If art, education, and research always – up to some extent – put us in contact with things yet to be known, yet to be thought, what to say about this anticipation of something taking place, especially if this something ought to take place through our work? In this talk, I approach this question through a series of vignettes – ethics, politics, poetics – with the intention to trouble the direct applicability and appropriability of the otherwise unfolding from the work that we do.
In the last decade, there has been an international resurgence of interest in the philosophy of Louis Althusser. New essays, journalism, collections, secondary literature, and even manuscripts by Althusser himself are emerging, speaking in fresh ways to audiences of theorists and activists. Althusser is especially important in educational thought, as he famously claimed that school is the most impactful ideological state apparatus in modern society. This insight inspired a generation of educational researchers, but Althusser’s philosophy—unique in a number of ways, one of which was its emphasis on education—largely lost popularity. Despite this resurgence of interest, and while Althusser’s philosophy is important for educators and activists to know about, it remains difficult to understand. The Gold and the Dross: Althusser for Educators, with succinct prose and a creative organization, introduces readers to Althusser’s thinking. Intended for those who have never encountered Althusser’s theory before, and even those who are new to philosophy and critical theory in general, the book elaborates the basic tenets of Althusser’s philosophy using examples and personal stories juxtaposed with selected passages of Althusser’s writing. Starting with a beginner’s guide to interpellation and Althusser’s concept of ideology, the book continues by elaborating the epistemology and ontology Althusser produced, and concludes with his concepts of society and science. The Gold and the Dross makes Althusser’s philosophy more available to contemporary audiences of educators and activists.
This Article analyzes the major United States Supreme Court cases on the role of religion in public schools, the role of government in religious schools, and the place of religious rights of students and parents in all schools. It shows how the Court’s religion cases have vacillated between principles of strict separation of church and state and accommodation and equal treatment of religion. It shows how the Court has slowly come to protect and enhance the freedom of parents and students to choose between public and private education. And it shows how the Court has long protected students from being coerced to participate in religion or to abandon their religious practices.
This article presents an argument from a German background in a current American debate about new challenges in teacher education. Experience and theory both show how necessary Transnational History is as a foundation for contemporary teacher training. Three ways to proceed in Germany are presented here, with suggestions for other countries, too.
This very broad introductory workshop was held at Howard-Tilton Memorial Library at Tulane University as one in a series of four workshops held during Open Access Week 2018. Over the course of the workshop, we reviewed core terminology, collaboratively developed an understanding of the potential purpose of OERs, explored a selection of OER repositories for content that may align with faculty teaching needs, and briefly reviewed resources available through Howard-Tilton Memorial Library to support faculty wishing to develop their own OERs.
In a recent essay in Rethinking Marxism, as part of a special issue on the legacy of Louis Althusser’s thinking, Tyson E. Lewis takes up Althusser’s thinking on schooling, trade unionism, and seminars to delimit the concepts of interpellation, counterinterpellation, and disinterpellation respectively. While Lewis’s work is a crucial first step for understanding the little-known contours of Althusserian pedagogical theory, he does not elaborate key theoretical work done on the concept of counterinterpellation, namely that of the Marxist philosopher of language JeanJacques Lercecle. Engaging with Lecercle’s work deepens Lewis’s novel argument around the newly-coined term disinterpellation, which he distinguishes as fundamentally educational, as opposed to interpellation and counterinterpellation, which he calls forms of political activism. If one considers Lecercle’s derivation of the concept, Lewis’s characterization of disinterpellation as educational and counterinterpellation as political activism changes somewhat, and broaches fundamental questions for Marxist educational theory. In this essay – which is a comment on Lewis’s important step towards Althusserian pedagogical theory – I will present Lecercle’s account of counterinterpellation, setting this concept within the larger context of Althusserian philosophy. I then respond to the equivalence Lewis draws between counterinterpellation and interpellation to advocate disinterpellation as a model for Marxist educational theory and practice, a move which poses two important questions for critical educational theory in the Marxist tradition: Is there a forceless force within what both Gramsci and Althusser called balance of forces of the political terrain, and must education be that forceless force? I show these questions and their implications have important theoretical consequences for Marxist educational theory and practice in general, and the specific theory and practice Lewis advocates
This post reflects on colleges rankings by the U.S. News & World Report. The main idea is that the rankings are inaccurate and unreliable.
Dismantling the centrist idea that education is the solution to political and economic problems.
To discuss issues related to the FL requirement in post-secondary institutions, including (but not limited to): why or why not institutions have/remove/change requirements; what languages satisfy requirements; graduate language requirements; impact of globalization/internationalization requirements on languages, etc.
For the discussion, sharing, and collaborative creation of open educational resources (OERs)—from syllabi to course materials, assignments, and textbooks—in humanities fields.