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Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
Poststructural marxisms & identity politics
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Poststructural marxisms & identity politics

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  • 1. 03/12/14 1 Poststructural Marxisms, the Politics of Difference and Educational Theory Michael A. Peters University of Glasgow Presentation to special conference on Postmodernism and Education, Taiwan, October 2004
  • 2. 03/12/14 2 Orientation The world is a work of art that gives birth to itself Friedrich Nietzsche, 1968, #796 Poststructural Marxisms is the pedagogical practice of (re)reading and (re)writing Marx in a critical manner
  • 3. 03/12/14 3 First Lesson: Always Historicize  The genealogy of methods  The true co-ordinates of poststructualism in structural linguistics in pre-Revolutionary Russia and European avant garde  Narratology and the application of structuralism to narrative  Historicizing discourse
  • 4. 03/12/14 4 Second Lesson: Always Materialize (or nearly always)  The linguistic turn and philosophical modernism  The birth of literary culture  Texts and speech as cultural ‘materials’ fashioning the self, individual and identity  Narrative as textual analogue for the self  Materializing self-consciousness: the embodied self
  • 5. 03/12/14 5 Third Lesson: Do Not Prioritize Power Over Desire (or vice versa)  Marx, Freud and Nietzsche as ‘masters of suspicion’  Repudiation of the dream of an innocent language  The discursive operation of power and desire in the constitution of human subjects, practices and social institutions.
  • 6. 03/12/14 6 Fourth Lesson: From Political to Symbolic Economy  The ‘culturalization’ of the economy and the ‘economization’ of culture  The collapse of the base-superstructure model  The digitalization of communication and its increasing compression and speed  The emergence of the knowledge economy
  • 7. 03/12/14 7 Fifth Lesson: From the Knowledge to the Learning Economy  ‘Fast capitalism’ and the McDonaldization of education  Increased knowledge turnover and rapid change of knowledge stock with strong emphasis on links between organizational learning and innovation  New ICT-based learning processes have emerged in the post-Fordist era which have reduced the costs of transmission, storage, archiving, and retrieval of information, and made different kinds of networking possible
  • 8. 03/12/14 8 Fifth Lesson: Capitalization of the Self  The growth of intellectual, human and social capital and increasing importance of all forms of capitalisation of the self  Accent on ‘logic of performativity’ (Lyotard) and epistemologies of performance  Role for government in developing learning infrastructure, providing incentives, promoting access to knowledge, and decreasing costs of forgetting
  • 9. 03/12/14 9 Sixth Lesson: Affinities with Structuralism  The critique of humanist (liberal) philosophy and the decentering of the rational, autonomous, self- transparent, subject of humanist thought.  A general theoretical understanding of language and culture in terms of linguistic and symbolic systems.
  • 10. 03/12/14 10 Seventh Lesson: Differences with Structuralism New Historicism  The reintroduction of history as genealogy  The challenge to scientism and essentialism in the human sciences, anti- foundationalism in epistemology and ethics, and a new emphasis upon perspectivism  The rediscovery of Nietzsche and the significance of ‘the death of God’
  • 11. 03/12/14 11 Seventh Lesson (continued) The Critique of Reason  The critique of classical reason and suspicion of official metanarratives  The diagnosis of ‘power/knowledge’ and the exposure of technologies of domination based upon Foucault’s analytics of power  A critical philosophy of techno-science  Understanding the emerging geopolitics of the global knowledge economy
  • 12. 03/12/14 12 Seventh Lesson (continued) Politics of difference  A deepening of democracy through a political critique of Enlightenment values  Understanding of ‘governmentality’ as political reason linking forms of governance and the self-regulating individual (cf. couplization)  Emergent forms of postcoloniality,an emphasis on philosophies of difference and the encounter with the Other  ‘The multitude’ – the coming of world democracy (Derrida, Hardt & Negri)
  • 13. 03/12/14 13 References Peters,M.A. & Besley, T. (2005) Building Knowledge Cultures: Education & Development in an Age of Knowledge Capitalism. Lanham & Oxford, Rowman & Littlefield. Peters, M.A. & Burbules, N. (2004) Poststructuralism and Educational Research. Lanham & Oxford, Rowman & Littlefield. Peters, M.A. (2001) Poststructuralism, Marixism and Neoliberalism. Lanham & Oxford, Rowman & Littlefield. Peters, M.A. (1996) Poststructuralism, Politics and Education. Westport, CT & London, Bergin & Garvey.

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