Out of the Ruins

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Contemporary educational practices and policies across the world are heeding the calls of Wall Street for more corporate control, privatization, and standardized accountability. There are definite shifts and movements towards more capitalist interventions of efficiency and an adherence to market fundamentalist values within the sphere of public education. In many cases, educational policies are created to uphold and serve particular social, political, and economic ends. Schools, in a sense, have been tools to reproduce hierarchical, authoritarian, and hyper-individualistic models of social order. From the industrial era to our recent expansion of the knowledge economy, education has been at the forefront of manufacturing and exploiting particular populations within our society. The important news is that emancipatory educational practices are emerging. Many are emanating outside the constraints of our dominant institutions and are influenced by more participatory and collective actions. In many cases, these alternatives have been undervalued or even excluded within the educational research. From an international perspective, some of these radical informal learning spaces are seen as a threat by many failed states and corporate entities. Out of the Ruins sets out to explore and discuss the emergence of alternative learning spaces that directly challenge the pairing of public education with particular dominant capitalist and statist structures. The authors construct philosophical, political, economic and social arguments that focus on radical informal learning as a way to contest efforts to commodify and privatize our everyday educational experiences. The major themes include the politics of learning in our formal settings, constructing new theories on our informal practices, collective examples of how radical informal learning practices and experiences operate, and how individuals and collectives struggle to share these narratives within and outside of institutions. Contributors include David Gabbard, Rhiannon Firth, Andrew Robinson, Farhang Rouhani, Petar Jandrić, Ana Kuzmanić, Sarah Amsler, Dana Williams, Andre Pusey, Jeff Shantz, Sandra Jeppesen, Joanna Adamiak, Erin Dyke, Eli Meyerhoff, David I. Backer, Matthew Bissen, Jacques Laroche, Aleksandra Perisic, and Jason Wozniak.

Author(s): Ed. Robert H. Haworth, Ed. John M. Elmore
Publisher: PM Press
Year: 2017

Language: English
Pages: 288
City: Oakland, CA
Tags: Education, Politics, Anarchism

Front Cover
Title Page
Copyright
Contents
Introduction: Thoughts on Radical Informal Learning Spaces - Robert H. Haworth
Section 1: Critiques of Education
Chapter 1: Miseducation and the Authoritarian Mind - John M. Elmore
Chapter 2: Don’t Act, Just Think! - David Gabbard
Section 2: Constructing Theoretical Frameworks for Educational Praxis
Chapter 3: From the Unlearned Un-man to a Pedagogy without Moulding: Stirner, Consciousness-Raising, and the Production of Difference Rhiannon - Firth and Andrew Robinson
Chapter 4: Creating Transformative Anarchist-Geographic Learning Spaces - Farhang Rouhani
Chapter 5: The Wretched of the Network Society: Techno-Education and Colonization of the Digital - Petar Jandric and Ana Kuzmanic
Section 3: The Emergence of Radical Informal Learning Spaces “Using the Institutional Space without Being of the Institution”
Chapter 6: What Do We Mean When We Say “Democracy”? Learning towards a Common Future through Popular Higher Education - Sarah Amsler
Chapter 7: The Space Project: Creating Cracks within, against, and beyond Academic-Capitalism - Andre Pusey
Chapter 8: Anarchists against (and within) the Edu-Factory: The Critical Criminology Working Group - Jeff Shantz
Chapter 9: Teaching Anarchism by Practicing Anarchy: Reflections on Facilitating the Student-Creation of a College Course - Dana Williams
Section 4: Of the Streets and the Coming Educational Communities
Chapter 10: Toward an Anti- and Alter-University: Thriving in the Mess of Studying, Organizing, and Relating with ExCo of the Twin Cities - Erin Dyke and Eli Meyerhoff
Chapter 11: What Is Horizontal Pedagogy? A Discussion on Dandelions - Authors: David I. Backer, Matthew Bissen, Jacques Laroche, Aleksandra Perisic, and Jason Wozniak. Participants: Christopher Casuccio (“Winter”), Zane D.R. Mackin, Joe North, and Chelsea Szendi Schieder
Chapter 12: Street Theory: Grassroots Activist Interventions in Regimes of Knowledge - Sandra Jeppesen and Joanna Adamiak
Chapter 13: Theory Meet Practice: Evolving Ideas and Actions in Anarchist Free Schools - Jeff Shantz
Contributors
Index