482
Views
10
CrossRef citations to date
0
Altmetric
Articles

‘By ones and twos and tens’: pedagogies of possibility for democratising higher education

References

  • Adams, J. 2011 “Occupy Time.” Critical Inquiry Blog, November 16. http://williams.academia.edu/JasonAdams/Papers/1151645/_Occupy_Time_Critical_Inquiry_version
  • Amsler, S. 2008. “Pedagogy against Dis-Utopia: From Conscientization to the Education of Desire.” In Contemporary Perspectives in Social Theory, Vol. 25, edited by H. Dahms. Bingley: Emerald Publishing, 291–325.
  • Amsler, S. 2011. “Striving towards a Politics of Possibility.” Graduate Journal of Social Sciences 8 (1): 83–103.
  • Amsler, S. 2012. “Taking Great Pains: The Affective Politics of Radical democracy.” Paper Presented at the American Sociological Association Annual Conference, Denver, August 3–5.
  • Antliff, A. 2012. “Let the Riots Begin.” In Anarchist Pedagogies: Collective Actions, Theorizations and Reflections on Education, edited by R. Haworth. Oakland: PM Press, 326–328.
  • Apple, M. 1995. Education and Power. NY: Routledge.
  • Apple, M. 2013. Can Education Change Society? NY: Routledge.
  • Autonomous Geographies Collective 2010. “Beyond Scholar Activism: Making Strategic Interventions inside and outside the Neoliberal University.” ACME: An International E-Journal for Critical Geographies 9 (2): 245–275.
  • Ball, S. 2013. Foucault, Power and Education. NY: Routledge.
  • Berkeley Journal of Sociology 2013. “Understanding the Occupy Movement: Perspectives from the Social Sciences (Essay Collection).” http://bjsonline.org/2011/12/understanding-the-occupy-movement-perspectives-from-the-social-sciences/.
  • Bernstein, B. [1971] 2003. Class, Codes and Control. NY: Routledge.
  • Bifo 2004. “What is the Meaning of Autonomy Today? Subjectification, Social Composition, Refusal of Work.” Multitiudes, 1. http://multitudes.samizdat.net/What-is-the-Meaning-of-Autonomy.
  • BoRen, M. 2001. Student Resistance: A History of the Unruly Subject. NY: Routledge.
  • Boler, M. 1999. Feeling Power: Emotions and Education. NY: Routledge.
  • Brown, W. 2009. “Neoliberalism and the End of Liberal Democracy.” In Edgework: Critical Essays on Knowledge and Politics. Princeton: Princeton University Press, 37–59.
  • Brown, W., C. Colegate, J. Dalton, T. Rayner, and C. Thill. 2006. “Learning to Love Again: An Interview with Wendy Brown.” Contretemps 6: 25–42.
  • Browne, J. 2010. Securing a Sustainable Future for Higher Education: Independent Review of Higher Education and Student Finance. www.independent.gov.uk/browne-report.
  • Collini, S. 2010. “Browne’s Gamble.” London Review of Books, 32 (21). Accessed November 4. http://www.lrb.co.uk/v32/n21/stefan-collini/brownes-gamble.
  • Collini, S. 2012. What Are Universities for? NY: Penguin.
  • Coté, M., R. Day, and G. De Peuter, eds. 2007. Utopian Pedagogy: Radical Experiments against Neoliberal Globalization. Toronto: University of Toronto Press.
  • Day, R. 2005. Gramsci is Dead: Anarchist Currents in the Newest Social Movements. New York: Pluto Press.
  • Day, R. 2011. “Hegemony, Affinity and the Newest Social Movements.” In Post-Anarchism: A Reader, edited by D. Rouselle and S. Evren. New York: Pluto.
  • DeLeon, A. 2008. “Oh No, Not the “a” Word! Proposing an “Anarchism” for Education.” Educational Studies: Journal of the American Educational Studies Association 44 (2): 122–141.
  • Department of Business, Innovation and Skills. 2011. Higher Education: Students at the Heart of the System, Presented to Parliament by the Secretary of State for Business, Innovation and Skills, London: Department for Business, Innovation and Skills. June. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944-higher-education-students-at-heart-of-system.pdf
  • Dewey, J. 1916. Democracy and Education. NY: Macmillan.
  • Dewey, J. 1938. Experience and Education. NY: Touchstone.
  • Dewey, J. 1954. The Public and Its Problems. OH: Swallow Press.
