Zaloguj się

Gotowe bibliografie tematyczne / Marxist education / Artykuły w czasopismach

Artykuły w czasopismach na temat „Marxist education”

Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Marxist education.

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 stycznia 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Marxist education”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.

1

Konstańczak, Stefan. "Disputes over the place of ethics in Polish Marxist philosophy". Ethics & Bioethics 11, nr 1-2 (1.06.2021): 58–66. http://dx.doi.org/10.2478/ebce-2021-0005.

Pełny tekst źródła

Streszczenie:

Abstract In the article, the author presents attempts by Polish Marxist philosophers to enrich Marxism with ethical issues. The initial absence of ethics in Marxism is associated with the ignorance of tradition related to their own formation. In the author’s opinion, only polemics with the competitive Lviv-Warsaw school forced Polish Marxists to take the issue seriously. That is why Polish Marxist ethics in its mature form was only established in the 1960s, and did not enrich Marxism itself, but rather indirectly contributed to the initiation of socio-political transformations in our country.

Style APA, Harvard, Vancouver, ISO itp.

2

Walton, Sean. "Why the critical race theory concept of ‘White supremacy’ should not be dismissed by neo-Marxists: Lessons from contemporary Black radicalism". Power and Education 12, nr 1 (27.08.2019): 78–94. http://dx.doi.org/10.1177/1757743819871316.

Pełny tekst źródła

Streszczenie:

Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of ‘White supremacy’. Some Marxist scholars suggest that, because of its reliance on ‘White supremacy’, critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that ‘White supremacy’ as understood within CRT is actively damaging to radical, emancipatory movements because the concept misrepresents the position of the White working class as the beneficiaries of racism, and in doing so, it alienates White workers from their Black counterparts. Some neo-Marxist thinkers have sought to replace the concept of ‘White supremacy’ with ‘racialisation’, a concept which is grounded in capitalist modes of production and has a historical, political and economic basis. Drawing on arguments from critical race theory, Marxism and Black radicalism, this paper argues that the critical race theory concept of ‘White supremacy’ is itself grounded in historical, political and economic reality and should not be dismissed by neo-Marxists. Incorporating ‘White supremacy’ into a neo-Marxist account of racism makes it more appealing to a broader (Black) radical audience.

Style APA, Harvard, Vancouver, ISO itp.

3

Ahmed, Waquar. "Marxist geography: A personal journey". Human Geography 15, nr 1 (10.11.2021): 45–51. http://dx.doi.org/10.1177/19427786211049496.

Pełny tekst źródła

Streszczenie:

I am fascinated by Marx’s openness to learning and engagement with diverse intellectual traditions—political economic, German and Greek philosophy, utopian socialist tradition, and English literature to name a few. Marxism for me, hence, is engagement and conversations with eclectic ideas, with fidelity to the communist manifesto, and in turn, its commitment to equality and justice. In this paper, while highlighting my own journey as a student of Marx’s scholarship, I examine the key role hegemony plays in our society. Formal education, I argue, is hegemonic to the extent that it is geared at producing docile individuals, particularly from oppressed sections of the society, that internalize theories and concepts favorable to elites: it should not surprise us when the oppressed act or vote against their own interest. Yet some centers of learning are also epicenters of counter-hegemonic praxis—one such place is Jawaharlal Nehru University where I unlearn and re-learned my Marxism and began my journey as a Marxist geographer. Additionally, I examine the role of “vulgar Marxism” (unwillingness to engage with contemporary geographically specific challenges) that is often passed off as Marxist orthodoxy and argue that this has been a real threat to the spirit of the Communist Manifesto. I examine the decline of the Communist Party in Bengal in India to highlight how vulgar Marxism can subvert social justice and make the “Communist Party” unpopular.

Style APA, Harvard, Vancouver, ISO itp.

4

Favoreto, Aparecida. "PIONEIROS DO MARXISMO E DA ESCOLA NOVA NO BRASIL: o lugar da escola no processo histórico". Cadernos de Pesquisa 22, nr 2 (31.08.2015): 74. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.74-87.

