Dialectical materialism: an alternative way of thinking and doing education alternatively

References

• Adorno, T. (2004). Negative dialectics. Routledge.
   Google Scholar
• Adorno, T. (2005). Minima moralia: Reflections on a damage life. Verso.
   Google Scholar
• Althusser, L. (1970). For marx. Verso.
   Google Scholar
• Althusser, L. (1971). Lenin and philosophy. Monthly Review Press.
   Google Scholar
• Apple, M. (1980). The Other Side of the Hidden Curriculum: Correspondence Theories and the Labor Process. Journal of Education, 162(1), 47–66.
   Google Scholar
• Apple, M. (1986). Teachers and texts: A political economy of class and gender relations in education. Routledge.
   Google Scholar
• Apple, M. (1990). Ideology and curriculum. Routledge.
   Google Scholar
• Apple, M. (2000). Official knowledge. Routledge.
   Google Scholar
• Apple, M. (2015). Reframing the question of whether education can change society. Educational Theory, 65(3), 299–315. https://doi.org/10.1111/edth.12114
   Web of Science ®Google Scholar
• Apple, M., & Jungck, S. (1990). You don’t have to be a teacher to teach this unit. Teaching, technology and gender in the classroom. American Educational Research Journal, 27(2), 227–251. https://doi.org/10.3102/00028312027002227
   Web of Science ®Google Scholar
• Apple, M., & Weis, L. (1986). Seeing education relationally: the stratification of culture and people in the sociology of school knowledge. Journal of Education, 168(1), 7–34. https://doi.org/10.1177/002205748616800101
   Google Scholar
• Baugh, J. (1999). Out of the mouth of slaves: African American language and educational malpractice. University of Texas Press.
   Google Scholar
• Berger, P., & Luckman, T. (1967). The Social Construction of Reality. First Anchor Books.
   Google Scholar
• Bernstein, B. (1971). Class, codes and control (Vol. 1). Routledge and Kegan Paul.
   Google Scholar
• Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. Educational reform and the contradictions of economic life. Basic Books.
   Google Scholar
• Buss Allan, R. (1977). Piaget, marx, and Buck-morrs on cognitive development. Human Development, 20(2), 118–128. https://doi.org/10.1159/000271551
   PubMed Web of Science ®Google Scholar
• Chakrabarti, D. (2000). Provincializing Europe. Postcolonial thought and historical difference. Princeton University Press.
   Google Scholar
• Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students. Paradigm.
   Google Scholar
• Darder, A. (2016). Ruthlessness and the forging of liberatory epistemologies: An arduous journey. In João M. Paraskeva (Ed.), Curriculum epistemicide (pp. ix– xvi). Routledge.
   Google Scholar
• Dongo-Montoya, A. O. (2018). Marx and Piaget: Theoretical and epistemological approaches. Educação e Realidade, 43(1), 7–22. https://doi.org/10.1590/2175-623660803
   Google Scholar
• Edgley, R. (1990). Dialectic Materialism. In J. Eatwell, M. Milgate, & P. Newman (Eds.), Marxian economics (pp. 115–120). Palgrave.
   Google Scholar
• Engels, F. (1878/2020). Anti-Dühring. WR Books.
   Google Scholar
• Facer, K. (2011). Learning futures education, technology and social change. Routledge.
   Google Scholar
• Facer, K. (2016). Using the future in education: Creating space for openness. Hope and Novelty.
   Google Scholar
• Facer, K. (2022). The university and the social imagination. In Centre for global higher education (pp. 2–27). Department of Education: University of Oxford.
   Google Scholar
• FB, B. (2012). The uprising: On poetry and finance. Semiotext(e).
   Google Scholar
• Feenberg, A. (2005). Heidegger and Marcuse: The catastrophe and redemption of history. Routledge.
   Google Scholar
• Freire, P. (1985a). Reading the World and Reading the Word: An Interview with Paulo Freire. Language Arts, 62(1), 15–21.
   Google Scholar
• Freire, P. (1985b). The politics of education: Culture, power and liberation. Bergin and Garvey.
   Google Scholar
• Fromm, E. (1973). The anatomy of human destruction. Holt, Rinehart and Winston.
   Google Scholar
• Giroux, H. (1981). Ideology, culture & the process of schooling. Temple University Press.
   Google Scholar
• Giroux, H. (2011). Education and the Crisis of Public Values.Challenging the Assault on Teachers, Students & Public Education. Peter Lang.
   Google Scholar
• Goldmann, L. (1970). Marxisme e Sciences Humaines. Gallimard.
   Google Scholar
• Goldmann, L. (1971). Immanuel Kant. Humanities Press.
   Google Scholar
• Goldmann, L. (2016). Hidden god. Verso.
   Google Scholar
• Greene, M. (1971). Curriculum and consciousness. Teacher College Record, 73(2), 253–268. https://doi.org/10.1177/016146817107300204
   Web of Science ®Google Scholar
• Habermas, J. (1976). A positivistically bisected rationalism. In T. Adorno (Ed.), The positivist dispute in German sociology (pp. 198–225). Heinemann.
