Education, Capitalism and the Global Crisis focuses on Andrew Gamble’s book The Spectre at the Feast and its analysis of the background to, conduct of, and possible consequences and opportunities brought about by, the current global economic crisis. The views expressed represent a range of responses to Gamble’s analysis and examination of the crisis, both in different locations and from different perspectives. They reflect upon the broader social, political and even emotional dimensions of what is taking place as well as trying to understand the true nature of the crisis. What is key is how the state sets about ‘managing’ this crisis. The authors seek to answer a wide range of pertinent questions, such as: to what degree will the state continue to balance between economic and fiscal management as against the needs of the weak and vulnerable? What should be and what is the role of state welfarism in a time of recession? How will different nation states respond to this crisis? What is the role of education policy in these complicated times? What is the role of the education state? This book was originally published as a special issue of the Journal of Education Policy.

This exciting new study provides an original and provocative exposé of the crisis of global capitalism in its multiple dimensions - economic, political, social, ecological, military, and cultural. Building on his earlier works on globalization, William I. Robinson discusses the nature of the new global capitalism, the rise of a globalized production and financial system, a transnational capitalist class, and a transnational state and warns of the rise of a global police state to contain the explosive contradictions of a global capitalist system that is crisis-ridden and out of control. Robinson concludes with an exploration of how diverse social and political forces are responding to the crisis and alternative scenarios for the future.

In today’s vernacular, Marx ‘outed’ capitalism well over a century ago; however, his explanation has been both ignored and misinterpreted by not only his detractors but also by many socialists and even a considerable number of Marxists as well. Today we are experiencing the full impact and suffering the repercussions of capitalism’s inherent need to grow and become, more than ever before, a fully internationalized and integrated system of socioeconomic control and domination—the global system that many commentators have suddenly remembered Marx and Engels (1848) presciently forecasted in the Communist Manifesto. When the Berlin Wall fell in 1989, the victory of capitalism and liberal democracy was triumphantly proclaimed. The Cold War was over, and we were promised a lasting peace. As we entered the third millennium, the promise of peace was brutally dashed, and humanity now appears to have entered a state of permanent war. We have just witnessed the near total collapse of the global financial system and are continuing to experience, as we will for years to come, the collateral damage this crisis has caused. Problems we were facing before the current crisis will be exacerbated—escalating social and economic divisions, jobless growth, injustice, and oppression together with an environment in varying stages of degradation. Daily, on television news, we are bombarded by the schizoid media images of capitalism’s extremes: the ravaged faces and wasted bodies of some of the thousands suffering famine, or the millions living in the world’s slums, followed within a blink of the eye by the gleaming, yet vacuous, smile and sumptuously adorned figure of some extravagant, wealthy individual who is one of the select members of the global upper class. Are we becoming conditioned to accept such contrasts and regard them as normal and inevitable at a time when we have the potential to eliminate scarcity and eradicate human deprivation? The author argues that revolutionary critical education is needed to inform and form a social movement capable of challenging and then transforming capitalism. She also offers an accessible account of Marx’s dialectical critique and exposé of capitalism, clearly demonstrating the real enemy that should be the focus of anti-capitalist and anti-globalization struggles. This is an account that explains why our focus should not be on greedy, individual capitalists, Wall Street financial institutions, particular multinational corporations, national governments, or even their handmaiden institutions, such as, the World Bank, IMF, WTO, etc. but instead the global network of capitalist socioecomomic relations and consequent habituated human practices in which we are all involved. These together with the historically specific form of capitalist wealth are the real enemy—the essence of capitalism—that must be abolished in order for humanity to have any hope of social and economic justice in the future.

This book focuses on educational praxis—connecting work inside schools with work outside school—to produce a revitalized critical theory of education that shows its slide away from Marxism and toward culturalism. The chapters outline a knowledge production process in three connected parts: a critical history; conceptual extensions; and praxis.

Reflecting the rapid rise in popularity of recent initiatives such as the UN Principles for Responsible Management Education (PRME), this handbook exhaustively covers a variety of responsible management, learning and education topics, and provides an invaluable roadmap for this fast-developing field. Covering various perspectives on the topic, right through to contexts, methods, outcomes and beyond, this volume will be an invaluable integrative resource for practitioners and researchers alike, and is designed to serve a range of communities that deal with topics related to sustainability, responsibility and ethics in management learning and education.

