonial Education
There is a troubling tension within prevailing perspectives about contemporary education. In a seemingly progressive turn away from longstanding deficit-based explanations of inequalities in achievement, testing, and other measures deemed... more
There is a troubling tension within prevailing perspectives about contemporary education. In a seemingly progressive turn away from longstanding deficit-based explanations of inequalities in achievement, testing, and other measures deemed significant by those in power, many scholars, policymakers, and practitioners have begun to traffic in affirmative language when discussing the promotion of individual flourishing through the cultivation of student capacities or the prospects for social problems to be ameliorated through quality education. The tension lies in the incongruity between the proliferation of affirmative concepts in both academic and public discourse about education and the deteriorating political, economic, and ecological conditions globally, especially in those social contexts most detrimentally impacted by neoliberalism in the past four decades. The tension between affirmative language and deteriorating conditions is ideological, mirroring a broader set of ideas and assumptions that have developed and been normalized during the neoliberal era. The relationship between the rise of affirmative concepts in educational discourse and the deteriorating material conditions facing individuals and societies globally should neither be overlooked nor taken for granted. That is, the contradiction internal to the relationship demands critical interrogation, because it simultaneously generates a crisis of imagination, and a crisis of power, a dual crisis that constitutes a fundamental threat to the prospect of educational equality, social justice, and a survivable planetary future. Though affirmative thinking often appeals because of its relative digestibility compared to the uncomfortable negativity of critique, the forms it has taken recently in educational thought provide an insufficient basis for the educational policy, politics, and pedagogical approaches that are needed to challenge the crises of capital, power, and ecology facing humanity.
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The problems confronting the university are legion and include the precaritization and casualization of the university labor force, relentless right-wing attacks, decades of state disinvestment and student-debt-financed tuition hikes, and... more
The problems confronting the university are legion and include the precaritization and casualization of the university labor force, relentless right-wing attacks, decades of state disinvestment and student-debt-financed tuition hikes, and an alarming expansion of corporate administration that seems to exist largely to perpetuate its own culture of nullity. Moreover, we live an era of predatory capitalism and resurgent fascism that eat away at the social fabric and manifest in horrifying racism, misogyny, and violence. It is an era of speed, disorientation, and algorithmic manipulation. Vast asymmetries of responsibility and vulnerability mark a horizon of ecological instability. All of these aspects of the present are challenges to the university as well as problems for the university. Despite a prevailing sense of disillusionment, we believe that one can recognize the university as implicated in a range of imperial imaginaries and processes, while at the same time defend the idea of the university as a space and time of study, thought, care, and potentiality. The future of the university, if education means anything at all, is necessarily open and undecided.
Research Interests: Cultural Studies, Education, Higher Education, Educational Research, Cultural Politics, and 11 moreNeoliberalism, Education and Labor Markets, Politics Of Education, Higher Education Policy, Educational Theory, Critical sociology and politics of education, University, Educational futures, Critical University Studies, Neoliberalism and Education, and Undercommons
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The influence of militarism and war on education has long been a significant concern for Review of Education, Pedagogy, and Cultural Studies (REPCS), especially in the aftermath of the events of September 11, 2001, which saw waning Cold... more
The influence of militarism and war on education has long been a significant concern for Review of Education, Pedagogy, and Cultural Studies (REPCS), especially in the aftermath of the events of September 11, 2001, which saw waning Cold War imperial imaginaries revivified and repurposed for the “war on terror.” During the two decades since 9/11, a militarized culture has infiltrated education, not only through formal schooling, but bellicose public pedagogies as well. As Henry Giroux, former editor-in- chief of REPCS, has illuminated at length in his work, there is a fundamental contradiction between war and militarism, on one hand, and democratic life, on the other. Given the journal’s historical role in publishing critical scholarship concerned with the relationship between militarism, war, and education, we take the editorial stance that understanding the role of education in struggles over war and peace, imperialism and militarism, and the global prospect of democracy, equality, and justice, is crucial for cultural studies.
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We would like to begin our first editorial introduction with an extended quotation from Stuart Hall's essay, "Cultural Studies: Two Paradigms" (1980), wherein he explored the premises of, and distinctions between, two theoretical... more
We would like to begin our first editorial introduction with an extended quotation from Stuart Hall's essay, "Cultural Studies: Two Paradigms" (1980), wherein he explored the premises of, and distinctions between, two theoretical approaches, culturalism and structuralism, that were integral to the development of the field of cultural studies.
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This short article responds to Hilton Kelly’s 2018 Presidential Address to the American Educational Studies Association (AESA). Although applauding Kelly’s provocative call for a moratorium on publishing in the field of educational... more
This short article responds to Hilton Kelly’s 2018 Presidential Address to the American Educational Studies Association (AESA). Although applauding Kelly’s provocative call for a moratorium on publishing in the field of educational studies, we caution that his call to (in)action is framed in overly technical and individualistic terms. In response, we question Kelly’s focus on social significance, and aim to situate the problem he identifies in the more specific socio-political context of neoliberalism. Acknowledging the promise of a moratorium, we ask readers to consider the call to moratorium seriously, but reframed as a task of organized refusal rather than solitary reflection.
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A brief review of Toward a New Common School Movement by Noah De Lissovoy, Alexander Means, and Kenneth Saltman (Paradigm, 2014). Accepted in Educational Philosophy and Theory.