DepositInterpellation, Counterinterpellation, and Education

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

DepositEducation in the Present Tense

Adding to the long list of “post” conditions, the term “post-internet” offers a fairly recent attempt to characterize a certain social, political, historical, and material condition that artists, curators, educators, and critics are currently working with. For some, it provides a language to articulate the complex entwinements between online and offline, while for others, it presents yet another blasé attempt to excite the neoliberal art world. This paper was presented at a symposium whose aim was to offer entry points to the post-internet logic, its conceptualization, and its critique by examining its (ab)uses in artistic, educational, and curatorial practices. We ask, why and how to engage with or disengage from the post-internet and what happens when the post-internet enters the institution.


This study is a review on the place of information technology innovations in the delivery of inclusive and equitable quality mathematics education and lifelong learning for all. Specific areas of deployment of IT innovations in mathematics education such as IT-based instructional approaches, open and distance learning, open educational resources, research data mining and virtual learning environments were considered in detail. The implications of these opportunities provided by IT innovations for mathematics education professionals, students, school administrators, and educational policy makers were also discussed.

DepositOriginal Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach

In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author’s personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students’ tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.