Tag: Education

Labor and Education in the 21st Century

Stanley Aronowitz
Higher Education under Siege
October 14, 1996, 3:30PM, 8417 Social Sciences
Future of American Labor
October 16, 1996, 3:30PM, 8417 Social Science
Seminar for Students and Faculty
October 17, 1996, 12:20PM, 8108 Social Science

State Control and Market Forces: Twin Threats to Democracy in Education?

Geoff Whitty
Quasi-Markets in Education: The Rhetoric and the Reality
November 11, 1996, 3:30PM, 8417 Social Sciences
Education Reform and the Re-Formation of the Teaching Profession
November 13, 1996, 3:30PM, 8417 Social Science
Seminar for Students and Faculty
November 14, 1996, 12:20PM, 8108 Social Science

An Immodest Proposal: Reinventing Nation and Identity Through Education

Allan Luke
When White is Right: Globalization and the Re/Construction of Racial Orders
Monday, April 12, 1999 3:30PM
A "Third Way?" The Rise and Fall of a Socially Just Educational Policy
Wednesday, April 14, 1999 3:30PM
Seminar for students and faculty
Thursday, April 15, 1999 12:20PM 8108 Social Sciences

    Dean of the School of Education at the University of Queensland, Australia, Allan Luke is the principal investigator of a study for the government of Queensland analyzing the relationship between Australian and Asian inter-ethnic families and school reform.  One of the founders of critical discourse analysis in education,  Professor Luke's research covers the sociology of education and cultural studies in education as well as multiculturalism.  His work on the politics of racial and cultural identity in Australia draws attention to the role globalization plays in constructing and legitimating conservative educational policies.   Two of  Professor Luke's recent publications are The Social Construction of Literacy in the Primary School, 1994 and Constructing Critical Literacies:  Teaching and Learning Textual Practice, 1997.

Policy Sociology: Critical and Postmodern Perspectives on Education Policy

Stephen Ball
Globalization and Education: Policy Paradigms
Monday, February 22, 1999 3:30 PM in room 8417 Social Science
Towards a Performative Society
Wednesday, February 24, 1999 3:30 PM in room 8417 Social Science
Seminar for students and faculty
Thursday, February 25, 1999 12:20PM in room 8108 Social Science

    Stephen Ball directs the Centre for Public Policy Research at King's College, University of London, UK, where he is a Professor of Sociology.  He writes about education markets, the politics of educational reform and the relationship between class and education.   Drawing on sociological approaches to public policy, analyses of the micro-politics of schooling, post-structural and other critical theoretical traditions, he seeks to explain the causes, processes and effects of culturally conservative educational policies.  Two of Professor Ball's recent publications are  Markets, Choice and Equity in Education, (with Sharon Gewirtz and Richard Bowe), 1995; and Local Educational Governance, Accountability and Democracy (with Hilary Radnor and Carol Vincent), 1996.

The Politics of Education: Comparative Perspectives

Carlos Torres
The State, Teacher's Unions, and Social Capital: Some Reflections on Comparative Research in the Pacific Rim
Monday, March 15, 1999 3:30 PM in room 8417 Social Science
Seminar for students and faculty
Tuesday, March 16, 1999 12:20 PM in room 8180 Social Science
Privatization and the Role of International Organizations in Latin American Education: A Critique of World Bank Lending Policies
Wednesday, March 17, 1999 3:30 PM in room 8417 Social Science

    Carlos Torres is Professor of Social Sciences and Comparative Education in the Graduate School of Education  and Information Studies at University of California, Los Angeles, where he is Director of the Latin American Studies Center.  Professor Torres' researches and writes about the socio-political returns of literacy programs and the compensatory and legitimizing role of state policies in education.   His comparative work contrasts the impact of conservative educational policies in Latin America and the United States.  Recent publications by Torres include: Social Theory and Education:  A Critique of Theories of Social and Cultural Reproduction (with Raymond Allan Morrow), 1995;  and Education and Democracy:  Paulo Freire, Social Movements and Educational Reform in Sao Paulo (with Pilar O'Cadiz and Pia Wong), 1998.
Forthcoming (with Raymond Allan Morrow), is Critical Social Theory and Education:  Freire, Habermas and the Dialogical Subject.
 

Critical Policy Analysis: A Focus on Charter Schools

Amy Stuart Wells
Charter School Reform in Historical and Political Perspective: Common Themes of "Uncommon" Schools
Monday, March 29, 1999 3:30PM in room 8417 Social Science
The Politics of Accountability: Charter Schools and Local Boards of Education
Wednesday, March 31, 1999 3:30PM in room 8417 Social Science
Seminar for students and faculty
Thursday, April 1, 1999 12:20PM in room 8108 Social Science

    Amy Stuart Wells is Professor of Educational Policy in the Graduate School of Education and Information Studies, at University of California, Los Angeles, where she directs The Charter School Study.  Her research explores the cultural and economic underpinning of conservative educational policies.  Wells also researches the outcomes of conservative educational initiatives such as school choice and the charter school movement, in particular the differential race and class outcomes of such policies.  Two of her  recent publications are Stepping Over the Color Line:  African-American Students in White Suburban Schools (with Robert L. Crain), 1997 and Beyond the Rhetoric of Charter School Reform in California:  A Study of Ten California School Districts, 1998.  Forthcoming this year (with Alejandro Lopez), is "Charter Schools as Postmodern Paradox:  Rethinking Social Stratification in an Age of Deregulated School Choice," in the Harvard Educational Review.