Pełny tekst źródła

Streszczenie:

O artigo analisa a proposta educacional dos pioneiros da Escola Nova e a dos pioneiros do pensamentomarxista no Brasil. Os escolanovistas partiam do pressuposto de que a educação era um elemento ativo no processode transformação social, sendo assim, elaboraram um projeto amplo de reforma na política educacional, na estruturado ensino e na pedagogia. Para os pioneiros marxistas, o elemento ativo estaria no desenvolvimento históricoe na mobilização de classe e não na escola. Assim, priorizou a formação do militante revolucionário. Em termosescolares, seguiram juntos com os escolanovistas, acreditando ser a escola burguesa uma etapa necessária. Umapostura que encontra respaldo na concepção etapista da história que fundamentava a luta marxista do período.Palavras-chave: Pecebistas. Escolanovistas. Escola e transformação social. MARXIST AND NEW SCHOOL INTRODUCERS IN BRAZIL: the school place inthe historical processAbstract: The article analyzes the educational proposal of the pioneers of the New School and the pioneers ofMarxist thought in Brazil. The New School researchers have assumed that education was an active element in theprocess of social transformation. Therefore, they developed a great reform project in education policy, educationstructure as well as in its pedagogy. For the Marxist pioneers, the active element would be placed in the historicaldevelopment and the mobilization of class, but not in the school. Like this, it prioritized the training of the revolutionarymilitant. In school terms, both of them followed along with the New School introducers, since they believed thatthe bourgeois school was a necessary step. It is an attitude supported by the step by step conception of history thatthe Marxist struggle was based during that period.Keywords: New School and Marxist Introducers. School and social transformation. PIONEROS DEL MARXISMO Y DE LA ESCOLA NOVA EN EL BRASIL: el lugar dela escuela en el proceso históricoResumen: El artículo analiza a la propuesta educacional de los pioneros de la Escola Nova a la de los pionerosdel pensamiento marxista en el Brasil. Los escolanovistas partian del presupuesto de que la educación era un elementoactivo en el proceso de transformación social, frente a eso, desarollaran un proyecto amplio de reforma enla política educacional, en la estructura de la enseñanza y en la pedagogia. Para los pioneros marxistas, el elemntoactivo estaria en el desarollo histórico y en la mobilización de la clase y no en la escuela. De esa manera, priorizó laformación del militante revolucionário. En termos escolares, siguieron juntos com los escolanovistas, creendo que laescuela burguesa era una etapa necesária. Una postura que encontra apoyo en la concepción etapista de la historiaque fundamentaba la lucha marxista del periodo.Palabras clave: Pecebistas. Escolanovistas. Escuela y Transformación social.

Style APA, Harvard, Vancouver, ISO itp.

5

Zhang, Meng. "Marxist Philosophy in Object-Oriented Practical Education". Advanced Materials Research 989-994 (lipiec 2014): 5189–92. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5189.

Pełny tekst źródła

Streszczenie:

Marxist, the renowned mathematician and philosopher, advocated combining theory and practice in education, emphasizing methods by which to grasp and use knowledge. Education has both regular and irregular characteristics and these are reflected in how individuals develop and grow naturally. Individuals should be taught based on their abilities and circumstances, and these vary by individual. An example is given in this article, to demonstrate the contemporary significance of the Marxist process in education. This example refers to applying Marxist’s process philosophy to object-oriented practical education in communication major at Xinxiang University.

Style APA, Harvard, Vancouver, ISO itp.

6

Cole, Mike. "Transmodernism, Marxism and Social Change: Some Implications for Teacher Education". Policy Futures in Education 3, nr 1 (marzec 2005): 90–105. http://dx.doi.org/10.2304/pfie.2005.3.1.12.

Pełny tekst źródła

Streszczenie:

The author first briefly outlines what he considers to be the defining features of transmodernism and its relationship both to postmodernism and to Marxism. He then suggests that transmodern interpretations of the legacy of the European invasions of the Americas are illuminating, as is Marxism, in providing an understanding of how the imperialism in which contemporary US foreign policy is currently engaged has a specific and long-standing genealogy. However, he argues that the Marxist concept of racialisation is more convincing in explaining the source of violence against the Other than the transmodern positing of ‘basic narcissism’ as the source. Next, he contrasts the transmodern perception of liberal democracy with Marxist analyses of democratic socialism. After this, he challenges transmodernism's conception of Marxism as an imposed and utopian philosophy locked within modernism. He concludes with a consideration of the political and economic choices open to us, and, with respect to these choices, the implications of both transmodernism and Marxism for sustaining resistance to neo-liberal capitalism and US imperialism within teacher education.

