Details
Communist Study
Education for the CommonsYouth Culture and Pedagogy in the Twenty-First Century
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89,99 € |
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| Verlag: | Lexington Books |
| Format: | EPUB |
| Veröffentl.: | 14.09.2016 |
| ISBN/EAN: | 9781498532457 |
| Sprache: | englisch |
| Anzahl Seiten: | 170 |
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Beschreibungen
<span><span>Contending that radical politics needs educational theory, </span><span>Communist Study: Education for the Commons</span><span> poses a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and figurality? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, educational theorist Derek R. Ford develops a pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. To chart this constellation, Ford takes the reader on a journey that traverses disciplinary and ideological boundaries, innovatively reading theorists as diverse as Agamben, Marx, Lyotard, Butler, and Lenin. Demonstrating that learning is the educational logic that underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic. Poetic, performative, and provocative, this theory of study is oriented toward what Ford calls “the sublime feeling of being-in-common,” which, as he insists, is always a </span><span>commonness against</span><span>.</span></span>
<span><span>Demonstrating that learning is the educational logic that underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic. This book will be of interest to scholars of educational philosophy, political theory, philosophy, critical pedagogy, composition and rhetoric, and peace and conflict studies. </span></span>
<span><span>Contents</span></span>
<br>
<br>
<span><span>Foreword. Toward a Communist Philosophy of Education: Reflections on Method and Methodology (Tyson E. Lewis)</span></span>
<br>
<br>
<span><span>Acknowledgements</span></span>
<br>
<br>
<span><span>Introduction: A partisan theory of study</span></span>
<br>
<br>
<span><span>Part one: Subject</span></span>
<br>
<br>
<span><span>Chapter 1: Subject formation</span></span>
<br>
<span><span>Chapter 2: Immaterial subjects (and the fetish thereof)</span></span>
<br>
<br>
<span><span>Part two: Study</span></span>
<br>
<br>
<span><span>Chapter 3: Studying whatever</span></span>
<br>
<span><span>Chapter 4: The secret struggle</span></span>
<br>
<span><span>Chapter 5: The terror of democracy</span></span>
<br>
<span><span>Chapter 6: Figure</span></span>
<br>
<br>
<span><span>Part three: Struggle</span></span>
<br>
<br>
<span><span>Chapter 7: In praise of tanks</span></span>
<br>
<span><span>Chapter 8: Party</span></span>
<br>
<span><span>Conclusion: Architectures of resistance</span></span>
<br>
<br>
<span><span>Afterword: It’s a Wednesday: To be a problem-with, to be a problem-for (Ailish Hopper)</span></span>
<br>
<br>
<span><span>Bibliography</span></span>
<br>
<br>
<span><span>Index</span></span>
<br>
<br>
<span><span>About the author</span></span>
<br>
<br>
<span><span>Foreword. Toward a Communist Philosophy of Education: Reflections on Method and Methodology (Tyson E. Lewis)</span></span>
<br>
<br>
<span><span>Acknowledgements</span></span>
<br>
<br>
<span><span>Introduction: A partisan theory of study</span></span>
<br>
<br>
<span><span>Part one: Subject</span></span>
<br>
<br>
<span><span>Chapter 1: Subject formation</span></span>
<br>
<span><span>Chapter 2: Immaterial subjects (and the fetish thereof)</span></span>
<br>
<br>
<span><span>Part two: Study</span></span>
<br>
<br>
<span><span>Chapter 3: Studying whatever</span></span>
<br>
<span><span>Chapter 4: The secret struggle</span></span>
<br>
<span><span>Chapter 5: The terror of democracy</span></span>
<br>
<span><span>Chapter 6: Figure</span></span>
<br>
<br>
<span><span>Part three: Struggle</span></span>
<br>
<br>
<span><span>Chapter 7: In praise of tanks</span></span>
<br>
<span><span>Chapter 8: Party</span></span>
<br>
<span><span>Conclusion: Architectures of resistance</span></span>
<br>
<br>
<span><span>Afterword: It’s a Wednesday: To be a problem-with, to be a problem-for (Ailish Hopper)</span></span>
<br>
<br>
<span><span>Bibliography</span></span>
<br>
<br>
<span><span>Index</span></span>
<br>
<br>
<span><span>About the author</span></span>
<span><span>Derek R. Ford</span><span> is assistant professor of education studies at DePauw University.</span></span>
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