A History of Education for the Many

Offering a novel take on the history of education in the US, A History of Education for the Many examines the development of the education system from a global and internationalist perspective. Challenging the dominant narratives that such development is the product of either a flourishing democracy or a ruling-class project to reproduce structural inequalities, this book demonstrates the link between education and the struggles of working-class and oppressed peoples inside and outside the US. In a country notorious for educating its people with an inability to see beyond its own borders, this book offers a timely corrective by focusing on the primacy of the global balances of forces in shaping the history of US education. Combining Marx’s dialectic with W.E.B. Du Bois’ historiographical approach, Malott demonstrates how the mighty agency of the world’s poor and oppressed have forced the hand of the US ruling class in foreign policy and domestic educational policies. Malott offers a unique view of the dialectical development of social control by examining the role of the police and state violence, along with education or ideology over time. This situates the 2020 uprisings against racism and the movements to defund the police within a historical context dating back to eighteenth-century slave patrols. As US imperialism declines in the 21st century and social movements across the globe continue to swell and intensify, Malott’s historical analysis looks backwards as it pushes us, optimistically and realistically, forwards towards a liberated future. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 license on bloomsburycollections.com

A History of Education for the Many

Offering a novel take on the history of education in the US, A History of Education for the Many examines the development of the education system from a global and internationalist perspective. Challenging the dominant narratives that such development is the product of either a flourishing democracy or a ruling-class project to reproduce structural inequalities, this book demonstrates the link between education and the struggles of working-class and oppressed peoples inside and outside the US. In a country notorious for educating its people with an inability to see beyond its own borders, this book offers a timely corrective by focusing on the primacy of the global balances of forces in shaping the history of US education. Combining Marx’s dialectic with W.E.B. Du Bois’ historiographical approach, Malott demonstrates how the mighty agency of the world’s poor and oppressed have forced the hand of the US ruling class in foreign policy and domestic educational policies. Malott offers a unique view of the dialectical development of social control by examining the role of the police and state violence, along with education or ideology over time. This situates the 2020 uprisings against racism and the movements to defund the police within a historical context dating back to eighteenth-century slave patrols. As US imperialism declines in the 21st century and social movements across the globe continue to swell and intensify, Malott’s historical analysis looks backwards as it pushes us, optimistically and realistically, forwards towards a liberated future. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 license on bloomsburycollections.com

Marxist historiography in the history of education : from colonial to neocolonial schooling in the United States

This essay draws on Marx’s scholarly contributions to historiography to examine the history of and approach to the history of education in the United States. The primary theoretical perspective is drawn from the materialist approach outlined in The German Ideology (Marx & Engels, 1846/1996). The Marxist historiography in the history of education developed here is then employed to analyze and critique narratives of the colonial and common school eras. This work disrupts Eurocentric tendencies in Marxist history of education by returning to the work of Marx himself.peer-reviewe

Contextualizing the \u27Theses on socialist education:\u27 Lessons for revolutionary pedagogy today in Socialist education in Korea: Selected works of Kim Il-Sung

From Publisher: Publishing the selected works of Kim Il-Sung on education is a controversial move in the United States. In fact, there’s almost a proportional relationship between the demonization of the DPRK and the level of ignorance one has about the state, the country, its government, its people and society, and its history. This is particularly striking given the recent interest in decolonial and anti-colonial education, in socialist and communist educational methods, and in socialism and communism more generally. Given these recent activist and scholarly interests, Riley Park and Cambria York’s new collection, Socialist Education in Korea, is a welcome contribution. Their book not only provides key insights into the socialist educational project in Korea— including its pedagogical philosophies and practices, organizations, purposes, government institutions, and more. It also helps provide a more accurate description of the DPRK’s socialist project as articulated by the state’s founder and, for almost five decades, central leader

Cuban education in neo-liberal times: Socialist revolutionaries and state capitalism

As Europe's imperial powers, most notably the English, Dutch, French and Spanish, vied for control of the vast fortunes being extracted from the Americas through an emerging global economic system founded on colonization and slavery during the 16 th and 17 th centuries, the predominantly European maritime workers, whose labor was employed to engage in inter-Euro-king-sponsored piracy, lived under some of the most brutal, dangerous conditions known. When the labor of these men was no longer needed by the nobility and investors many of them began to view their former employers and homeland as their enemies. Many of these weather-worn men-of-thesea, having renounced their former homelands and Christian masters, turned to the primary enemy of their enemy, that is, Islam and the Islamic empires. The logic being: the enemy of my enemy must be my friend. Given this line of reasoning, it is not surprising that many of these European born men knew very little of Islam except that is was the enemy of Christianity for imperialistic rather than religious reasons. However, some of these men did possess a more in depth understanding of Islam finding it less dogmatic than Christianity, allowing more personal freedoms, such as a relatively progressive approach to sexuality. Similarly, many people laboring for the interests of profiteers as value-producing commodity dissatisfied with the exploitive and alienating nature of capitalist society, a direct attack on our "species being" (Marx quoted in Allman, McLaren and Rikowski, 2005, discussed Given their ability to thwart nearly 50 years of US terrorism Cuba's Trouble-Making What has the Revolutionary Government done? The only accusation that can be made against the Revolutionary Government is that we have given our people reform laws ... The problem is if we plant rice, we interfere with foreign interests; if we produce lard, we interfere with foreign interests; if we produce cotton, we interfere with foreign interests, if we cut down the electric tariffs, we interfere with foreign interests ... If we try to find new markets for our economy, we interfere with foreign interests. If we attempt to sell at least as much as we buy, we interfere with foreign interests ... The reactionaries, the invaders ... will find a nation that is proud to declare that we do not wish to do harm to anyone ... that we wish only to live by our own labor; we wish only to live by the fruits of our own intelligence ... but in order to defend our aspirations ... the Cuban people are ready to fight. (Fidel Castro, 1959/2004 Why has the US government, nearly alone in the world of industrialized nations, For example, since the 1950s Washington has supported and helped into office a series of increasingly brutal Guatemalan governments with the effect of squashing popular movement for human rights and liberties leading to the eventual slaughter of hundreds of thousands of Guatemalans Many scholars of international politics such as Noa

Immiseration Capitalism

Description to be added.Cannot be left empt

Right-to-Work and Lenin's Communist Pedagogy: An Introduction

This essay examines so-called Right-to-Work (RTW) laws as a nearly seventy-year-old push by the capitalist state machine to not only dislodge restrictions on capital's ability to increase the rate of exploitation of labor power as one of many measures to counter falling rates of profit, but as an attack on communism as well. This focus is markedly different from the analysis generally offered by the educational Left in the U.S., which tends to focus exclusively on the privatization of public education and the devastating restrictions on public sector unions as attacks on the public sphere and democracy. These notions suggest that neoliberal policies can be rolled back for a kinder, more egalitarian capitalism. The analysis articulated within this essay is therefore based on the assumption that the struggle against RTW should be understood, expressed, and engaged as part of the global, anti-capitalist movement itself. In the process, following Lenin more directly, the case is made that the only realistic way to defeat capitalism is through an organized movement, or through the Party form (i.e. a communist party). Within this discussion I point to some of the ways Lenin's discussion on the communist party offers pedagogical insights. Finally, this essay does not provide a systematic analysis of Lenin or RTW, but rather offers an introductory discussion.Educatio

Contextualizing Trump: Education for Communism

Essay by Curry Malott as part of Call for Conversations: Education in the Era of Trump