CRISIS AND EDUCATION
Glenn Rikowski
University of Lincoln, UK
International Centre for Public Pedagogies (ICPuP)
Venue: UEL Stratford Campus, Water Lane, London, E15 4LZ
Date: 21st February 2018
Time: 5.00 – 6.00pm
Room: ED4.02
ABSTRACT
There are two parts to the presentation. Following a brief examination of the concept of ‘crisis’ the first part provides a critique of the Classical Theory of education crisis. This is the default theory of education crisis utilised by the majority of educational theorists and education activists today. Its starting point is that education crises are basically derivative of economic crises. The works of Marxists Brian Simon and Madan Sarup are important in fixing and consolidating the Classical Theory of education crisis. These will be explored in some depth.
The second part of the paper is more speculative. It seeks to pinpoint education crises as crises for capital. Thus, it is concerned with working on the weaknesses in the rule of capital (in education and in terms of its development) rather than focusing on how crises originating in the economy have deleterious effects for state-financed, public education. Two forms of education crises for capital are located, based on the mode of existence of commodity forms in educational institutions: crises of labour-power production; and crises in the ‘general class’ of commodities in educational settings. The implications for an anti-capitalist, anti-affirmationist politics of education based on this analysis are provided in conclusion.
Please note: Glenn is writing two new papers for this event. These will be available to read in advance and if you would like to receive them please register your interest with r.firth@uel.ac.uk
Biographical details: Dr. Glenn Rikowski is a Visiting Fellow in the College of Social Science at the University of Lincoln. From 2001-2013 he was a senior lecturer in Education Studies in the School of Education at the University of Northampton.
The International Centre for Public Pedagogy (ICPuP) was founded in 2013, it is based in the Cass School of Education and Communities, and is cross-disciplinary with members from Social Science, Psychology and Performing Arts. Public pedagogy is a relatively new area of educational scholarship that considers the application and development of educational theory and approaches beyond formal schooling. Public pedagogy therefore includes analysis, investigation and action research in contexts such as cultural education, public spaces, non-formal learning, technology and education, popular culture and political struggle. The centre hosts seminars once a month during term time. Staff from all schools and students are welcome.
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