   Google Scholar
• Heidegger, M. (1927/1996). Being and Time. SUNY.
   Google Scholar
• Hooks, B. (1994). Teaching to transgress: Education as a practice of freedom. Routledge.
   Google Scholar
• Horkheimer, M. (2004). Eclipse of reason. Bloomsbury.
   Google Scholar
• Horkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment. Stanford University Press.
   Google Scholar
• Huebner, D. (1959). From classroom action to educational outcomes. An exploration in educational theory. University of Wisconsin-Madison.
   Google Scholar
• Huebner, D. (1962). Politics and curriculum. In H. Passow (Ed.), Curriculum Crossroads (pp. 87–95). Teachers College Press.
   Google Scholar
• Huebner, D. (1964) Curriculum as a guidance strategy.” Paper delivered at Elementary Guidance Workshop. Mimeographed, pp.1–15.
   Google Scholar
• Huebner, D. (1966a). Curricular language and classroom meanings. In J. Macdonald & R. Leeper (Eds.), Language and Meaning (pp. 38–47). ASCD.
   Google Scholar
• Huebner, D. (1966b). Curriculum as a field of study. In H. Robinson (Ed.), Precedents and promises in the curriculum field (pp. 94–112). Teachers College Press.
   Google Scholar
• Huebner, D. (1967). Curriculum as concern of man’s temporality. Theory into Practice, 6(4), 324–331. https://doi.org/10.1080/00405846609542083
   Google Scholar
• Huebner, D. (1970). Status and identity: A Reply. In C. A. B. In, I. Housego, & D. Dyke (Eds.), Education and social policy (pp. 169–179). Random House.
   Google Scholar
• Huebner, D. (1974). The remaking of curriculum language. In W. Pinar (Ed.), Heightened consciousness, cultural revolution and curriculum theory (pp. 36–53). McCutchan Publishing Corporation.
   Google Scholar
• Huebner, D. (1975). The task of the curricular theorist. In W. Pinar (Ed.), Curriculum theorizing. The reconceptualists (pp. 271–280). McCutchan.
   Google Scholar
• Huebner, D. (1999). Toward a political economy of curriculum and human developmentThe Lure of the Transcendent. D. Huebner. Lawrence Erlbaum Associates.
   Google Scholar
• Huebner, D. (2002). Tape # 1, interview with João M. Paraskeva, recorded at 3718 Seminary Rd. 2002.
   Google Scholar
• Huebner, D. (2021). Curriculum afterword. The dialogue dwayne huebner and João Paraskeva. In J. M. Paraskeva (2nd ed.), Conflicts in curriculum theory. Challenging hegemonic epistemologies (pp. 215–262). Palgrave.
   Google Scholar
• Hursh, D. (2011). Fighting for progressive education in neoliberal times. In G. L. Billings & W. Tate (Eds.), Educational Research in the Public Interest. Social justice, action, policy (pp. 46–63). Teachers College Press.
   Google Scholar
• Jupp, J. (2017). Decolonizing and De-canonizing curriculum studies: an engaged discussion organized around Joao M. Paraskeva’s Recent Books. Journal of the American Association for the Advancement of Curriculum Studies, 12(1), 1–25.
   Google Scholar
• Kliebard, H. (1995). The struggle for the American curriculum. Routledge.
   Google Scholar
• Kovel, J. (1981). The age of desire. Pantheon Books.
   Google Scholar
• Lichtman, R. (1982). Production of desire. Free Press.
   Google Scholar
• Lipman, P. (2011). The new political economy of urban education. Routledge.
   Google Scholar
• Lukacs, G. (1968). History and class consciousness. MIT Press.
   Google Scholar
• Macdonald, J. (1964). An image of man. The learner himself. In R. Doll (Ed.), Individualizing Instruction (pp. 29–49). ASCD.
   Google Scholar
• Macdonald, J. (1966). Leaning, meaning and motivation. In J. Macdonald & R. Leeper (Eds.), Language and meaning (pp. 1–7). ASCD.
   Google Scholar
• Marcuse, H. (2002). One dimensional man. Routledge.
   Google Scholar
• Marx, K. (1843). Letters from the Deutsch-Französische Jahrbücher. Marx to Ruge. Marxist Internet Archive. www.marxists.org/archive/marx/works/1843/letters/43_09.htm
   Google Scholar
• Marx, K. (1990). Capital: Volume 1: A critique of political economy. Penguin Books.
   Google Scholar
• McCarthy, C., & Apple, M. (1988). Race, class, and gender in American education. towards a nonsynchronous parallelist position. In L. Weis (Ed.), Class, race, and gender in American education (pp. 3–39). State University of New York Press.
   Google Scholar
• Miller, R. (2011). Being without existing: The futures community at a turning point? A comment on Jay Ogilvy's “Facing the fold. Foresight, 13(4), 24–34.
