The Marxist theory that education has wide social implications and that it is not a derivative and one-sided activity, but rather a relationship in which both teacher and students are learners, is examined. (JD)

Presents a historical survey of the dialectic, a heuristic device which enables teachers, researchers, and students to transform hierarchies of relations regarding class, race, and gender. The article discusses Hegel, Marx, and Engels, and presents a critique of misperceptions of the dialectic and an analysis of the laws of dialectics. (SM)

This article describes the dominant ideology characteristic of modern organization which reproduces patterns of domination and subordination, and then discusses the effects of the dominant ideology relative to the structure and function of schooling. (MT)

This essay investigates what identity politics may have to contribute to the reformation of Marxist theories of education through considering how it would theorize the practice of explicitly critical pedagogy. (IAH)

Some important theoretical work done in the field of education/schooling has come close to losing touch with the hard facts of lived experience. Educational theorists must resist making untenable motivational claims for the power of teachers and students which ignore the massively greater power of capital and its allies. (IAH)