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Marx Ism Education

Marx Ism Education

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Published by: jorge_jorquera_10 on May 09, 2012
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Marxism & Education

Schooloing Pedagogy

schooling has a purpose reproduction of labour & social relations (ideology)

assimilating it to its own cultural and economic level.e. capable of absorbing the entire society."The previous ruling classes were essentially conservative in the sense that they did not tend to construct an organic passage from the other classes into their own." Gramsci . to enlarge their class sphere "technically" and "ideologically": their conception was that of a closed caste... i. the state has become an'educator' . The entire function of the state has been transformed. The bourgeois class poses itself as an organism in continuous movement.

consumers and citizens who are well versed in and accepting of their roles in these processes."Cultivating worker productivity involves massive amounts of behavioral and ideological management on the part of the ruling elite. knowing full well that "without workers. the entire capitalist system would grind to a halt" Ollman .

regulating the Freire . education can be said to have developed over the last century as a way of “way the world 'enters into' the students”.In essence.

The few children who manage to be children must have a lot of magic and a lot of luck. to turn them into garbage. are chained to televisions and trained to live the life of prisoners. children are denied the right to be children. And those in the middle." Galeano . neither rich nor poor. The world treats poor kids as if they were garbage. The world treats rich kids as if they were money."Day after day. teaching them to act the way money acts.

Fast foods. Galeano . They feel at home navigating cyberspace the way homeless children do wandering city streets. fast cars. fast life: from birth rich kids are trained for consumption and speed. and their voyage through childhood confirms that machines are more trustworthy than people.

The processes of ideological and labour construction and reproduction are contested .

"Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom." Paolo Freire . the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

"A careful analysis of the teacher-student relationship at any level inside or outside the school. listening objects (the students). tend in the process of being narrated to become lifeless and petrified." Freire . This relationship involves a narrating Subject (the teacher) and patient. whether values or empirical dimensions of reality. reveals its fundamentally narrative character. The contents.

Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration .contents which are detached from reality. and predictable." Freire . disconnected from the totality that engendered them and could give them significance. static. alienated. compartmentalized."The teacher talks about reality as if it were motionless. Words are emptied of their concreteness and become a hollow. and alienating verbosity.

“.. Freire . education as the exercise of domination stimulates the credulity of students.. with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression”.

one that assumes that its target audience can only expand its personal identity by association with consumer products. challenge the force of consumer society." Sullivan ."Marx saw possibilities for generating. education is the best weapon against the patronizing cynicism of the advertising industry. In that respect alone. creators rather than consumers which would. thereby. through education. By becoming creators rather than consumers … the more able we are to affirm our own identity.

Audits (based on performance indicators) measure success defined in terms of hitting the targets. The curriculum is delivered. Aims are spelt out in terms of targets." Mansell . so we have proportionately lost a language of education which recognises the intrinsic value of pursuing certain sorts of question … of seeking understanding [and] of exploring through literature and the arts what it means to be human.Education & neoliberalism "The consumer or client replaces the learner. … As the language of performance and management has advanced.

disseminating and exploiting new knowledge is the dynamo behind rising living standards and economic growth." . we would also leave behind the huge creative power of the knowledge economy. a former Downing Street adviser. argues that one of the main forces ruling the world economy today is “knowledge capitalism”: "the drive to generate new ideas and turn them into commercial products and services which consumers want. This process of creating.Charles Leadbeater. It reaches deep into our lives and implicates all of us as consumers and workers. If we were to turn our backs on the global economy.

inculcating the desire to be entrepreneurial towards all knowledge ... “the knowledge economy is about addressing all students as potential entrepreneurs and it treats all knowledge as potential fodder for private accumulation” .. generating new ideas through research.Backing Australia’s Ability (2001) describes education in terms of “developing skills.. and tutoring them into commercial success .

" . So while my portfolios can be a mouthful.Julia Gillard. I’ll be happy to be referred to simply as ‘the Minister for Productivity. training. universities. the areas covered by my portfolios – early childhood education and childcare. schooling. employment participation and workplace cooperation – are all ultimately about the same thing: Productivity. in 2007 speaking to the Australian Industry Group: "In today’s world. social inclusion.

education & rebellion .Young people.

many full-time. Education is a commodity like everything else that we want without caring for.. " . One’s future position in the system. one’s relation to others. If the university teaches us primarily how to be in debt. how to waste our labor power. how to fall prey to petty anxieties.Communiqué from an Absent Future "We work and we borrow in order to work and to borrow. for most. and our future labor has already been sold on the worst market around . then we 'work hard' .. what we acquire isn’t education. First we pay. and it makes its purchasers into things. And the jobs we work toward are the jobs we already have. We work to make money we have already spent. it thereby teaches us how to be consumers. is purchased first with money and then with the demonstration of obedience. it’s debt. the level of employment we obtain while students is the same that awaits after graduation.. Close to three quarters of students work while in school. Meanwhile.. It is a thing.

Under a the global reach of neoliberalism with its “political economy of mass dispossession and predatory practices."Out of place and subject to a grating diversity of realities that reveal massive unemployment. or even worse. deepening poverty." Henry Giroux . and relegated to either the infantilizing world of consumerism or to various punishing sites of disposability. escalating rent. a drain on resources. skyrocketing tuition. the criminal justice system. such as the schools modeled as prisons.” young people are now viewed as trouble. youth no longer symbolize one of the most crucial investments enabling a society to build on its dreams. underpaid temporary work. and the indignity of having to live with their parents. rising food costs.

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