   Google Scholar
• Moore, S. (2008). Marx and the origin of dialectical materialism 1. Inquiry, 14(1–4), 420–429. https://doi.org/10.1080/00201747108601641
   Google Scholar
• Nowinski, C. (1967). Biologie, Theories du Developpement et Dialectique. In J. Piaget (Ed.), Logique et Connaissance Scientifique. Encyclopedie de la Pleiade (pp. 862–892). Gallimard.
   Google Scholar
• Ollman, B. (2003). Dance with dialectics. Steps in marx’s method. University of Illinois Press.
   Google Scholar
• Pac, T. (2012). The English-only movement in the us and the world in the twenty-first century. Perspectives on Global Development and Technology, 1(1), 192–210. https://doi.org/10.1163/156914912X620833
   Google Scholar
• Padilla, A., Lindholm, K., & Chen, A.: Durán, R., Hakuta, K.: Lambert, W.: Tucker, G. R. (1991). The English only movement. myths, reality and implications for psychology. American Psychological Association, 46(2), 001–011. https://doi.org/10.1037/0003-066X.46.2.120
   Web of Science ®Google Scholar
• Paraskeva, J. (2011). Conflicts in curriculum theory. Challenging hegemonic epistemologies. Palgrave.
   Google Scholar
• Paraskeva, J. (2014). Conflicts curriculum theory: Challenging hegemonic epistemologies (upgraded paperback ed.). Palgrave.
   Google Scholar
• Paraskeva, J. (2016). Curriculum epistemicides. Routledge.
   Google Scholar
• Paraskeva, J. (2021). Curriculum and the generation of Utopia. Routledge.
   Google Scholar
• Phenix, P. (1964). Realms of meaning. A philosophy of the curriculum for general education. McGraw-Hill Book Company.
   Google Scholar
• Pinar, W. (1972). Working from within. Educational Leadership, 29(4), 329–331.
   Google Scholar
• Pinar, W. (1974) (Ed.) Heightened Consciousness, Cultural Revolution and Curriculum Theory. Proceedings of the Rochester Conference. California: McCutchan Publishing Corporation.
   Google Scholar
• Pinar, W. (2004). What is curriculum theory?. Lawrence Erlbaum Associates.
   Google Scholar
• Pinar, W. (2013). Curriculum states in the United States: Present circumstances, intellectuals histories. Palgrave.
   Google Scholar
• Reich, W. (1972). Dialectic Materialism and Psychoanalysis. In L. Baxandall Ed. Sex-Pol. Vintage Booksp. 3.
   Google Scholar
• Roli, R. (2011). Steps Toward an Explicit Ontology of the Future. Journal for Future Studies, 16(1), 67–78.
   Google Scholar
• Santos, B. (2005). Another knowledge is possible. Verso.
   Google Scholar
• Santos, B. (2014). Epistemologies from the south. Paradigm Publishers.
   Google Scholar
• Santos, B. (2018). The end of the cognitive empire. Duke University Press.
   Google Scholar
• Schneider, M. (1975). Neurosis and civilization. Seabury Press.
   Google Scholar
• Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or worldwide diversity and human rights. Lawrence Erlbaum.
   Google Scholar
• Stewart, J. B. (2005). The critical role of African Americans in the development of the pre-Civil War US economy. In C. K. J. Whitehead, P. Mason, & J. Stuart (Eds.), African American in the US history (pp. 20–31). Rowman and Littlefieldld Publishers.
   Google Scholar
• Stoltz, T. (2018). Conciousness in piaget: possibilities of understanding. Psicologia: Reflexao e Critica, 31(30), 1–9. https://doi.org/10.1186/s41155-018-0110-3
   Google Scholar
• Tlostanova, M. V., & Mignolo, W. (2012). Learning to unlearn. Decolonial reflections from Euroasia and the Americas. Ohio State University.
   Google Scholar
• Trotsky, L. (1942/2019). In defense of marxism. WR Books.
   Google Scholar
• Tyack, D. (1974). The one best system: A history of American urban education. Harvard University Press.
   Google Scholar
• Tyler, R. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. State University of New York Press.
   Google Scholar
• Wacquant, L. (2009). Punishing the Poor. The neoliberal government of social insecurity. Duke University Press.
   Google Scholar
• Weiner, L. (1993). Preparing teachers for urban schools: Lessons from thirty years of school reform. teachers College Press.
   Google Scholar
• Zeichner, K., & Liston, D. (2014). Reflexive teaching. Routledge.
   Google Scholar
• Zhao, W., Popkewitz, T., & Autio, T. (2022). Historicizing curricuoum knowledge transition and onto-epistemic coloniality. In W. Zhao, T. Popkewitz, & T. Autio (Eds.), Epistemic colonialism and transfer of curriculum knowledge across borders (pp. 3–18). Routledge.
   Google Scholar