Mike Cole considers the origins and developments within the evolution of Marxist theory and postmodern theory. He analyses how Marxism and postmodernism are articulated within the sociology of education since its inception up to the present.

Postmodernism has become the orthodoxy in educational theory. It heralds the end of grand theories like Marxism and liberalism, scorning any notion of a united feminist challenge to patriachy, of united anti-racist struggle, and of united working-class movements against capitalist exploitation and oppression. For postmodernists, the world is fragmented, history is ended, and all struggles are local and particularistic. Written by internationally renowned British and American educational theorists Marxism Against Postmodernism in Educational Theory--a substantially revised edition of the original 1999 work Postmodernism in Educational Theory--critically examines the infusion of postmodernism and theories of postmodernity into educational theory, policy, and research. The writers argue that postmodernism provides neither a viable educational politics, nor the foundation for effective radical educational practice and offer an alternative 'politics of human resistance' which puts the challenge to capitalism firmly on the agenda of educational theory, politics, and practice.

An examination of the major classical sociological theories relevant to education and of the rise and decline of the new sociology of education. Author also discusses the vexed questions of equality of opportunity, the relationship between school and society, the growth of educational bureaucracies and the roles of state, church and family in education in Australia since 1949. Includes endnotes, tables and index.

In the first book in their series on Marxism and Education, Rikowski and Green use Marxist theory to examine the dialectic between race and power in education. The series is aimed at educationalists - teachers, researchers, policy-makers or administrators, as well as activists who consider the Marxist tradition a valuable and important resource.

This Encyclopaedia of Marxism and Education showcases the explanatory power of Marxist educational theory and practice.

Marxist thinking can offer a critical understanding of education in an international context. Jones tackles these issues from a variety of angles and perspectives, taking advantage of recent theoretical innovations in Marxist analysis as well as the personal experiences of educational practitioners with Marxist commitments. With a specific focus on pedagogical practices as cultural practices, this book combines detailed case studies of local situations with broad, critical overviews of global development and challenges.

The Palgrave International Handbook of Marxism and Education is an international and interdisciplinary volume, which provides a thorough and precise engagement with emergent developments in Marxist theory in both the global South and North. Drawing on the work of authoritative scholars and practitioners, the handbook explicitly shows how these developments enable a rich historical and material understanding of the full range of education sectors and contexts. The handbook proceeds in a spirit of openness and dialogue within and between various conceptions and traditions of Marxism and brings those conceptions into dialogue with their critics and other anti-capitalist traditions. As such, it contributes to the development of Marxist analyses that push beyond established limits, by engaging with fresh perspectives and views that disrupt established perspectives.

This book explores Marxism and related political-economic theory, and its implications for education around the world, as seen in the history of the journal Educational Philosophy and Theory. As such, it illustrates the evolution of political-economic changes across societies, as they have been brought to bear within the academic field and in the journal, through the exploration of typical and noteworthy articles examining political-economic themes over time. In the early decades of Educational Philosophy and Theory, only a few works can be found focused on Marx’s work, Marxism, and related themes. However, since the mid-1990s, Educational Philosophy and Theory has published many articles focused on neoliberalism and educational responses to theories and policies based on political-economic perspectives. This collection serves to showcase this work, exploring the way Marxist, neoliberal and other related political-economic theories have been applied to educational discussions among philosophers and theorists of education in the history of Educational Philosophy and Theory. As a collection, this book provides a glimpse of a dramatically changing world, and changing scholarly responses to it, during the late nineteenth and early twentieth centuries. This collection can therefore be useful to scholars interested in better understanding how changes to the political economy have intersected with those in education over time, as well as the diverse ways scholars have approached and reacted to a shifting landscape, considering views ranging from Marxist to Post-Marxist, to neoliberal, and beyond.

This book brings to readers carefully selected texts from four influential Chinese educators of the later 20th century, whose writings open up profound insights into the educational philosophy, understanding of moral education and educational innovation that underpinned China’s global rise.

This book debunks the argument that quality in education can only be achieved by limiting, or trading off, equality. The quality of schooling is a major issue for Third World nations across the globe. However there is no single measure which is universally accepted. Whether it is, as some economists might argue, an issue of the number of desks per classroom or one of national sovereignty is widely disputed. Defining equality in education becomes increasingly difficult in an era of globalization in which there exists a wide gap between rich and poor, both within and between nations. In the context of an international move towards New Right politics and neo-liberal economic ideologies, both the quality and equality of education are imperiled. This book argues that any worthy definition of quality education must include the interests and participation of the underprivileged.