Examines the Marxist-Leninist curriculum assumptions about history instruction in East German schools on the legacy of Nazism. Suggests that questions raised to legitimize history instruction for East German students are relevant for students in capitalist countries. Discusses Hitler's rise to power, Soviet contributions to defeat fascism,…

The classical marketplace metaphor for intellectual exchange forms the ideological basis for the way argument is still taught in composition classrooms, where supposedly students are being prepared to participate as full citizens in an equal democracy. However, such a view of democratic citizenship, free speech, and argument is open to criticism…

This volume is part of a series of monographs from Australia devoted to outlining an alternative approach, based on neo-Marxist concepts, to educational administration. The introductory essay in this volume attempts to develop and clarify the basis for an alternative, dialectical approach to educational administration, which emphasizes the…

Examines and assesses Marxist debates over schooling and societal reproduction. Argues that, if Marxists insist on using functional analysis to explain schools in capitalist society, the accuracy of these explanations must be empirically assessed. (FMW)

The theory of symbolic violence, a structuralist theory of socialization and reproduction of social inequality, is analyzed and criticized as insinuating a radical stance while hiding its objectivist nature and defeatist assumptions. The central concepts of power, power relations, habitus, and the term "arbitrary" are discussed. (MJL)

Compares Robert Palmer's interpretation of the French Revolution with the Marxist and revisionist views. Stresses Palmer's theory that the French Revolution belongs to the same spiritual family as the American. Reports that Palmer saw the French Revolution as the climactic event in a series of similar upheavals that integrated liberal democracy…

Examines general education in the context of postmodern critiques of contemporary civilization. Suggests that the fundamental crisis facing educators is the increasing marginalization of higher learning by commodity marketers, corporate trainers, and producers of "infotainment." (JDI)

The author begins by arguing that in order to understand imperialism it is necessary to have a conceptual awareness of the concepts of racism and racialisation. He then considers how the British Empire impacted on schools during the imperial era. He goes on to examine the nature of the New Imperialism. Calls are currently being made by notable…

This paper traces the roots of the new vocationalism to the educational reform movements of the 1980s, with philosophical underpinnings in the work of John Dewey in the early 20th century. It explores other influences, including Marxian critiques of capitalist uses of education and alternative views of education and work presented by followers of…

This doctoral dissertation uses radical socioeducational analysis (RSA) to examine the development of special education in the United States, with special emphasis given to the development of the concept of learning disabilities. In the first chapter, the RSA method is described. Also included is a review of literature regarding various social…

A conceptual and theoretical framework is needed for the literature on newswork and to do this the relationship between skill and control which has been raised as an issue in the Marxist theory of industrial organization needs to be examined. A theoretical reinterpretation might help to understand how the notion of skill on the individual,…

This monograph presents a fictionalized case study of a real Catholic school in Australian society, Christian Brothers College (C.B.C.), which illustrates the manner in which "forces" for both continuity and change are negotiated at C.B.C. After a brief introduction, the volume opens with four thematic papers by separate authors,…

This volume is part of a series of monographs from Australia devoted to outlining an alternative approach, based on neo-Marxist concepts, to policy studies in education. The opening essay in this volume argues that the controversy over inequalities in education is essentially a school-level issue, involving what administrators and teachers do with…

Only by recognizing that class is not gender neutral can the processes of class formation and reproduction be understood. Class is defined as a process in which human beings take an active part, rather than a structure of categories into which individuals may be inserted. Gender organizes or structures class in many different ways. For example,…

This essay is a response to a review by Peter Gronn of the author's book "Schooling as a Ritual Performance." It addresses general issues raised by Gronn in order to situate the review in the larger context that addresses the failure of Gronn's mode of analysis. (TE)