Style APA, Harvard, Vancouver, ISO itp.

7

Zhang, Weiwei. "The Sinicization of Marxist Theory of Ideological and Political Education". Advances in Higher Education 3, nr 3 (30.08.2019): 30. http://dx.doi.org/10.18686/ahe.v3i3.1458.

Pełny tekst źródła

Streszczenie:

<p>The essence of sinicization of Marxism is to fully integrate its basic theory with the specific situation of the Chinese revolution, so that the ideological and political education theory production reflects the unique characteristics of China. Both the ideological and political theories put forward by Marx and the educational theories put forward by Engels and Lenin are the basic premise and theoretical source for the realization of their sinicization, providing the correct direction and opening up the road for the sinicization of Marxist theories. This article takes the China Marxism theory as the core to carry on the comprehensive analysis and the depth elaboration.</p>

Style APA, Harvard, Vancouver, ISO itp.

8

Yamamoto, Oswaldo H., i Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil". Sociological Research Online 4, nr 1 (marzec 1999): 17–28. http://dx.doi.org/10.5153/sro.209.

Pełny tekst źródła

Streszczenie:

It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators’ organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this golden age of the Marxist paradigm the influence of Marxist studies has dramatically declined. Nowadays, this influence can be of two kinds: (i) a diffuse and non-exclusive one informing general reflections on a wide spectrum of educational studies; (ii) a specific set of educational studies on themes directly related to the core of the Marxist theory.

Style APA, Harvard, Vancouver, ISO itp.

9

Hill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times". Cadernos do GPOSSHE On-line 2, nr 1 (14.08.2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.

Pełny tekst źródła

Streszczenie:

In this article I analyse global and national neoliberalisms- economic and social class war from above- neoconservatisms which are leading to and connected with NeoFascisms- with their scapegoating, racism, xenophobia, misogyny, heterophobia, militarism and the attacks on dissent- whether electoral, media, or from academics/ universities and workers’ organisations and actions. Six prime examples are Erdogan in Turkey, Bolsonaro in Brazil, Trump in the USA, Orban in Hungary, the Law and Justice government in Poland, and the racist government in Italy, in effect led by Salvini. Across Europe Far-right anti-immigrant, xenophobic and ultra nationalist authoritarian parties are recruiting and becoming electorally significant- and, in some cases, significant on the streets. Critique social democratic reformist parties and governments for adopting neoliberal austerity policies and thereby becoming delegitimised, together with the too-often `accomodationist' trade union and party leaderships. and critically examine prospects for left social democracy as represented, for example, by the Jeremy Corbyn led Labour Party in the UK. Much of the article is devoted to the resistant and the revolutionary role of teachers, academics and education/ cultural workers in different arenas, from national and local electoral and direct action politics/ Focusing on Critical Education, Critical Educators, Marxist Education, Marxist Educators, I seek to address four aspects of education: pedagogy, the curriculum, resistance in the classroom and the hidden curriculum, and the structure of schooling nationally and locally (within-school). I conclude by setting out what is specifically Marxist about the proposals set out. These are: (1) Class Analysis: the Capital-Labour Relation; (2) Capitalism must be replaced by Socialism and that change is Revolutionary; and (3) Revolutionary Transformation of Economy and Society needs to be preceded by and accompanied by a Class Programme, Organisation, and Activism. Regarding capitalism, our task is to replace it with democratic Marxism, to lead, firstly, into socialism, and ultimately, into communism. As teachers, as educators, as cultural workers, as educational, union and party activists, as intellectuals, we have a role to play.

Style APA, Harvard, Vancouver, ISO itp.