  • Dewey, J. 2005. Art as Experience. NY: Perigree Books.
  • DeWitt, R. 2000. “Poststructuralist Anarchism: An Interview with Todd May.” Perspectives on Anarchist Theory 4 (2).
  • Dinerstein, A. 2012. “Interstitial Revolution: On the Explosive Fusion of Negativity and Hope.” Capital & Class 36 (3): 521–540.
  • Dinerstein, A., and S. Deneulin. 2012. “Hope Movements: Naming Mobilization in a Post-Development World.” Development and Change 43 (2): 585–602.10.1111/dech.2012.43.issue-2
  • DNAinfo Chicago Staff 2013. “CPS Closings Protest: 127 Issued Tickets after Thousands Jam Streets.” DNAinfo Chicago, March 27. http://www.dnainfo.com/chicago/20130327/loop/cps-school-closings-protestors-plan-for-150-arrests
  • Ellsworth, Elizabeth. 1994. “Why doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” In The Education Feminism Reader, edited by L. Stone. NY: Routledge, 300–327.
  • Fielding, M., and P. Moss. 2011. Radical Education and Common School: A Democratic Alternative. London: Routledge.
  • Freire, P. 1985. The Politics of Education: Culture, Power, and Liberation. CT: Bergin and Garvey.
  • Freire, P. D. Macedo. 1987. Reading the Word and Reading the World. MA: Bergin and Garvey.
  • Freire, P. 2000. Pedagogy of the Oppressed. NY: Continuum.
  • Gibson–Graham, J. K. 2006. A Postcapitalist Politics. MN: University of Minnesota Press.
  • Gill, R. 2009. “Breaking the Silence: The Hidden Injuries of Neo-Liberal Academia.” In Secrecy and Silence in the Research Process: Feminist Reflections, edited by R. Flood and R. Gill. London: Routledge.
  • Giroux, H. 2004. “Public Pedagogy and the Politics of Neo-Liberalism: Making the Political More Pedagogical.” Policy Futures in Education 2 (3): 494–503.10.2304/pfie
  • Giroux, H. 2013. “The Politics of Disimagination and the Pathologies of Power.” Truthout, February 27.
  • Goodman, A., and J. Hagopian. 2013. “Seattle Teachers, Students Win Historic Victory over Standardized Testing.” Democracy Now, May 20. http://www.democracynow.org/2013/5/20/seattle_teachers_students_win_historic_victory.
  • Gordon, U. 2007 Anarchism and Political Theory: Contemporary Problems. Doctoral Thesis, Oxford Mansfield College.
  • Graeber, D. 2013. “A Practical Utopian’s Guide to the Coming Collapse.” The Baffler, 22. http://www.thebaffler.com/past/practical_utopians_guide.
  • Haworth, R., ed. 2012. Anarchist Pedagogies: Collective Actions, Theorizations and Reflections on Education. PM Press.
  • Holmwood, J., and G. Bhambra. 2012. “The Attack on Education as a Social Right.” South Atlantic Quarterly 111 (2): 392–401.10.1215/00382876-1548293
  • hooks, B. 2004. Teaching to Transgress: Education as the Practice of Freedom. NY: Routledge.
  • Jun, N. 2012. “Paideia for Praxis: Philosophy and Pedagogy as Practices of Liberation.” In Anarchist Pedagogies: Collective Actions, Theorizations and Reflections on Education, edited by R. Haworth. PM Press.
  • Kelley, D. 2013. “Hunger Strikers Protest Deep Cuts to Philadelphia Schools.” Reuters, June 26. http://www.reuters.com/article/2013/06/26/us-usa-education-philadelphia-idUSBRE95P1KF20130626.
  • Kompridis, N. 2006. Critique and Disclosure: Critical Theory between past and Future. Cambridge: MIT Press.
  • Kompridis, N. 2011. “Receptivity, Possibility, and Democratic Politics.” Ethics & Global Politics 4 (4): 255–272.
  • Leung, H., J. de Kloet, and Y. F. Chow 2013. “Towards an Ethics of Slowness in an Era of Academic corporatism.” EspacesTemps. http://www.espacestemps.net/en/articles/towards-an-ethics-of-slowness-in-an-era-of-academic-corporatism-en/.
