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The Marxist theory of schooling : a study of epistemology and education

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• DOI: 10.1093/acrefore/9780190264093.013.105
• Corpus ID: 151673530

Marxism and Educational Theory

• Published in Oxford Research Encyclopedia… 1 December 2007
• Education, Philosophy, Political Science
• Oxford Research Encyclopedia of Education

6 Citations

Towards a definition of social equality in education, learning by dispossession: democracy promotion and civic engagement in iraq and the united states, social deprivation, community cohesion, denominational education and freedom of choice: a marxist perspective on poverty and exclusion in the district of thanet., to bravely speak: an essay review of jean anyon's marx and education.

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Marxism and Educational Theory

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We live in a world where thousands make massive profits out of the labours of others, while those others exist as wage slaves, millions of whom die of starvation and poverty-related illness every year. The fundamental aim of Marxism is the overthrow of the anarchic, exploitative and eco-destructive system of world capitalism and its replacement by world socialism and equality. To build a socialist world is a task of gargantuan proportions, but one that Marxists believe is eminently achievable.

This book addresses some of these challenges from within educational theory. The key theoretical issues addressed are:

utopian socialism

poststructuralism and postmodernism

transmodernism

globalisation, neo-liberalism and environmental destruction

the new imperialism

critical race theory.

Marxism and Educational Theory compellingly and informatively propels the debate forward in the pursuit of that socialist future. In that quest, suggestions are made to connect theoretical issues with the more practical concerns of the school and the classroom.

With a specially written Foreword by Peter McLaren, this timely book will be of interest to academics and students interested in educational theory, the sociology of education, sociology, politics, philosophy and critical theory.

TABLE OF CONTENTS

Chapter 1 | 10  pages, introduction: personal and political reflections on a life in education, part | 2  pages, part i origins, chapter 2 | 15  pages, socialism and marxist theory, chapter 3 | 9  pages, marxist theory and education, chapter 4 | 14  pages, nietzsche, poststructuralism and postmodernism, part ii issues, chapter 5 | 15  pages, poststructuralism and postmodernism in educational theory: social change and social justice, chapter 6 | 17  pages, transmodernism in educational theory: a step closer to liberation, chapter 7 | 13  pages, globalisation, neo-liberalism and environmental destruction, chapter 8 | 14  pages, the new imperialism: postmodern, transmodern and marxist perspectives, chapter 9 | 17  pages, critical race theory and racialisation: a case study of contemporary racist britain, chapter 10 | 10  pages, common objections to marxism and a marxist response.

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MIA : Subjects : Education:

Marxism & Education   Index to the works of Marxists and others on education, cognitive psychology and child development. Because Marxists have tended to approach the whole range of psychological issues — development, feeling, neurosis, pathology, personality and character — from the point of view of cognitive and linguistic development, much of the material in this subject archive is also found in the more comprehensive Psychology Subject Archive . Likewise, for Marxists, there has never been a sharp line between social and individual development, so social theory penetrates deeply into both psychology and educational theory. The Marxist approach to education is broadly constructivist , and emphasises activity , collaboration and critique , rather than passive absorption of knowledge, emulation of elders and conformism; it is student-centred rather than teacher centred, but recognises that education cannot transcend the problems and capabilities of the society in which it is located. This archive lists the works of Marxist and some non-Marxist writers on teaching and learning to be found on the Marxists Internet Archive.   Early ideas on Socialist Education Theses On Feuerbach #3 , Marx 1845 Communist Manifesto , Marx 1848 Juvenile and Child Labour , International Workingmen's Association 1866 On General Education , Speech by Marx August 1869 Economic Manuscripts of 1861-63 , Marx Section 9 (Factory Acts) , Capital, Chapter 15, Marx 1867 Section 9 (Factory Acts) , Capital, Chapter 15, Marx 1867 Productive Labour , Capital, Chapter 16, Marx 1867 On Education , Mikhail Bakunin 1869 The Struggle of Woman for Education , Bebel 1879 The Socialist System of Education , Bebel 1879 Socialism and Education , May Wood Simmons 1901 The Material Basis of Education , Lena Morrow Lewis 1912 Self-Education of the Workers , Anatoly Lunacharsky 1918 Independent Working Class Education – Thoughts and Suggestions , Eden and Cedar Paul 1918 Bolshevism v Democracy in Education , Eden and Cedar Paul 1918 Education of the Masses , Sylvia Pankhurst, 1918 Men or Machines , Gramsci 1916 On the Organisation of Education and of Culture , Gramsci 1923 >-->   Soviet Ideas on Education Decree on Child Welfare , Alexandra Kollontai 1918 To All Who Teach , Anatoly Lunacharsky 1918 Church and School in the Soviet Republic , Nikolai Bukharin, 1919 Communism and Education , from The ABC of Communism , by Bukharin and Preobrazhensky 1920     Lenin on Education What Can be Done for Public Education? , Lenin 1914 Speech at first All-Russian Congress on Education , Lenin 1918 To People's Commissariat of Education , Lenin 1919 Work of People's Commissariat for Education , Lenin 1921 Reports on Soviet Education Russian Children , from Six Red Months in Russia , Louise Bryant 1918 Soviet Education , from Russia in 1919 , Arthur Ransome Education and Culture , My Disillusionment in Russia , Emma Goldman 1922 Children of Revolution , Anna-Louise Strong 1925 Education in Soviet Russia , The First Time in History , Anna-Louise Strong 1925 The Revolution in Education and Culture , Soviet Russia: a living record and a history , Wm Chamberlin 1929 Family Relations Under the Soviets , Trotsky 1932 Education in Stalinist Russia On Communist Education. Selected Speeches and Articles (1926-1945) , M. I. Kalinin Learning to Live , A. S. Makarenko 1936-1938 The Road to Life (An Epic of Education), Volume 1 , A. S. Makarenko 1933-1935 The Road to Life (An Epic of Education), Volume 2 . Lectures to Parents , A. S. Makarenko 1937 Problems of Soviet School Education , A. S. Makarenko Makarenko: His Life and Work , A. S. Makarenko Makarenko (1888-1939) reflects some ideas which were characteristic of Stalin's Soviet Union. Nonetheless, his ideas were very radical and are much admired by progressive educators to this day, especially in the education of disadvantaged children. The psychologists of the Vygotsky School, whose writings predominate in what follows, were a minority current in the Soviet Union; they were not allowed to travel or publish overseas and their influence on the Soviet education system was limited. Early Childhood and Play Play and its role in the mental development of the Child , Vygotsky 1933 Tool and Symbol in Child Development , Vygotsky 1930 --> The Construction of Reality in the Child , Jean Piaget 1955 Piaget's theory of child language and thought , Vygotsky 1934 Comment on Vygotsky , Piaget 1962 The Child and his Behavior , Luria 1930 The Prehistory of Written Language , Vygotsky 1930 --> The Origins of Thought in the Child, Henri Wallon 1947 Genetic Psychology , Henri Wallon 1956 Summerhill - A Radical Approach to Child Rearing, Erich Fromm 1960 The Psychological Development of the Child , Henri Wallon 1965 Stages in the Mental Development of the Child , Elkonin 1971 Mental Development in Twins , from Soviet Psychology , Luria 1979 --> Mental Development --> The development of Perception and Attention and --> Mastery of Memory and Thinking , Vygotsky 1930 --> Verbal Regulation of Behavior , and Mechanisms of the Brain , Luria 1979 from Soviet Psychology Introduction to Luria's The Making of Mind , by Michael Cole, 1979 --> Adolescence and Ethical Development Ethical Behavior , from Educational Psychology Vygotsky 1926 Esthetic Behavior , from Educational Psychology Vygotsky 1926 Development of thinking and concept formation in adolescence , Vygotsky 1931 Imagination and creativity of the adolescent , Vygotsky 1931 Vygotsky's tool-and-result methodology , Fred Newman and Lois Holzman Society and Individual Development The Psychological and Sociological Study of the Child , Henri Wallon 1947 The Influence of Social Factors in Child Development , Erich Fromm 1958 Human Nature and Social Theory , Erich Fromm 1969 Man in Marxist Theory , Lucian Seve 1974 Cognitive Development: Its Social and Cultural Foundations , Luria 1976 Cognition and Foundations of Learning Internalization of Higher Psychological Functions , Vygotsky 1930 Interaction between Learning and Development , Vygotsky 1930 --> The Genetic Roots of Thought and Speech , Vygotsky 1934 Thought and Word , Vygotsky 1934 Activity and Knowledge , Ilyenkov 1974 Activity and Consciousness , Leontyev 1977 Activity, Consciousness, and Personality 1978: Leontev's Introduction     Marxism and Psychological Science ,     Activity and Personality ,     Motives, Emotions, and Personality . Personal account of Soviet Psychology , Luria 1979 The Historical Context , Introduction to Soviet Psychology , Luria 1979 Vygotsky , from Soviet Psychology , Luria 1979 Cultural Differences in Thinking , from Soviet Psychology , Luria 1979 --> Much Learning does Not Teach Understanding , Vasili Davydov Types of Generalization in Instruction: Logical and Psychological Problems in the Structuring of School Curricula , Vasili Davydov Biography of Vasily Davydov and an outline of his ideas , Vladimir Kudryavtsev   John Dewey on Education Interest in Relation to Training of the Will , 1896 My Pedagogic Creed , 1896 The School and Social Progress , 1899 The Child and the Curriculum , 1902 Education as Growth , 1916 Experience and Thinking , 1916 The Need of a Theory of Experience , 1938 Criteria of Experience , 1938   See also: Hegel on Education Pedagogy of the Oppressed , Paulo Freire 1968   History Archive Subjects Section Encyclopedia of Marxism Cross-Language Section What's New? Contact Us Comments to Andy Blunden M.I.A. Home Page | MCA Discussion Forum  

