- Cultural Studies, Globalization, Critical Pedagogy, Critical Theory, Curriculum Studies, Marxist theory, and 24 moreDecolonial Thought, Emancipation, Race and Racism, Philosophy of Education, Anti-Capitalism, Neoliberalism, Marxism, Political Theory, Critical Social Theory, Curriculum & Instruction, Sociology of Education, Curriculum and Instruction, Feminist Theory, Paulo Freire, Education Policy, Critical Youth Studies, Frantz Fanon, Critical Race Theory, Neoliberalism and Education, Educational Theory, Urban Education, Capitalism, Race and Ethnicity, and Subjectivitiesedit
- Noah De Lissovoy is Professor of Cultural Studies in Education at the University of Texas at Austin. His research foc... moreNoah De Lissovoy is Professor of Cultural Studies in Education at the University of Texas at Austin. His research focuses on critical and emancipatory approaches to pedagogy, curriculum, and cultural studies. He is particularly interested in problems posed for educators by globalization, the intersecting effects of race, class and capital in schools and society, developing the theoretical resources for contemporary social movements, and extending and rethinking the traditions of critical pedagogy and philosophy. He is the author of Education and Emancipation in the Neoliberal Era and Power, Crisis, and Education for Liberation, and co-author of Toward a New Common School Movement. His work has also been published in many journals and edited collections.edit
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Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This... more
Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This condition requires far more than a liberal defense of public schooling. It requires recovering elements of the radical progressive educational tradition while generating a new language of the common suitable to the unique challenges of the global era. Toward a New Common School Movement traces the history of struggles over public schooling in the United States and provides a set of ethical principles for enacting the commons in educational policy, finance, labor, curriculum, and pedagogy. Ultimately, it argues for global educational struggles in common for a just and sustainable future beyond the crises of neoliberalism and predatory capitalism.
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Focusing on processes of austerity, accountability and punishment, Noah De Lissovoy investigates the way that power works in society and schools in the present. Challenging common assumptions about the role of ideology, the relationship... more
Focusing on processes of austerity, accountability and punishment, Noah De Lissovoy investigates the way that power works in society and schools in the present. Challenging common assumptions about the role of ideology, the relationship between racism and capitalism, and the meaning of resistance, Education and Emancipation in the Neoliberal Era demonstrates how politics and pedagogy involve a basic struggle of over ways of being and knowing. In an original analysis that moves from classroom spaces to global contexts, De Lissovoy shows how power acts simultaneously to produce and to injure, and he demonstrates the ways in which human beings ubiquitously resist. Against and beyond neoliberal understandings of education and public life, this book develops a theory of emancipation that emphasizes the basic agency and autonomy of students and communities.
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Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This... more
Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This condition requires far more than a liberal defense of public schooling. It requires recovering elements of the radical progressive educational tradition while generating a new language of the common suitable to the unique challenges of the global era. Toward a New Common School Movement traces the history of struggles over public schooling in the United States and provides a set of ethical principles for enacting the commons in educational policy, finance, labor, curriculum, and pedagogy. Ultimately, it argues for global educational struggles in common for a just and sustainable future beyond the crises of neoliberalism and predatory capitalism.
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This book proposes a groundbreaking framework for liberatory education and social movements, which responds to contemporary crises created by globalization, conservative retrenchment, and the new imperialism. De Lissovoy reinterprets the... more
This book proposes a groundbreaking framework for liberatory education and social movements, which responds to contemporary crises created by globalization, conservative retrenchment, and the new imperialism. De Lissovoy reinterprets the work of foundational critical theorists, addresses debates between contemporary social justice perspectives in education, and engages the leading analyses of globalization across the disciplines. He argues that power and capital are engaged in a new project of occupation and expropriation in education and beyond, and develops a compound standpoint which links the knowledge of diverse oppositional perspectives within a practical commitment to struggle and social transformation.
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Co-authored with Adam Martinez. In A. Darder, C. Hayes, & H. Ryan (Eds.), On class, race and educational reform: Contested perspectives (pp. 104-111). New York and London: Bloomsbury.
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Co-authored with John Reardon
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Emergindo da investigação sociológica e filosófica a respeito da história do encontro colonial na América Latina, a noção de colonialidade (assim como a teoria decolonial, campo mais amplo com a qual está agora associada) tornou-se um... more
Emergindo da investigação sociológica e filosófica a respeito da história do encontro colonial na América Latina, a noção de colonialidade (assim como a teoria decolonial, campo mais amplo com a qual está agora associada) tornou-se um recurso teórico crucial para estudiosos de várias áreas. Investigações da estrutura e dos processos da colonialidade desafiam ideias amplamente aceitas sobre poder, conhecimento e identidade na modernidade, o que traz implicações significativas para a filosofia educacional. No entanto, os estudos sobre decolonialidade são menos conhecidos entre teóricos da educação do que a teoria pós-colonial, com a qual compartilha muitos interesses, mas também diferenças fundamentais. Em nossa apresentação das noções de colonialidade, descrevemos primeiro a história e as principais dimensões desta ideia. A segunda parte do artigo desenvolve várias das principais implicações da noção de colonialidade para estudiosos e educadores, com particular atenção para como essa...
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Starting from autonomist theorist Antonio Negri's concept of constituent power and from decolonial philosopher Enrique Dussel's notions of obediential power and the ethics of exteriority, this study outlines key principles for democratic... more
Starting from autonomist theorist Antonio Negri's concept of constituent power and from decolonial philosopher Enrique Dussel's notions of obediential power and the ethics of exteriority, this study outlines key principles for democratic education in the present. The article contrasts these philosophical starting points with the work of John Dewey and offers a critique of his theory of democracy, showing that a critical conception of democracy should begin from the emphasis on relationality and collaboration that Dewey shares with Negri and Dussel, but should be developed in a way that is sensitive to the insurrectionary imagination and ethics that are foregrounded in the latter theorists. Specifying these emphases for the educational context, the author argues that we should rethink democratic education in the first instance in terms of trauma, rather than reconciliation; that we should look past familiar senses of criticality toward an affirmation of the agency of students and communities; and that we should center revolutionary desire within the framework of a pedagogy of longing.
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Research Interests: Critical Theory, Criminology, Political Economy, Marxism, Race and Racism, and 14 moreCritical Pedagogy, Critical Race Theory, Race and Ethnicity, Capitalism, Marxist theory, Neoliberalism, Philosophy Of Race, Neo-liberalism, Anti-Racism, Accumulation by Dispossession, Punishment and Prisons, Prisons, Critical Sociology, and Neoliberalism and Education
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A number of contemporary thinkers have argued that public discourse has become corrupted by an anxious preoccupation with what is immediate or short-term. Thus Jérôme Bindé claims that an orientation to time dominated by emergency... more
A number of contemporary thinkers have argued that public discourse has become corrupted by an anxious preoccupation with what is immediate or short-term. Thus Jérôme Bindé claims that an orientation to time dominated by emergency thinking neglects our ...
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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.