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By Dave Hill, Peter McLaren, Visit Amazon's Mike Cole Page, search results, Learn about Author Central, Mike Cole, , Glenn Rikowski, Michael W. Apple, Jenny Bourne, Ramin Farahmandpur, Ted Hankin, Jane Kelly, Michael Neary, Mike Sanders, Geoff Whitty

We are living in an international the place millions make substantial earnings out of the labours of others, whereas these others exist as salary slaves, hundreds of thousands of whom die of hunger and poverty-related disorder each year. the basic goal of Marxism is the overthrow of the anarchic, exploitative and eco-destructive method of global capitalism and its substitute through global socialism and equality. to construct a socialist international is a role of gargantuan proportions, yet one who Marxists think is eminently achieveable. This booklet addresses a few of these demanding situations from inside of academic idea. the most important theoretical matters addressed are: utopian socialism poststructuralism and postmodernism transmodernism globalisation, neo-liberalism and environmental destruction the hot imperialism severe race thought. Marxism and academic conception compellingly and informatively propels the controversy ahead within the pursuit of that socialist destiny. In that quest, feedback are made to attach theoretical concerns with the more effective issues of the varsity and the school room. With a specifically written Foreword by way of Peter McLaren, this well timed publication may be of curiosity to lecturers and scholars attracted to academic conception, the sociology of schooling, sociology, politics, philosophy and important idea.

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Specifically, the social relations of education – the relationships between administrators and teachers, teachers and students, students and students, and students and their work – replicate the hierarchical division of labor. Hierarchical relations are reflected in the vertical authority lines from administrators to teachers to students. Alienated labor is reflected in the student’s lack of control over his or her education, the alienation of the student from the curriculum content, and the motivation of school work through a system of grades and other external rewards rather Marxist theory and education 33 than the student’s integration with either the process (learning) or the outcome (knowledge) of the educational ‘production process’.

This can only be achieved with the overthrow of capitalism. As Hickey (2006) explains: Crises provide the opportunity for transition from the oppressive and exploitative, competitive and alienating conditions of the order of capital to a realm of human freedom in which humanity as a whole, through a radically democratic structure, engages collectively in satisfying its needs, ordering its priorities, and constructing new needs and aspirations to strive for, and challenges to overcome. Clearly Marx’s vision of communism is fundamentally different from that of Owen, which was based on a business foundation.

Thus Saint-Simon writes of the ‘struggle between the King and the great vassals, between the chiefs of industrial enterprises and the nobles . . the direct action of the industrials against the nobles’ (Saint-Simon, 1975 [1817], p. 246). He also refers to ‘the two classes [that] existed in the nation . . before the . . industrials . . those who commanded and those who obeyed’ (Saint-Simon, 1975 [1817], p. 247). As Engels (1977 [1892], pp. 399–400) notes, to recognise the French Revolution as a class war was ‘a most pregnant discovery’.

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