10

Rockmore, Tom. "Marx the Fichtean". ETHICS IN PROGRESS 12, nr 2 (31.12.2021): 124–37. http://dx.doi.org/10.14746/eip.2021.2.9.

Pełny tekst źródła

Streszczenie:

We ignore the history of philosophy at our peril. Engels, who typically conflates Marx and Marxism, points to the relation of Marxism to the tradition while also denying it. In his little book on Feuerbach, Engels depicts Feuerbach as leading Marx away from Hegel, away from classical German philosophy, away from philosophy and towards materialism and science. This view suggests that Marx is at best negatively related to Classical German philosophy, including Hegel. Yet Engels elsewhere suggests that Marx belongs to the classical German philosophical tradition. In the preface to Socialism, Utopian and Scientific, Engels wrote: “We German socialists are proud that we trace our descent not only from Saint Simon, Fourier and Owen, but also from Kant, Fichte and Hegel” (Marx & Engels, Collected Works). In this paper I will focus on Marx’s relation to Fichte. This relation is rarely mentioned in the Marxist debate, but I will argue, it is crucial for the formulation of Marx’s position, and hence for assessing his contribution accurately. One of the results of this study will be to indicate that Marx, in reacting against Hegel, did not, as is often suggested, ‘leave’ philosophy, but in fact made a crucial philosophical contribution.

Style APA, Harvard, Vancouver, ISO itp.

11

Zhou, Qing. "SWOT analysis of Marxist faith education in the new era". Advances in Education, Humanities and Social Science Research 1, nr 1 (9.05.2022): 47. http://dx.doi.org/10.56028/aehssr.1.1.47.

Pełny tekst źródła

Streszczenie:

The new era highlights the particularity of Marxist belief education, and endows it with new educational background, new educational content and new value of the times. In this paper, SWOT analysis method is used to conduct the Strengths and Weaknesses, Environmental Opportunities and Threats analysis of the impact factors of Marxist faith education in the new era. This study is helpful to deeply grasp the situation of Marxist belief education in the new era, is conducive to further unify the thinking, gather strength, and push forward the Marxist faith education from a new starting point.

Style APA, Harvard, Vancouver, ISO itp.

12

Ellis, John M. "Fredric Jameson’s marxist criticism". Academic Questions 7, nr 2 (czerwiec 1994): 30–43. http://dx.doi.org/10.1007/bf02683154.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Clarke, Peter, i Andrew Mearman. "Why Marxist economics should be taught but probably won't be!" Capital & Class 27, nr 1 (marzec 2003): 55–80. http://dx.doi.org/10.1177/030981680307900105.

Pełny tekst źródła

Streszczenie:

An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then moves on to discuss why it is unlikely that Marxist economics will be taught in this way.

Style APA, Harvard, Vancouver, ISO itp.

14

Yue, Qilin. "The National Character of Higher Education Development". Scientific and Social Research 4, nr 4 (28.04.2022): 67–72. http://dx.doi.org/10.26689/ssr.v4i4.3792.

Pełny tekst źródła

Streszczenie:

National character is the most distinctive character of Marxism. Marxist theory is the fundamental guiding ideology of China’s construction and development. The development of all aspects of China embodies the core essence of Marxism. A flourishing education prospers the country, while good education makes a country stronger. Higher education is an important symbol of a country’s development level and potential. Education depends on people, and at the same time, it is for the people. The national character of higher education development is mainly reflected in three aspects: education fairness, people-oriented, and serving the people. At present, higher education is still facing challenges, such as unfair education and the neglect of human needs. How to promote the development of higher education is worth pondering about, especially when it involves public opinion. Only by achieving educational equality, putting people first, teaching students in accordance with their aptitude, carrying out scientific evaluation, and promoting talent feedback can higher education bring more satisfaction to the people.

Style APA, Harvard, Vancouver, ISO itp.

15

Peluritis, Laurynas. "Philosophy and the Implementation of Marxism-Leninism in Lithuania’s Higher Education Institutions from 1944 to 1947". Lietuvos istorijos studijos 47 (14.07.2021): 62–81. http://dx.doi.org/10.15388/lis.2021.47.3.

