"Education for Revolution" Special Issue

"Education for Revolution," a special issue collaboration of the journals Works & Days  and Cultural Logic has just been launched. 

Works & Days, published by the English Department at Indiana University of Pennsylvania, explores problems of cultural studies, pedagogy, and institutional critique, especially as they are impacted by the global economic crisis (http://www.worksanddays.net).

Cultural Logic has been online since 1997 and is a non-profit, peer-reviewed, open access, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition (http://clogic.eserver.org).

This is the second collaboration between the two journals. 

Cultural Logic will be publishing an expanded, open access, version of this issue in the coming months. The expanded edition of the issue will include new articles addressing education for revolution in Greece, Turkey, and India. 

Read Works & Days editor David B. Downing's "Foreword to the Revolution" here:

http://blogs.ubc.ca/ross/files/2013/12/WD-Front-pages.pdf

Works & Days + Cultural Logic

Education for Revolution

E. Wayne Ross & Rich Gibson (Editors)

Table of Contents

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor

Rich Gibson, San Diego State University

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship [Available online: http://goo.gl/lm2PIl ]

E. Wayne Ross, University of British Columbia

Kevin D. Vinson, University of The West Indies

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy

Julie Gorlewski, State University of New York, New Paltz

Brad Porfilio, Lewis University

Learning to be Fast Capitalists on a Flat World

Timothy Patrick Shannon, The Ohio State University

Patrick Shannon, Penn State University 

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge

Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

Schooling for Capitalism or Education for Twenty-First Century Socialism?

Mike Cole, University of East London

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context

Curry Stephenson Malott, West Chester University of Pennsylvania

The Pedagogy of Excess

Deborah P. Kelsh, The College of Saint Rose 

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm

John Maerhofer, Roger Williams University

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch

Grant Banfield, Flinders University of South Australia

The Illegitimacy of Student Debt

David Blacker, University of Delaware

Hacking Away at the Corporate Octopus

Alan J. Singer, Hofstra University

A Tale of Two Cities — and States

Richard Brosio, University of Wisconsin, Milwaukee

SDS, The 1960s, and Education for Revolution

Alan J. Spector, Purdue University, Calumet