Racism and Anti-Racism in Educational Policy and Practice

David Gillborn
"Raising Standards by Rationing Education: The Human Cost of a 'World Class' Education System"
November 6, 2001, 3:30PM, 6104 Social Sciences
"'To Far' is Not Far Enough: Race Equality and White Resistance in Contemporary Education"
November 7, 2001, 3:30PM, 8417 Social Science
Seminar for Students and Faculty
November 8, 2001, 12:20PM, 8108 Social Science

Urban Education, Neoliberal Responses to Crisis, and Their Contradictions

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Pauline Lipman
“Education and urban crises: coercive neoliberalism and the politics of disposability”
Tuesday, March 5, 4pm, 206 Ingraham Hall
“Dimensions of an emergent counter-hegemony in education: Reflections on Chicago”
Wednesday, March 6, 4pm, 206 Ingraham Hall
Open Seminar for Students, Faculty and Public
Thursday, March 7, 12:20pm, 8108 Social Science

PAULINE LIPMAN is professor of Educational Policy Studies and Director of the Collaborative for Equity and Justice in Education at the University of Illinois-Chicago. Her teaching, research, and activism grow out of her commitment to social justice and liberation. Her interdisciplinary research focuses on race and class inequality in education, globalization, and political economy of urban education, particularly the inter-relationship of education policy, urban restructuring, and the politics of race. Pauline is the author of numerous journal articles, book chapters, and policy reports. Her newest book, The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City (Routledge, 2011), argues that education is integral to neoliberal economic and spatial urban restructuring and its class and race inequalities and exclusions as well as to the potential for a new, radically democratic economic and political social order. Her previous book, High Stakes Education and Race, Class and Power in School Restructuring, received American Education Studies Association, Critics Choice Awards. In 2011, she received the American Education Research Association Distinguished Contribution to Social Contexts in Education Research, Lifetime Achievement Award.

READINGS:

“Against the Public”: Teachers, Unions, and the Decline of Labor-Liberalism in the 1970s

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Jon Shelton
“Teacher Strikes, the Public Interest, and the Neoliberal Turn of the 1970s”
Tuesday, October 14, 4pm, 206 Ingraham Hall
“‘Compulsory Unionism’ in the Public Sector: Free Market Activism and the Eclipse of Labor-Liberalism”
Wednesday, October 15, 4pm, 8417 Social Science
Open Seminar for Students, Faculty and Public
Thursday, October 16, 12:20 pm, 8108 Social Science

Co-sponsored by Global Studies

JON SHELTON is Assistant Professor of Democracy and Justice Studies at the University of Wisconsin-Green Bay, where he teaches courses on modern American history, labor history, and the history of education.  He completed his Ph.D. at the University of Maryland, College Park in 2013, and his dissertation—Against the Public: Teacher Strikes and the Decline of Liberalism, 1968-81—recently won the Labor and Working Class History Association’s 2013 Herbert Gutman Award for Outstanding Dissertation.  

READINGS: 

The Schools We Need: The Pursuit of Equity and Justice in American Education

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Pedro Noguera
“Education and Civil Rights in the 21st Century”
Wednesday, October 29, 4pm, 206 Ingraham Hall
Open Seminar for Students, Faculty and Public
Thursday, October 30, 12:20pm, 8108 Social Science
“Transforming Schools: The limits and Possibilities of School Reform”
Thursday, October 30, 4pm, 8417 Social Science

PEDRO NOGUERA is the Peter L. Agnew Professor of Education at New York University. Dr. Noguera’s scholarship and research focus on the ways in which schools are influenced by social and economic conditions and the factors that obstruct and promote student achievement. He is the author of several books, including: The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada; City Schools and the American Dream; Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools; The Trouble With Black Boys…and Other Reflections on Race, Equity and the Future of Public Education; Creating the Opportunity to Learn; Invisible No More: Understanding and Responding to the Disenfranchisement of Latino Males; and Schooling for Resilience. 

READINGS: 

THE AFFECTIVE DOMAIN: LOVE, CARE & SOCIAL JUSTICE – SOCIOLOGICAL & EDUCATIONAL CONSIDERATIONS

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Kathleen Lynch
“Love & Care Matters”
Tuesday, April 19, 4pm, 206 Ingraham Hall
“The Academy, Managerialism & Education – Creating new Subjects”
Wednesday, April 20, 4pm, 206 Ingraham Hall
Open Seminar for Students, Faculty & Public
Thursday, April 21, 12:20pm, 8108 Social Science

Co-sponsored by Institute for Regional and International Studies

KATHLEEN LYNCH is Professor of Equality Studies at University College Dublin. She has played a leading role in founding the UCD Equality Studies Centre and the UCD School of Social Justice. She has co-authored a number of major texts on equality (Equality: From Theory to Action, 2004, 2nd ed. 2009) and on care and justice (Affective Equality: Love, Care and Injustice, 2009). Her most recent book was co-authored with Bernie Grummell and Dympna Devine, titled New Managerialism in Education: Commercialization, Carelessness and Gender (2012, 2nd ed. 2015). She is currently undertaking theoretical research on the concepts of love, care and solidarity and their relationship to social justice. She is also leading a study titled Equality in Practice: Studies in Working, Learning and Caring, and is the Irish partner in a study of Solidarity in Europe (2015-2018) involving 12 European countries.

READINGS: