This paper contrasts two types of "autodidact" located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became "educated" in Marxism (and more) through…

Provides a review of Soviet dissident, Alexander Solzhenitsyn's critique of Marx's ideas concerning property, family, women, and marriage. Demonstrates, through historical anecdotes, how the practices of Marx's communist doctrine undermines the human spirit and punishes people for their natural love of all that is their own. (JDH)

A survey of Kenyan school leavers (200 responses) and 34 interviews show that the exchange value of school-leaving exams is predominant and the use value of vocational programs has little impact. Apparently, 80% of school effort has actual exchange value for only 20% of school leavers, whereas 20% of effort directed at self-employment has…

Critiques various forms of modernism, traditional Marxism, and liberalism from a postmodern perspective. Identifies the politics of the intellectual projects undertaken by Frederic Jameson and Patricia Bizzell as modernist and reactionary. Argues that their academic appeal lies in their conservatism. (HB)

Presents a neo-Marxist perspective on morality, showing how it pertains to the use and misuse of the culture construct. Explains the standpoint concept, and identifies issues central to morality. Maintains that moral beliefs are grounded in cultural contexts, arguing that the dominant morality in a culture justifies ruling class interests, and…

National Socialism, the German type of fascism, is analysed in this article with respect to the question of its ideological foundations, the ideology of the "Volk" community, and its consequences for a relevant type of social practice, "Volk" welfare. Under National Socialism the form of state social work intervention was…

Examines theories of ideology as presented in Marxist-based critical studies; how these theories serve a strategic function within Marxist theory; and, by way of the work of Michel Foucault, the inadequacies of this discourse of "ideological" analysis. Proposes that critical studies of the media move toward the concept of…

Examines how four major versions of neo-Marxism (i.e., Hegelian, Phenomenological, Structuralist Marxism, and the Frankfurt School) attempt to overcome the base-superstructure thesis of the political economists of education. Considers the implicit social ontological and epistemological assumptions and the related theory of education of each.…

The theories of various neo-Marxist philosophers are examined for insight into their views of human nature that underlie educational proposals. Important education and social policy issues are explored by Marxist theorists. (DF)

Describes the results of a national survey of public perceptions of inequities in the criminal justice system. The analysis focuses on the effects of the respondents' race, class, and status positions, with class position measured in neo-Marxian terms. (Author/AM)

Presents a general description of curriculum studies made in the sociology of education and comparative education in the past decade. Discusses structural/functional studies, studies in the "new" sociology of education, and ethnomethodological studies. Argues that ethnomethodology provides the most heuristic approach to curriculum…

Discusses how an undergraduate introductory comparative literature course used the study of the social function of literature to bring linguistic, structuralist, and Marxist research into the classroom. (DD)

Traces contemporary literary analyses of Latin American melodrama and the romance, looking especially at the work of Peter Brooks and Janice Radway. Suggests that the film "Lejania" produces a spectatorship of shifting positionalities, which mitigate against a passive spectatorship that would serve as a reactionary force. (RS)

Examines the growing influence of Mikhail Bakhtin in a variety of fields. Describes two dominant strains that permeate Bakhtin's philosophical project: phenomenology and Marxism. Argues that the ambivalence displayed between these two poles in Bakhtin's work suggests an ambivalence in the larger arena of literary studies. (HB)

Analyzes the university as an institutional narrative. Describes postsecondary schooling as a material and ideological formation that enacts a drama in which teachers and students are actors. Calls for a subversive rereading of the stage directions given teachers and students. (RS)