Pełny tekst źródła

Streszczenie:

The article examines the introduction of Soviet Marxism (Marxism-Leninism) into the Lithuanian higher education system in 1944–1947. Based on archival sources and existing historiography, this paper explores the development of the higher education system in Lithuania during the first years of the Soviet occupation, including the translation, publication, and dissemination of ideological texts. It is argued that the introduction of Soviet Marxism in Lithuanian higher education institutions in 1944–1945 was carried out in a forced and chaotic manner, the organization of teaching and the preparation of ideological literature was slow, and there was a lack of staff to teach ideological courses. First came the creation of formal institutions (departments, divisions, institutes), and only then a consistent introduction of Marxist-Leninist teachings and the implementation of ideological control.

Style APA, Harvard, Vancouver, ISO itp.

16

Hancock, Curtis L. "Why American Education Today Ought to be Counter-Cultural". Roczniki Kulturoznawcze 13, nr 1 (30.03.2022): 81–90. http://dx.doi.org/10.18290/rkult22131.6.

Pełny tekst źródła

Streszczenie:

In his article, the author points out the gradual domination of leftists in universities, which eventually affected all American institutions. This is very evident today in the leftist attitudes of the media, the legal profession, the bureaucracy, the government, and even the clergy. The author argues that because of this transformation, if one wants to assess the state of American society, one must address what has happened in the universities. As universities have normalized Marxist cultural principles and attitudes, the critic of higher education must expose these Marxist tendencies in schools. Because this Marxist tendency now dominates university culture, it must be demanded that higher education reform today be countercultural.

Style APA, Harvard, Vancouver, ISO itp.

17

Crittenden, Brian, i K. A. Strike. "Comparing Liberal and Marxist Theories". Curriculum Inquiry 21, nr 3 (1991): 387. http://dx.doi.org/10.2307/1180159.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

18

Stablein, Ralph. "Capitalism and management education; a Marxist view". Academy of Management Proceedings 2013, nr 1 (styczeń 2013): 15097. http://dx.doi.org/10.5465/ambpp.2013.15097abstract.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Green, Anthony. "Critical Realism for Marxist Sociology of Education". Journal of Critical Realism 16, nr 3 (22.05.2017): 339–45. http://dx.doi.org/10.1080/14767430.2017.1312215.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Zipin, Lew. "Critical realism for Marxist sociology of education". Discourse: Studies in the Cultural Politics of Education 38, nr 2 (23.09.2016): 317–20. http://dx.doi.org/10.1080/01596306.2016.1235396.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Dubinska, Kateryna Oleksandrivna. "The processes of "re-education" of the scientific and historical environment of the Ukrainian SSR in the 1920s". Dnipropetrovsk University Bulletin. History & Archaeology series 25, nr 1 (29.07.2017): 72. http://dx.doi.org/10.15421/261708.

Pełny tekst źródła

Streszczenie:

The article deals with the problem of total transformation of the scientific and historical environment of the Ukrainian SSR in the 1920s. The key issue of the article is establishment maximum control of ruling regime over the scientific environment of the Soviet Ukraine during the 1920s and the beginning of the transformation of this environment through the establishment of the Marxist ideological basis of the scientific system. The article also focuses on the "re-education" of scientific and pedagogical personnel and the ambiguous relationship between the "bourgeois" and the "red" professors. It is mentioned that the confrontation between the "bourgeois" professors and Marxist ideology was the consequence of the discovery of the so-called cultural front. The main stages of the relationship between the Bolsheviks and the Ukrainian intelligentsia are scrutinized in this article. Peculiarities of the conquest by the Bolsheviks of the scientific and historical environment of the NEP period are represented also. Teaching and supervising staff of the party-supported Ukrainian Institute of Marxism-Leninism and the Artem Communist University in Kharkiv are analyzed.

Style APA, Harvard, Vancouver, ISO itp.