  • Martin, B. 2011. “The Research Excellence Framework and the “Impact Agenda”: Are We Creating a Frankenstein Monster?” Research Evaluation 20 (3): 247–254.10.3152/095820211X13118583635693
  • May, T. 1994. The Political Philosophy of Poststructuralist Anarchism. PA: Pennsylvania State University Press.
  • McGettigan, A. 2011. “New Providers: The Creation of a Market in Higher education.” Radical Philosophy 167 (May/June): 2–8.
  • Motta, S. 2011a. “Notes towards Prefigurative Epistemologies.” In Social Movements in the Global South: Dispossession, Development and Resistance, edited by S. Motta and A. Gulnvald Nilsen. NY: Palgrave Macmillan.10.1057/9780230302044
  • Motta, S. 2011b. “‘Popular Education as a Living project’, Beautiful Transgressions. Ceasefire Magazine, July 5. http://ceasefiremagazine.co.uk/beautiful-transgressions-7/.
  • Motta, S. 2012. “The Nottingham Free School: Notes towards a Systematization of Praxis.” In Anarchist Pedagogies: Collective Actions, Theorizations and Reflections on Education, edited by R. Haworth. PM Press.
  • Mueller, J. 2012. “Anarchism, the State, and the Role of Education.” In Anarchist Pedagogies: Collective Actions, Theorizations and Reflections on Education, edited by R. Haworth. Oakland: PM Press, 14–31.
  • Olin–Wright, E. 2012. Envisioning Real Utopias. London: Verso Press.
  • Rodgers, C. 2002. “Dewey and His Vision of Democracy.” Teachers College Record 104 (4): 842–856.10.1111/tcre.2002.104.issue-4
  • Schantz, J. 2010. Constructive Anarchism: Building Infrastructures of Resistance. Farnham, Surrey: Ashgate.
  • Schwartz-Weinstein, J. 2011. “Campus Occupations Intensify.” Chronicle of Higher Education, Accessed November 11. http://chronicle.com/blogs/brainstorm/campus-occupations-intensify/41245
  • Scott, J. 1999. “The Chautauqua Movement: Revolution in Popular Higher Education.” The Journal of Higher Education 70 (4): 389–412.10.2307/2649308
  • Shore, C. 2011. “How Commercialisation is Redefining the Mission and Meaning of the University.” Social Anthropology (Special Issue on Anthropology and Institutions) 19 (4): 495–499.
  • Shukaitis, S. 2009. “Infrapolitics and the Nomadic Educational Machine.” In Contemporary Anarchist Studies: An Introductory Anthology of Anarchy in the Academy, edited by R. Amster, A. DeLeon, L. Fernandez, A. Nocella II and D. Shannon. NY: Routledge.
  • Slaughter, S., and G. Rhoades. 2004. Academic Capitalism and the New Economy: Markets, State, and Higher Education. Baltimore: Johns Hopkins University Press.
  • Smith, S., V. Ward, and A. House. 2011. ““Impact” in the Proposals for the UK’s Research Excellence Framework: Shifting the Boundaries of Academic Autonomy.” Research Policy 40 (10): 1369–1379.10.1016/j.respol.2011.05.026
  • Steele, T. 2010. “Enlightened Publics: Popular Education Movements in Europe, Their Legacy and Promise.” Studies in the Education of Adults 42 (2): 107–123.
  • Taylor, L. 2006. “Culture’s Revenge: Laurie Taylor Interviews Stuart Hall.” New Humanist 121 (2): 14–17.
  • Thomassen, L. 2005. “In/Exclusions: Toward a Radical Democratic Approach to Exclusion.” In Radical Democracy: Politics between Abundance and Lack, edited by L. Tønder and L. Thomassen. Manchester: Manchester University Press, 103–122.
  • Thornton, M., and B. Maiguashca. 2006. “'Introduction: Activism, Academia and Education', Millennium, Special Issue on ‘Activism, Academia and education’, Millennium, Special Issue on ‘Activism.” Academia and Education’ 35 (1): 101–104.
  • Wallerstein, I. Starr, F. 1971. The University Crisis Reader. NY: Vintage Books.
  • Williams, R. 1983. ‘Adult education and social change’ in What I Came to Say. London: Hutchinson Radius.
  • Young, M. F. D., ed. 1971. Knowledge and Control. London: Collier-Macmillan.
  • Zinn, H. 1997. ‘The uses of scholarship’ in The Zinn Reader: Writings on Disobedience and Democracy. NY: Seven Stories Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.