Contagion Capitalism situates the COVID-19 pandemic within the systems of global political economy and their attendant cultural modes and theorizes that these systems act as facilitators and drivers of global pandemic risk. Contagion Capitalism therefore critiques the institutionalized corporate-capitalist control of the economy, the state, and science, and the grave consequences this has on global public health policy, the ecological crisis of sustainability, and zoonotic pandemic events such as COVID-19. In doing so, this book addresses the failings of what may be termed as “state science” or “establishment science” in managing the pandemic, as personified especially by those elements of the scientific elite placed in the service of the neoliberal state. This book also explores the limitations of corporate pharmacological technoscience in safeguarding public health, arguing that “Big Pharma” offers only partial remedies for problems of human illness and well-being, poses its own dangers to public health, and obfuscates the social bases of public ill-health and of pandemic risk. Contagion Capitalism further argues that COVID-19 will not be the last or even the most dangerous such epidemiological event. This is because the social production and global dissemination of zoonotic diseases is integral to contemporary capitalism, by virtue of its instrumental mode of science, its central dynamic of production for the sake of accumulation, and the consumer mode this sustains as its own condition of existence. These are the drivers of what may be termed as zoonotic accelerationism. Contagion Capitalism will appeal to scholars in the humanities and social sciences with interests in neoliberal ideology and global political economy, and their impact upon social, political and cultural life.

Milton Friedman was arguably the single most influential economist of the 20th-century. His influence, particularly on conservative politics in America and Great Britain, substantially helped – as both supporters and critics agree – to shape the global economy as it is today. Capitalism and Freedom (1962) is a passionate but carefully reasoned summary of Friedman’s philosophy of political and economic freedom, and it has become perhaps his most directly influential work. Friedman’s argument focuses on the place of economic liberalism in society: in his view, free markets and personal economic freedom are absolutely necessary for true political freedom to exist. Freedom, for Friedman, is the ultimate good in a society – the marker and aim of true civilisation. And, crucially, he argues, real freedom is rarely aided by government. For Friedman, indeed, “the great advances of civilization, whether in architecture or painting, in science or literature, in industry or agriculture, have never come from centralized government”. Instead, he argues, they have always been produced by “minority views” flourishing in a social climate permitting variety and diversity.” In successive chapters, Friedman develops a well-structured line of reasoning emerging from this stance – leading him to some surprising conclusions that remain persuasive and influential more than 60 years on.

These proceedings represent the work of researchers participating in the 6th International Conference on Management, Leadership and Governance (ICMLG 2018) which is being hosted this year by the Institute for Knowledge and Innovation Southeast Asia (IKI-SEA), a Centre of Excellence of at Bangkok University, Thailand on 24-25 May 2018.

Changing Urban Education considers the way we approach teaching and learning in the urban context and examines the debates concerning developments in wider social, cultural, political and economic contexts. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area. Reflective exercises, interviews, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Recent debates and developments are considered, including: * The city as a social, cultural and economic resource * Virtual communities * The impact of the forces of globalisation on urban education * Challenging schools and urban policy * Mobile urban learning Changing Urban Education is essential reading for undergraduate and postgraduate students on education studies and related courses.

This book will address a number of urgent themes in education today that include multiculturalism, the politics of whiteness, the globalization of capital, neoliberalism, postmodernism, imperialism, and current debates in Marxist social theory. The above themes will be linked to critical educational praxis, particularly to teaching activities within urban schools. Finally, the book will develop the basis for a wider political project directed at resisting and transforming economic exploitation, cultural homogenization, political repression, and gender inequality. Recent and widespread scholarly attention has been given to the unabated mercilessness of global capitalism. Little opposition exists as capital runs amok, unhampered and undisturbed by the tectonic upheaval that is occurring in the geopolitical landscape that has recently witnessed the collapse of the Soviet Union and the regimes of the Eastern Bloc. As we examine education policies within the context of economic globalization, we attempt to address the extent to which the pedagogy and politics of everyday life has fallen under the sway of what we identify as cultural and economic imperialism. Finally, the book raises a number of urgent questions: What are the current limitations to educational reform efforts among the educational left? What are some of the problems associated with certain developments within postmodern education? How can a return to Marxist theory and revolutionary politics revitalize the educational left at a time when capitalism appears to be unstoppable? What actions need to be taken in both local and global arenas to overcome the exploitation that the globalization of capital has wreaked upon the world?