22

HILL, DAVE. "Comprehensive education: Ideology and wider socialist and Marxist education policy". FORUM 63, nr 1 (2021): 47. http://dx.doi.org/10.3898/forum.2021.63.1.47.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

Castree, Noel. "Teaching history, philosophy and theory: notes on representing Marxism and ‘Marxist geography‘". Journal of Geography in Higher Education 18, nr 1 (styczeń 1994): 33–42. http://dx.doi.org/10.1080/03098269408709235.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Szadkowski, Krystian. "An Autonomist Marxist Perspective on Productive and Un-productive Academic Labour". tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 17, nr 1 (3.05.2019): 111–31. http://dx.doi.org/10.31269/triplec.v17i1.1076.

Pełny tekst źródła

Streszczenie:

This text starts with a diagnosis of the inadequacy of the dispossession theory for the analysis of the relationship between capital involved in academic publishing and academic labour. It assumes that it is necessary to develop a Marxian theory of productive and unproductive labour within the field of higher education. For this purpose, an Autonomist Marxist perspective on productive labour is proposed, to facilitate analysis of the contemporary subsumption of academic labour under capital, and to organise resistance against it. The essence of this approach is rooted in an exposition of the two-sided perspective on Marxist categories of the critique of political economy. It is used here to approximate the concept of directly productive academic labour and to indicate its apparent limitations. The next step is to present a view on the systemic productivity of academic labour. This is the only way to address the issue of truly productive academic work in the Marxian sense, and the obstacles standing in the way to its full implementation, the key to which is the smooth functioning of capitalist measurement exercised within the field of science and higher education.

Style APA, Harvard, Vancouver, ISO itp.

25

Ly, Uyen Hoang Minh. "Collective education in the era of globalization". Cadernos CIMEAC 12, nr 3 (26.12.2022): 96–119. http://dx.doi.org/10.18554/cimeac.v12i3.6633.

Pełny tekst źródła

Streszczenie:

This article talks about issues related to education that are inherent to Marxism and analyzed by various Marxist scholars. Specifically, class consciousness and the formation of the collective that must be experienced by each individual in training with the group. In the context of globalization, what is class consciousness, what should education be like, and how to relate them? Rosa Luxemburg argues that workers matured through a series of oppressions that gave them individual consciousness, but through strikes they achieved their class consciousness. The previous generations have opened the revolution for the education of the younger generation in the future. This shows us that education is not only about the individual but also about the community, or the collective. Moreover, worker’s collectivities in the context of globalization will bring great significance in revolutionizing education, from individual to collective.

Style APA, Harvard, Vancouver, ISO itp.

26

Cole, Mike. "Learning without Limits: A Marxist Assessment". Policy Futures in Education 6, nr 4 (styczeń 2008): 453–63. http://dx.doi.org/10.2304/pfie.2008.6.4.453.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

27

Basak, Rasim. "Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education". Journal of Education in Black Sea Region 6, nr 2 (21.05.2021): 186–211. http://dx.doi.org/10.31578/jebs.v6i2.242.

Pełny tekst źródła

Streszczenie:

Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in Turkey. Its name also may have caused confusion. In this study, art teacher opinions of VCAE content, principles, applications and practices were collected through a survey questionnaire; and examined. Participants were 71 art teachers. A purposeful, convenient, random sampling method was employed to represent a population of art teachers from various backgrounds, with various experience levels, with educational experience from various universities, working at various geographical regions and towns in Turkey. The study was designed and structured as descriptive survey research. Analyses revealed that art teachers usually are not aware of the typical discussions about VCAE. Having been criticized as an ideologically rooted theory, the applicability of VCAE in Turkey seems controversial in many aspects. Keywords: visual culture, Modernism, DBAE, VCAE, critical pedagogy, Postmodernism, neo-marxism

Style APA, Harvard, Vancouver, ISO itp.

28

Cole, Mike. "US Imperialism, Transmodernism and Education: A Marxist Critique". Policy Futures in Education 2, nr 3-4 (wrzesień 2004): 633–43. http://dx.doi.org/10.2304/pfie.2004.2.3.15.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