Education, Social Class and Marxist Theory

• First Online: 26 May 2018

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This chapter uses a Marxist perspective to deal with the relationship between social class, society and education. It initially focuses on the measurement of social class, drawing on Weberian ‘gradational’ and Marxist ‘relational’ classifications and definitions of class. The chapter then presents some of the main concepts of Marxist social class analysis and relates these concepts to Marxist theory of education. It concludes by differentiating between two types of Marxist analysis—Structuralist neo-Marxism and Culturalist neo-Marxism, and by arguing for a revolutionary Marxist programme to replace, overcome, overthrow and go beyond capitalism, to abolish the Labour–Capital relation, to progress into a democratic Socialist society.

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Hill, D. (2018). Education, Social Class and Marxist Theory. In: Simmons, R., Smyth, J. (eds) Education and Working-Class Youth. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-90671-3_8

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Education, Social Class and Marxist Theory

2022, Encyclopedia of Marxism and Education

In this cghapter we discuss the relationship between Marxism, Social Class and Education from a Marxist perspective

Related Papers

(This is a pre-publication Draft. The book (and chapter) were published in early 2018) In this chapter I discuss the relationship between social class, society and education. The perspective adopted is Marxist. Firstly I discuss social class and how it is measured. Then I present some of the main concepts of Marxist social class analysis. I will then show how these concepts relate to education, referring to the work of Bourdieu, Althusser, Bowles and Gintis, and, in the UK, work by Bernstein and by Duffield and her co-writers. Finally I differentiate between two types of Marxist analysis — Structuralist neo-Marxism and Culturalist neo-Marxism.

Introduction In this chapter I discuss the relationship between social class, society and education. The perspective adopted is Marxist. Firstly I discuss social class and how it is measured. Then I present some of the main concepts of Marxist social class analysis. I will then show how these concepts relate to education, referring to the work of Bourdieu, Althusser, Bowles and Gintis, and, in the UK, work by Bernstein and by Duffield and her co-writers. Finally I differentiate between two types of Marxist analysis — Structuralist neo-Marxism and Culturalist neo-Marxism.

Journal for Critical Education Policy …

Dr. Alpesh Maisuria , dave hill

... EXTEDUCATION/0,,contentMDK:20264769~menuPK:613701~pagePK:148956~ piPK:216618~theSitePK:282386,00.html. Correspondence. Nigel Greaves: [email protected] Dave Hill: [email protected].

Citation: Hill, D. (2018) Education and social class: a Marxist response. In R. Simmons and J. Smyth (eds.), Education and Working Class Youth. London: Palgrave MacMillan. (pre-publication corrections) In this chapter I discuss the relationship between social class, society and education. The perspective adopted is Marxist. In Part One, I discuss social class and how it is measured. Here I discuss Weberian `gradational’ and Marxist `relational’ classifications and definitions of class. In Part Two, I present some of the main concepts of Marxist social class analysis. In Part Three, I relate these concepts to Marxist theory of education. In Part Four, I differentiate between two types of Marxist analysis -Structuralist neo-Marxism and Culturalist neo-Marxism.

