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Marxism Against Postmodernism in Educational Theory


reviewed by Dan Butin — 2004

coverTitle: Marxism Against Postmodernism in Educational Theory
Author(s): Dave Hill, Peter McLaren, Mike Cole, Glenn Rikowski (Eds.)
Publisher: Lexington Books, Lanham, MD
ISBN: 0739103466, Pages: 364, Year: 2002
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Glenn Rikowski and Peter McLaren, in the opening paragraph of this edited volume, sound the clarion call loudly and clearly:  “In many parts of the capitalist world, postmodern politics still attests to contemporary relevance.  Indeed, it claims to be the only politics available.  The authors of this book collectively discern a need to clear the decks of such junk theory and debilitating ‘political’ posturing because of the urgent tasks ahead for socialists” (p. 3). This book brings together a group of prominent American and British critical theorists to question postmodernism and argue for refocusing educational research towards the Marxist emphasis on capital as determining educational and social practices.  The headings of the main sections – “Postmodern Excess,” “Human Resistance Against Postmodernism,” and “Pedagogy, Reprise and Conclusion” – are clear signs of the take-no-prisoners approach to be found throughout the book. I should note that the critical issues the authors raise concerning inequity, social justice, and the importance of class-based analysis in education continue to be extremely relevant.  Glaring achievement gaps across... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 389-392
http://www.tcrecord.org ID Number: 11154, Date Accessed: 10/22/2017 2:34:08 AM

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About the Author
  • Dan Butin
    Gettysburg College
    E-mail Author
    DAN W. BUTIN is an assistant professor of education at Gettysburg College. His research focuses on the intersections of critical multiculturalism, poststructuralist thought, and alternative pedagogical strategies. His current project investigates the potential of service learning to disrupt the norms of Whiteness in teacher education. His recent work has appeared in Educational Researcher and Educational Studies.
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