This book will address a number of urgent themes in education today that include multiculturalism, the politics of whiteness, the globalization of capital, neoliberalism, postmodernism, imperialism, and current debates in Marxist social theory. The above themes will be linked to critical educational praxis, particularly to teaching activities within urban schools. Finally, the book will develop the basis for a wider political project directed at resisting and transforming economic exploitation, cultural homogenization, political repression, and gender inequality.
Peter McLaren is professor of education at the University of California, Los Angeles. He is the author and editor of over forty books published in fifteen languages, including Life in Schools; Critical Pedagogy and Predatory Culture; Revolutionary Multiculturalism; Che Guevara, Paulo Freire, and the Pedagogy of Revolution; and the forthcoming Capitalists and Conquerors: Teaching against Empire. Ramin Farahmandpur is an assistant professor in the Department of Educational Policy, Foundations, and Administrative Studies at Portland State University. His research in education encompasses globalization, imperialism, neoliberalism, Marxism, and critical pedagogy.
Chapter 1 Foreword Chapter 2 Reconsidering Marx in Post-Marxist Times: A Requiem for Postmodernism? Chapter 3 Freire, Marx, and the New Imperialism: Toward a Revolutionary Praxis Chapter 3 Critical Pedagogy, Postmodernism, and the Retreat from Class: Towards a Contraband Pedagogy Chapter 4 Critical Multiculturalism and the Globalization of Capital: Some Implications for a Politics of Resistance Chapter 6 Globalization, Class, and Multiculturalism: Fragments from a Red Notebook Chapter 6 Teaching against Globalization and the New Imperialism: Toward a Revolutionary Pedagogy Chapter 7 Educational Policy and the Socialist Imagination: Revolutionary Citizenship as a Pedagogy of Resistance Chapter 9 Critical Revolutionary Pedagogy at Ground Zero: Renewing the Educational Left after September 11 Chapter 9 Teaching in and Against the Empire: Critical Pedagogy as Revolutionary Praxis Chapter 11 Afterword