How 2 Take An Exam And Remake The World

In the early years of the Great Depression, thousands of unemployed homeless transients settled into Vancouver’s “hobo jungle.” The jungle operated as a distinct community, in which goods were exchanged and shared directly, without benefit of currency. The organization of life was immediate and consensual, conducted in the absence of capital accumulation. But as the transients moved from the jungles to the city, they made innumerable demands on Vancouver’s Relief Department, consuming financial resources at a rate that threatened the city with bankruptcy. In response, the municipality instituted a card-control system—no longer offering relief recipients currency to do with as they chose. It also implemented new investigative and assessment procedures, including office spies, to weed out organizational inefficiencies. McCallum argues that, threatened by this “ungovernable society,” Vancouver’s Relief Department employed Fordist management methods that ultimately stripped the transients of their individuality. Vancouver’s municipal government entered into contractual relationships with dozens of private businesses, tendering bids for meals in much the same fashion as for printing jobs and construction projects. As a result, entrepreneurs clamoured to get their share of the state spending. With the emergence of work relief camps, the provincial government harnessed the only currency that homeless men possessed: their muscle. This new form of unfree labour aided the province in developing its tourist driven “image” economy, as well as facilitating the transportation of natural resources and manufactured goods. It also led eventually to the most significant protest movement of 1930s’ Canada, the On-to-Ottawa Trek. Hobohemia and the Crucifixion Machine explores the connections between the history of transiency and that of Fordism, offering a new interpretation of the economic and political crises that wracked Canada in the early years of the Great Depression.

Bertell Ollman has been hailed as "this country's leading authority on dialectics and Marx's method" by Paul Sweezy, the editor of Monthly Review and dean of America's Marx scholars. In this book Ollman offers a thorough analysis of Marx's use of dialectical method. Marx made extremely creative use of dialectical method to analyze the origins, operation, and direction of capitalism. Unfortunately, his promised book on method was never written, so that readers wishing to understand and evaluate Marx's theories, or to revise or use them, have had to proceed without a clear grasp of the dialectic in which the theories are framed. The result has been more disagreement over "what Marx really meant" than over the writings of any other major thinker. In putting Marx's philosophy of internal relations and his use of the process of abstraction--two little-studied aspects of dialectics--at the center of this account, Ollman provides a version of Marx's method that is at once systematic, scholarly, clear and eminently useful. Ollman not only sheds important new light on what Marx really meant in his varied theoretical pronouncements, but in carefully laying out the steps in Marx's method makes it possible for a reader to put the dialectic to work in his or her own research. He also convincingly argues the case for why social scientists and humanists as well as philosophers should want to do so.

Functional literacy, cultural literacy, and progressive literacy are just a few of the many terms one can invoke when attempting to define literacy. From a critical perspective, for a democratic society to exist, a critical literacy is of crucial importance. Critical literacy aims to empower individuals and transform society. It is grounded in critical theory and, like critical pedagogy, investigates ways in which social, cultural, racial, sexual, and economic inequalities are reproduced. By investigating the ideological, political, and social structures that perpetuate such inequalities, it hopes to raise consciousness and move towards creating a more socially just society. This book examines the approaches set forth by Atwell, Calkins, and Rief in their books, In the Middle (1998); The Art of Teaching Writing (1994); and Seeking Diversity (1992), respectively. This book is of relevance to teacher educators and English Language Arts teachers. It enables one to become familiar with the main components of the Readers’/Writers’ workshop and develop an awareness of how literacy may be conceptualized and reconceptualized through this approach. Teacher educators will find this text useful for raising preservice teachers’ awareness of the ideologies that inform literacy education and in developing their understanding for how students are positioned socially, culturally, politically and economically by such ideologies. English Language Arts teachers will find this book informative in understanding how they can be positioned by teacher texts to teach towards certain ideologies of literacy. Finally, it allows teacher educators and English Language Arts teachers to consider what kind of literacy education is provided for through the Readers’/Writers’ workshop, and whether space may be negotiated within the Readers’/Writers’ workshop, for the teaching of critical literacy.

Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award

InKnowledge, Competence, and Communication, author William H. Walcott debates the meaning of creating equitable and critical instructional practices by exploring diverse representations of knowledge. He covers both historically important topics and current issues: such as colonialism, multiculturalism, gender and language learning, and popular culture. He then presents a systematic and painstaking assessment of Noam Chomsky’s and Paulo Freire’s theories of knowledge and their educational relevance. In the end, Walcott makes his case for the Freireian approach-conscientizacao; it is the Freireian, with its sociological connection (necessitated by the global context of inequality), which, he believes, needs take precedence as a pedagogical practice.

Most people think of class as a ranking system the more you have, the higher your class status. In contrast to this view, in this new study author Gus Bagakis demonstrates that class is a tool that explains how the capitalist system works and why the class struggle is invisible. Capitalism was and is a developing system in which the working class is turned into a commodity, selling its labor power to the capitalist class that owns the factories, businesses, and corporations. While capitalism claims to promote efficiency, wealth, and freedom, it is also a system where the rich are getting richer, the earth and climate are being destroyed, and the poor get more and more desperate with each passing day. All of this is happening because we live in a system that stunts personality and corrupts human relations by pitting people against one another for economic gain. Through class analysis, Bagakis explains that we must take off the filters that we've been indoctrinated with, so that we can see how personal, social, and international problems develop. Primary among these false filters is the idea that we are all middle class and so there are no class conflicts in our society. Seeing through the System seeks to help students, workers, social activists, and those interested in understanding the reasons behind many of the problems in the world today. You can come to understand how our society was put together, how it works, and how it can be transformed.

We are living in a time of resurgent global conflicts and imperialistic tensions-a time in which many children are being left behind by school systems that appear more concerned with developing accountability schemes and standardized models of testing than with defending the right of every child to have access to a good education. In response to these oppressive and challenging conditions a group of committed educators and activists have come together to link educational transformation to the larger struggle to transform oppressive social relations. Critical Theories, Radical Pedagogies, and Global Conflicts draws from a range of viewpoints to demonstrate that another education, and indeed, another world, is possible.