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"Marxism, Pedagogy, and the General Intellect provides crucial suggestions for creating a 'new' public. The creatively and innovatively surprising argument generatively builds on Marxist theory and practice, and will be indispensable for adequately approaching the contemporary situation and redressing the problems generated by the contemporary capitalistic knowledge economy." -Ryom Munsong, Associate Professor of Faculty of Foreign Languages, Korea University (in Tokyo) and Vice Chief, Research Team on Contemporary Korean Studies at the Center for Korean Studies. "One would have to be truly stupid to enjoy this book, as it has no value whatsoever! Derek R. Ford has written a book with a surprisingly subversive thesis that demands an equally surprising endorsement. If the left is to challenge the knowledge economy, it must recognize the collective power of stupidity as a refusal to instrumentalize, measure, and thus commodify education in the name of capitalist value production. Drawing on a wide variety of sources ranging from Karl Marx to Édouard Glissant and others, Ford produces a unique genealogy of stupefying pedagogies that enable social movements to claim the opacity and incomprehensibility of stupidity as resistant to the ignorance and arrogance of educators on the right and the left." -Tyson E. Lewis, Professor of Art Education, University of North Texas, USA. This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left's embrace of knowledge productivity keeps it trapped within capital's circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices that permeate our world. Building on yet critiquing the Marxist notion of the general intellect, Derek R. Ford theorizes stupidity as a necessary alternative pedagogical logic, an anti-value that is infinitely mute and unproductive. Derek R. Ford is Assistant Professor of Education Studies at DePauw University, USA. He's published five monographs and six edited volumes. Among other projects, Ford is also the editor of LiberationSchool.org.

Politics --- Teaching --- Educational sciences --- onderwijsfilosofie --- politiek --- lesgeven

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Critical pedagogy has variously inspired, mobilized, troubled, and frustrated teachers, activists, and educational scholars for several decades now. Since its inception the field has been animated by internal antagonism and conflict, and this reality has simultaneously spread the influence of the field in and out of education and seriously challenged its status as an integral body of work. The various debates that have categorized critical pedagogy have also made it difficult for younger scholars to enter into the literature. This is the first book to survey critical pedagogy through first-hand accounts of its established and emerging leaders. While the book does indeed provide a historical exploration and documentation of the development of critical pedagogy as a contested and dynamic educational intervention—as well as analyses of that development and directions toward possible futures—it is also intended to provide an accessible and comprehensive entry point for a new generation of activists, organizers, scholars, and educators who place questions of pedagogy and social justice at the heart of their thinking and doing. “Martin Heidegger once said that Aristotle’s life could be summarized in one, short sentence ‘He was born, he thought, he died.’ Porfilio and Ford’s brilliantly curated compilation of autobiographical sketches of leaders in critical pedagogy resolutely rejects Heidegger’s reductive thesis, reminding us all that theory is grounded in the historical specificities and material contradictions of life. For those well acquainted with critical pedagogy, these theoretical memoirs grant us a unique and sometimes surprisingly intimate glimpse into the lives behind the words we know so well. But most importantly, the format of the book is an educational intervention into how critical pedagogy can be taught. While it is often the case that students find critical pedagogy dense, inaccessible, and seemingly detached from the everyday concerns of teache.

Teaching --- onderwijs --- opvoeding