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In this book, Chomsky builds a larger understanding of our educational needs, starting with the changing role of schools today, yet broadening our view toward new models of public education for citizenship.
Giroux probes the depth and range of forces pushing the United States into a new form of authoritarianism, one that connects the Orwellian surveillance state with the forms of ideological control made famous by Aldous Huxley. Addressing how neoliberalism, or the new market fundamentalism, is shaping a range of registers from language and memory to youth and higher education, Giroux explores how education in a variety of spheres is transformed into a type of miseducation perpetuated through what he calls a "disimagination machine"-one that reproduces the present by either distorting or erasing the past. But Giroux is not content to focus on how matters of politics, subjectivity, power, and desire are colonized through forms of miseducation; he is also concerned with the educative nature of politics as the practice of freedom and how the emphasis on critique must be matched by a politics and discourse of resistance, hope, and possibility. This becomes particularly evident in his chapters on Noam Chomsky and Howard Zinn. Thinking Dangerously makes clear that at the heart of the struggle for a radical democracy is the reviving of the radical imagination as the basis for new forms of political and collective struggle. Probing these issues through a series of interrelated essays and important interviews, Giroux provides an accessible, layered, and sustained example of how thinking dangerously is central to and connected with the struggle over the radical imagination and the fight to fulfill the promise of a radical democracy.
Two of our most celebrated intellectuals grapple with the uncertain aftermath of the American collapse in Afghanistan “Through the structure of a deeply engaging conversation between two of our most important contemporary public intellectuals, we are urged to defy the inattention of the media to the disastrous damage inflicted in Afghanistan on life, land, and resources in the aftermath of the U.S. withdrawal and the connections to the equally avoidable and unnecessary wars on Iraq and Libya.”—from the foreword by Angela Y. Davis Not since the last American troops left Vietnam have we faced such a sudden vacuum in our foreign policy—not only of authority, but also of explanations of what happened, and what the future holds. Few analysts are better poised to address this moment than Noam Chomsky and Vijay Prashad, intellectuals and critics whose work spans generations and continents. Called “the most widely read voice on foreign policy on the planet” by the New York Times Book Review, Noam Chomsky is the guiding light of dissidents around the world. In The Withdrawal, Chomsky joins with noted scholar Vijay Prashad—who “helps to uncover the shining worlds hidden under official history and dominant media” (Eduardo Galeano)—to get at the roots of this unprecedented time of peril and change. Chomsky and Prashad interrogate key inflection points in America’s downward spiral: from the disastrous Iraq War to the failed Libyan intervention to the descent into chaos in Afghanistan. As the final moments of American power in Afghanistan fade from view, this crucial book argues that we must not take our eyes off the wreckage—and that we need, above all, an unsentimental view of the new world we must build together.
This book offers a careful and measured response to Noam Chomsky's criticism against deconstructive theories of language. The author reveals the connections between Chomsky's linguistic theories and politics by demonstrating their shared philosophical basis.
In this lucid, original, and comprehensive work, the articulated approaches to pedagogy are based on specific conceptions of human nature. Drawing on a vast range of Chomsky’s prodigious output in linguistics, politics, biology, cognitive science, and education, Hill highlights two fundamental elements of Chomsky’s understanding of human nature and uses these elements as the foundation of a highly creative approach to pedagogy. The originality of the work is apparent in the way the author identifies how key ideas in Chomsky’s linguistics and political discourse are rooted in a liberatory approach to education. The value of the work lies in its practical nature. Even though it makes reference to ideas in various academic disciplines, the work’s overall value is reflected in the way ideas relate to Hill’s personal teaching experiences and how they apply in a concrete classroom setting. The reader is offered a practical and highly creative way to apply Chomsky’s understanding of human nature in a classroom setting.
We are in the midst of yet another global crisis in capitalism. In the UK, we have the most right wing and ideologically driven government since Thatcher; a ruthless cabal of millionaires intent on destroying the welfare state. In the US, President Obama, whose initial record did not live up to the expectations of many on the Left, is increasingly driven by right-wing republicanism and other corporate interests. At the same time, there are developments in Latin America, in particular Venezuela, which are heralding the dawn of a new politics, and recovering the voice of Marx, but with a twenty-first century socialist focus, thus giving hope to the lives of millions of working people throughout the world. This is why the world media is intent on discrediting President Hugo Chávez; and insisting that ordinary people have to pay the cost of the crisis in capitalism. The Arab Spring and the Occupy movement also show signs of an anti-capitalist movement in embryo. In Greece, perhaps more than anywhere else in Europe (even France), the austerity-stricken working-classes are pushing for real existing socialism. It is therefore not surprising that the ruling class of Greece is increasingly supporting the neo-Nazi, fascist Golden Dawn party threatening civil war should they lose power as a class. Now is a prescient time to bring twenty-first century socialism to the educational institutions of the world, to teach Marx across the curriculum and across the globe. Through this volume our goal was to contribute to the literature by concretely demonstrating the practical implications of Marx’s theory to curriculum. However, while this book provides concrete examples of how Marx can and has informed a revolutionary critical education, it is not intended to be prescriptive. That is, the chapters should not be read as a how to guide, but they should be taken as inspiration for new, creative approaches to Teaching Marx and interpreting and posing The Socialist Challenge.
The modern family is inundated with information and no family can attend to it all; families must set priorities and remain oblivious to much. Obliviousness is the intriguing subject of Paul C. Rosenblatt's speculative and theoretical work. The hidden undersides of what families are aware of, know, and talk about are vast and complex, maintained at times with great effort, linked to important matters in the family and in society, necessary for family functioning but also, at times, a source of great difficulty. How are areas of obliviousness built up and maintained? How does a family overcome obliviousness that creates difficulty? Drawing on work in family systems, family therapy, whiteness and privilege, and social construction, among other research, this book is enlightening for all who work with, study, and care about the family.
This book is a history of love and the challenge love offers to the laws and customs of its times and places, as told through poetry from the Song of Songs to John Milton’s Paradise Lost. It is also an account of the critical reception afforded to such literature, and the ways in which criticism has attempted to stifle this challenge. Bryson and Movsesian argue that the poetry they explore celebrates and reinvents the love the troubadour poets of the eleventh and twelfth centuries called fin’amor: love as an end in itself, mutual and freely chosen even in the face of social, religious, or political retribution. Neither eros nor agape, neither exclusively of the body, nor solely of the spirit, this love is a middle path. Alongside this tradition has grown a critical movement that employs a 'hermeneutics of suspicion', in Paul Ricoeur’s phrase, to claim that passionate love poetry is not what it seems, and should be properly understood as worship of God, subordination to Empire, or an entanglement with the structures of language itself – in short, the very things it resists. The book engages with some of the seminal literature of the Western canon, including the Bible, the poetry of Ovid, and works by English authors such as William Shakespeare and John Donne, and with criticism that stretches from the earliest readings of the Song of Songs to contemporary academic literature. Lively and enjoyable in its style, it attempts to restore a sense of pleasure to the reading of poetry, and to puncture critical insistence that literature must be outwitted. It will be of value to professional, graduate, and advanced undergraduate scholars of literature, and to the educated general reader interested in treatments of love in poetry throughout history.
