Making Marxist Pedagogy Magical: From Critique to Imagination, or, How Bookkeepers Set Us Free

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH
Derek R. Ford
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引用次数: 6

Abstract

Claiming that critical education generally, and marxist education specifically, is stuck in a dead-end of impotent critique, this article seeks to reinvigorate the fields by making marxist pedagogy magical. We have to, in other words, not just engage in productive and revolutionary critique, but more importantly, engage in the magical act of imagining possible futures. Selectively reading the three volumes of Marx's Capital , I demonstrate that Marx figures communism is different ways and with seemingly antagonistic emphases. At heart, then, Marx poses communism as a pedagogical problem and as one that demands magical thinking. Insisting that our history and present be the real concrete stuff of learning, experimenting, and doing, I next make the claim that we have already been post-capitalist (i.e., socialist), and that we have to reclaim the successful history of the international struggle of the dispossessed and exploited. In disavowing this history, we reinforce the neoliberal claim that there is no alternative to the market and democracy. I conclude by offering the U.S.-based Party for Socialism and Liberation as an example of magical marxist educators, calling on their imaginative Party program.
使马克思主义教育学具有魔力:从批判到想象,或者,簿记员如何让我们自由
本文认为批判教育,特别是马克思主义教育,已经陷入了无力批判的死胡同,并试图通过赋予马克思主义教育学魔力来重振批判教育领域。换句话说,我们不仅要进行富有成效和革命性的批判,更重要的是,要参与想象可能未来的神奇行动。选择性地阅读马克思的三卷《资本论》,我证明了马克思对共产主义的看法是不同的,而且似乎是对立的。因此,从本质上讲,马克思把共产主义作为一个教学问题,作为一个需要神奇思维的问题。我坚持认为,我们的历史和现在是学习、实验和行动的真正具体的东西,接下来我宣称,我们已经是后资本主义(即社会主义),我们必须重新获得被剥夺者和被剥削者的国际斗争的成功历史。在否定这段历史的过程中,我们强化了新自由主义的主张,即除了市场和民主之外没有其他选择。最后,我以美国的社会主义和解放党作为一个神奇的马克思主义教育家的例子,呼吁他们富有想象力的党的纲领。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Critical Education
Critical Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
30.00%
发文量
0
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