In this essay I examine the interconnections between “race”1 and social class, with some reference to caste, in schooling and society. I need to state that this is a panoptic paper that attempts to bring together, to link, empirical and theoretical data and conceptual analyses across a number of areas: These are: firstly, culturalist and materialist issues and analyses of “race,” caste, and class oppression, particularly in Britain, the USA and India; secondly, South Asian, other Black and Minority Ethnic groups (BME) and White working-class labour market and educational experience in Britain; thirdly, Marxist, revisionist socialist, and social democratic educational and political analysis; and, finally, neoliberal and neoconservative policy and its impacts. In particular, this chapter attempts to compare BME oppression and exploitation in the UK and, tangentially, in the USA, with caste oppression and exploitation in India and also as it manifests itself in Britain. Both are examined through a materialist, class perspective: a Marxist analysis. Panoptic approaches can have value: a bringing together, an interrelating, of different aspects and areas of analysis, enabling, potentially, wider social theorizing. They potentially enable a wider understanding, or facilitate a wider evaluation of an overarching theory, such as Marxism, as it analyzes a variety of linked issues. In this paper, the issues above are linked in terms of Marxist analysis of capitalism, class oppression, and the implications of such analysis for the politics of resistance. A hazard with panoptic papers is that they can be dense, heavily referenced and footnoted. But this is to enable pursuit of further study/reading across a number of fields. In addition, a key strength of the panoptic approach is that it is multidisciplinary, enabling analysis, synthesis and evaluation across a number of disciplines.

Palgrave Handbook on Critical Theories of Education,

Education and Educators Under Attack Critical Education, questioning power relationships throughout society and proposing/working for egalitarian alternatives are under global assault in this current era of neoconservative/neoliberal/neo-fascist right-wing authoritarianism. Capitalist individuals, think tanks, organizations and governments are seeking to dilute, expel or criminalize socialist, Marxist, anti-nationalist education, particularly in schools' and universities' curriculaand activity. Currently and historically, the neo-conservatives and neo-/actual Fascists also target LGBT, feminist and anti-racist writing, teaching and thought (Faulkner et al., 2021; Hill, 2019a). However, in this current, early twenty-first century era, critical education, questioning power relationships throughout society and proposing/working for egalitarian alternatives, are under spectacular assault in this current era of neoconservative/neoliberal/neo-fascist right-wing authoritarianism. This is/has been so from Trump's USA, and, in many states of the USA, in post-Trump USA, to Johnson's England and Wales, to Bolsonaro's Brazil, to Erdogan's Turkey, to the Law and Justice Party government in Poland, to Modi's India, to Orban's Hungary and to the Ukraine. In each, powerful forces are seeking to dilute, expel or criminalize socialist, Marxist, antinationalist education-particularly in the schools' and universities' curricula-D. Hill (B)

Educacao e Realidade

Neo-Fascism, Capitalism and Marxist Educators. I focus in this chapter on Revolutionary Marxist education, distinguishing it, in particular, from both Centrist, and Left versions of social democracy/revisionism. Accordingly, I set out what I consider to be five key aspects Marxists critique about education policy, and make proposals and seek to enact, relating to: (i) Curriculum and Assessment, (ii) Pedagogy, (iii) The Organisational Culture within the School/ Institution, (iv) Organisation of The Education System and of Students, that is, comprehensive schooling or selective schooling, and (v) Ownership and Control of Schools, Colleges and Universities. The conclusion sets out what is specifically Marxist about the proposals set out.

Grant Banfield

dave hill , Curry Malott

The concept of " Immiseration Capitalism " indicates a systematic tendency of Capital to heap the " accumulation of misery " on the lives of the producing class alongside enriching the appropriating class. Neoliberalism is a specific political project within the history of class struggle that has reasserted the dominance of Capital over Labor, bringing concrete possibilities and a historical urgency to transcend capitalist social relations. Socialist education has a significant revolutionary role to play in this urgency.

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Terry Wrigley

Encyclopaedia of Marxism and Education (Alpesh Maisuria, Volume Editor)

Robert Ovetz, Ph.D. , David Harvie , Mariya Ivancheva

Marxism Against Postmodernism in Educational Theory, in: D. Hill, P. McLaren, M. Cole & G. Rikowski (eds.), Lanham MD: Lexington Books

Paper presented at the British Educational Research Association Conference, Cardiff University, 7-10 September 2000

British Journal of Sociology of Education

Marx in the Age of Digital Capitalism

Robert Prey

Sheila Macrine, Ph.D.

Lourdes Franco López

derek r. ford

Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements (Edited by Derek R. Ford)

A paper prepared for the Fourth Historical Materialism Annual Conference 2007, School of Oriental & African Studies, University of London

A paper presented at the Marxism and Education: Renewing Dialogues Seminar IX, University of London, Institute of Education

Journal for Critical Education Policy Studies

Education Review

Glenn Rikowski , Bulent Avci

Social Epistemology Review & Research Collective

Leaders in Critical Pedagogy

Curry Malott

A paper presented at a Guest Lecture in Sociology of Education, The Gillian Rose Room, University of Warwick, Coventry, 31st May 2001

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Marx and the Education of the Future

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