The Work of Power and the Power of Work: Teaching for Class Consciousness in the Neo-Liberal Age

Autor/in	Weiner, Eric J.
Titel	The Work of Power and the Power of Work: Teaching for Class Consciousness in the Neo-Liberal Age
Quelle	In: Policy Futures in Education, 2 (2004) 3-4, S.539-554 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
Schlagwörter	Social Class; Critical Theory; Consciousness Raising; Educational Theories; Educational Philosophy; Politics of Education; Marxian Analysis; Social Stratification; Self Concept; Educational Environment; Social Systems; Social Theories; Labor; Socioeconomic Status; Socioeconomic Influences; Global Approach; Consumer Economics; Power Structure; Historical Interpretation; Labor Demands; Labor Legislation; Labor Conditions; Curriculum; Personal Autonomy; Freedom + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Kritische Theorie; Bewusstseinsbildung; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Educational policy; Bildungspolitik; Marxism; Marxismus; Soziale Zusammensetzung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social system; Soziales System; Gesellschaftstheorie; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Globales Denken; Konsumökonomie; Historische Interpretation; Arbeitskampf; Tarifkonflikt; Labor law; Arbeitsrecht; Arbeitsbedingungen; Curricula; Lehrplan; Rahmenplan; Individuelle Autonomie; Freiheit
Abstract	As workers throughout the globe struggle to gain control over the conditions in which they labor as well as the means by which capital is produced, the importance of understanding class struggle, class formation and class consciousness as they relate to education and schooling takes on a new urgency. In the early part of the twenty-first century, neo-liberal ideology persists in normalizing relations of capital, just as contemporary educational theory has tended to subrogate class struggle for social movement. As such, the category of class as a potent historical actor with specific temporal qualities suffers for legitimacy in an age characterized by end-of-history prophets and profiteers; "bio-identity" movements; neo-corporate hegemony; quasi-sovereign nation-states; global financiers monetarily and ideologically supported by the World Bank, International Monetary Fund, and the World Trade Organization; increasing local and global disparities between wealth and poverty; and violence. A more comprehensive understanding of social class and education will not eradicate or transform all of these social realities. However, by erasing class as a historical actor, social and educational theorists as well as other political workers miss significant pedagogical opportunities to heighten class consciousness, create class formations, and enliven class struggle so that the future has an opportunity to become something other than what the present suggests it will be. But in an age characterized by a fear of freedom, radicalizing our thinking is a necessary step in imagining the possibility of collective struggle over a future that has yet to be determined. (Contains 87 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10