Poststructuralism Marxism And Neoliberalism

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This book explores Marxism and related political-economic theory, and its implications for education around the world, as seen in the history of the journal Educational Philosophy and Theory. As such, it illustrates the evolution of political-economic changes across societies, as they have been brought to bear within the academic field and in the journal, through the exploration of typical and noteworthy articles examining political-economic themes over time. In the early decades of Educational Philosophy and Theory, only a few works can be found focused on Marx’s work, Marxism, and related themes. However, since the mid-1990s, Educational Philosophy and Theory has published many articles focused on neoliberalism and educational responses to theories and policies based on political-economic perspectives. This collection serves to showcase this work, exploring the way Marxist, neoliberal and other related political-economic theories have been applied to educational discussions among philosophers and theorists of education in the history of Educational Philosophy and Theory. As a collection, this book provides a glimpse of a dramatically changing world, and changing scholarly responses to it, during the late nineteenth and early twentieth centuries. This collection can therefore be useful to scholars interested in better understanding how changes to the political economy have intersected with those in education over time, as well as the diverse ways scholars have approached and reacted to a shifting landscape, considering views ranging from Marxist to Post-Marxist, to neoliberal, and beyond.

In the first book in their series on Marxism and Education, Rikowski and Green use Marxist theory to examine the dialectic between race and power in education. The series is aimed at educationalists - teachers, researchers, policy-makers or administrators, as well as activists who consider the Marxist tradition a valuable and important resource.

Using the aesthetic and political concerns of Parry’s oeuvre as a touchstone, this book explores new directions for postcolonial studies, Marxist literary criticism, and world literature in the contemporary moment, seeking to re-imagine the field, and alongside it, new possibilities for left critique. It is the first volume of essays focusing on the field-defining intellectual legacy of the literary scholar Benita Parry. As a leading critic of the post-structuralist turn within postcolonial studies, Parry has not only brought Marxism and postcolonial theory into a productive, albeit tense, dialogue, but has reinvigorated the field by bringing critical questions of resistance and struggle to bear on aesthetic forms. The book’s aim is two-fold: first, to evaluate Parry’s formative influence within postcolonial studies and its interface with Marxist literary criticism, and second, to explore new terrains of scholarship opened up by Parry’s work. It provides a critical overview of Parry’s key interventions, such as her contributions to colonial discourse theory; her debate with Spivak on subaltern consciousness and representation; her critique of post-apartheid reconciliation and neoliberalism in South Africa; her materialist critique of writers such as Kipling, Conrad, and Salih; her work on liberation theory, resistance, and radical agency; as well as more recent work on the aesthetics of "peripheral modernity." The volume contains cutting-edge work on peripheral aesthetics, the world-literary system, critiques of global capitalism and capitalist modernity, and the resurgence of Marxism, communism, and liberation theory by a range of established and new scholars who represent a dissident and new school of thought within postcolonial studies more generally. It concludes with the first-ever detailed interview with Benita Parry about her activism, political commitments, and her life and work as a scholar.

In the past two decades, Marxism has enjoyed a revitalization as a research program and a growth in its audience. This renaissance is connected to the revival of anti-capitalist contestation since the Seattle protests in 1999 and the impact of the global economic and financial crisis in 2007–8. It intersects with the emergence of Post-Marxism since the 1980s represented by thinkers such as Jürgen Habermas, Chantal Mouffe, Ranajit Guha and Alain Badiou. This handbook explores the development of Marxism and Post-Marxism, setting them in dialogue against a truly global backdrop. Transcending the disciplinary boundaries between philosophy, economics, politics and history, an international range of expert contributors guide the reader through the main varieties and preoccupations of Marxism and Post-Marxism. Through a series of framing and illustrative essays, readers will explore these traditions, starting from Marx and Engels themselves, through the thinkers of the Second and Third Internationals (Rosa Luxemburg, Lenin and Trotsky, among others), the Tricontinental, and Subaltern and Post-Colonial Studies, to more contemporary figures such as Huey Newton, Fredric Jameson, Judith Butler, Immanuel Wallerstein and Samir Amin. The Routledge Handbook of Marxism and Post-Marxism will be of interest to scholars and researchers of philosophy, cultural studies and theory, sociology, political economics and several areas of political science, including political theory, Marxism, political ideologies and critical theory.

This volume examines the place of Marxist theory in the history of the journal Educational Philosophy and Theory, primarily through the selection and exploration of typical and significant articles exploring Marxist-related themes in the journal over time. The title, From Radical Marxism to Knowledge Socialism, reflects this historical approach. In the 1960s and 1970s, Marxism was considered to be a radical, extreme ‘political’ theory, while western liberalism and a free-market economy were largely taken for granted as natural phenomena, in western philosophy of education and in the journal. More recently, educational theorists have begun to explore trends related to the neoliberal age. Paradoxically, such trends include the move toward knowledge socialism, which decenters the normative presuppositions of knowledge capitalism as the latest iteration of western liberalism. The volume begins with an introductory chapter that examines the history of Marxism in western philosophy and philosophy of education. The rest of the book features works selected from the journal that further illustrate the evolution of Marxist theoretical perspectives in the field over time. This collection thus gives a sense of the range and extent of Marxist-inspired thinking in educational philosophy and theory. This book will be of interest to students and scholars of educational philosophy and theory and others who are interested in exploring in depth the evolution of key themes in this field over time, including liberalism, ideology, Marxism, neoliberalism, knowledge construction, capitalist and socialist schooling, and other aspects of economic analysis in education.

Marx Through Post-Structuralism presents a thorough critical examination of the readings of Marx given by four post-structuralist thinkers, all key figures in Continental philosophy: Jean-François Lyotard, Jacques Derrida, Michel Foucault, and Gilles Deleuze. Arguing that both Marx and the post-structuralists seek to produce a genuinely materialist philosophy, the author aims to develop a better understanding of both Marx and post-structuralism and in so doing to reflect on the possibilities and problems for materialist philosophy more broadly. Against the common assumption that post-structuralism begins with a rejection of Marx, Choat argues that Marx has been a key influence on post-structuralist thought and that each of the four thinkers examined affirms Marx's contemporary significance. By looking at how these thinkers have read Marx - analysing their direct comments, unspoken uses, and implicit criticisms - the book demonstrates that there is a distinct and original post-structuralist approach to Marx that allows us to read him in a new light.

In Confronting Reification, an international team of scholars examines the work of the Hungarian philosopher, Georg Lukács, and the relevance of his concept of reification.