This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the…

Refutes claims of Arnot and Whitty (v3, n1, 1982) that recent Marxist analyses of schooling are theoretically open and use empirical evidence to test social theory. Hargreaves argues that because contemporary Marxist sociology of education is based on a commitment to social change, it is theoretically closed and lacks empirical rigor. (AM)

Argues that contested meanings, multiple judgments, and conflicts are part of cultures and the individual's thoughts and actions. Contends that people make moral judgments that may affirm or contradict cultural norms and practices, and sometimes invoke concepts of welfare, justice, and rights. Notes that some key aspects of Baumrind's neo-Marxist…

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…

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 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.…

Three authors review the book by Harold Entwistle about the theoretician of Marxist social theory, Antonio Gramsci. Conclusions are that the book does not accurately reflect Gramsci's view on education. (KC)

Provides a practical demonstration of the writing class as cultural critique. Attempts to lead students to discover the social constructedness of their experience. Demonstrates that the resourceful writing teacher can make powerful modes of demystifying analysis accessible to all students. (RS)

From a Marxist standpoint the author deals with the subject of economic and social domination in space. Topics discussed include agricultural spaces, spatial specialization and alienation, urban-rural relations in developing countries, and the disalienation of space and man. For address of journal see SO 504 028. (Author/RM)

Analyzes previous interpretations concerning the French Revolution. Discusses several weaknesses of the Marxist views in light of recent philosophical and sociological thinking about social change. (RKM)

In Marxist geography the relations that geography has traditionally analyzed--natural environment and spatial relations--are reviewed as outcomes of the mode of material production. To understand geographical relations, the social structure must also be examined. Marxist geography attempts to change the basic structure of society. (RM)

Attempts to show the value of Marx's analysis for humanistic psychology by summarizing Marx's view as a possible vantage point from which to examine critically modern models of human development and compares Marx's work with the main body of humanistic psychology. (Author/RK)

Explicates the concept of praxis in Marx's dialectical analysis of capitalism and relates it to radical education: issues of access to educational opportunities, the challenge to the status quo through curriculum change, the role of the intellectual, and the relationship between knowledge and action. (SK)

This essay, written from a Marxist perspective, outlines the historical development of the idea of "the public." The author concludes that lifelong education is the result of working class solidarity rather than the academic heritage of the nineteenth century. (JB)