29

Boger, Mary, i Juliet Ucelli. "Socialist education at the New York Marxist school". Socialism and Democracy 3, nr 2 (lipiec 1987): 121–30. http://dx.doi.org/10.1080/08854308908427988.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Peters, Michael A. "Marxist Futures: Knowledge Socialism and the Academy". Policy Futures in Education 2, nr 3-4 (wrzesień 2004): 435–38. http://dx.doi.org/10.2304/pfie.2004.2.3.1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Carpenter, Sara. "Centering Marxist-Feminist Theory in Adult Learning". Adult Education Quarterly 62, nr 1 (13.12.2010): 19–35. http://dx.doi.org/10.1177/0741713610392767.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Skordoulis, C. D. "Science and worldviews in the marxist tradition". Science & Education 17, nr 6 (15.06.2007): 559–71. http://dx.doi.org/10.1007/s11191-007-9092-8.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Zhang, Zhuoyuan. "Marxism and Political Economy in Education: An Interpretation of Jean Anyon's Critical Pedagogy". Journal of Contemporary Educational Research 4, nr 2 (19.02.2020): 28–34. http://dx.doi.org/10.26689/jcer.v4i2.1015.

Pełny tekst źródła

Streszczenie:

Jean Anyon (1941-2013) is a critical pedagogical researcher and social activist in the United States. All her life, she devoted herself to taking education as a breakthrough, exposing the ugliness of capitalist countries and promoting the equality of society and education. She uses Marxist theory to analyze the relationship between social class and school knowledge, hidden curriculum; education and mainstream ideology; and conflicts and resistances in education, emphasizing the theoretical and practical significance of Marxism in today's education. In order to find the deepest problem of education, Jean Anyon demonstrates the relationship between school education and macroeconomic policy from the perspective of political economics; the dialectical relationship between education reform and economic reform; and explains the reasons for education failure by quoting David Harvey's concept of "deprivation accumulation". Facing the cruel situation, Jean Anyon did not lose confidence, but found the "radical possibility" and put forward the concept of social change centered on education reform.

Style APA, Harvard, Vancouver, ISO itp.

34

Rikowski, Glenn, i Derek R. Ford. "Marxist Education Across the Generations: a Dialogue on Education, Time, and Transhumanism". Postdigital Science and Education 1, nr 2 (9.01.2019): 507–24. http://dx.doi.org/10.1007/s42438-018-0028-1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Lisman, C. David. "Marxist Literary Theory: A Critique". Journal of Aesthetic Education 22, nr 2 (1988): 73. http://dx.doi.org/10.2307/3333124.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Singal, Pooja. "Analytical Philosophy of Education: A Critique from Marxist Lens". Journal of Indian Council of Philosophical Research 38, nr 2 (16.04.2021): 261–69. http://dx.doi.org/10.1007/s40961-021-00236-8.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Marginson, Simon. "A Revised Marxist Political Economy of National Education Markets". Policy Futures in Education 2, nr 3-4 (wrzesień 2004): 439–53. http://dx.doi.org/10.2304/pfie.2004.2.3.2.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Livingstone, David W. "Searching for Missing Links: neo‐Marxist theories of education". British Journal of Sociology of Education 16, nr 1 (styczeń 1995): 53–73. http://dx.doi.org/10.1080/0142569950160104.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

39

Milton, Audrey, i Brendan O'Connell. "Commodification of higher education in accounting: a Marxist perspective". International Journal of Critical Accounting 1, nr 3 (2009): 204. http://dx.doi.org/10.1504/ijca.2009.027317.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

40

Wrigley, Terry. "Grant Banfield, Critical realism for Marxist sociology of education". Power and Education 10, nr 2 (14.06.2018): 209–12. http://dx.doi.org/10.1177/1757743818762934.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Papapolydorou, Maria. "Review: Critical Race Theory and Education: a Marxist response". Race & Class 51, nr 4 (kwiecień 2010): 109–11. http://dx.doi.org/10.1177/03063968100510040703.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

42

Ifeakor, Chinedu, i Anselm Ikenna Odo. "Analysis of the Marxist Theory on the Abolition of State: Its Implication to Nigeria Educational System". Journal of Humanities and Social Sciences 2, nr 2 (30.08.2020): 62–68. http://dx.doi.org/10.36079/lamintang.jhass-0202.122.

Pełny tekst źródła

Streszczenie:

Certain factors necessitated man’s thinking especially, if it focuses on alteration of their desire and wants. It is on this, that some years back some philosophers propounded a theory which stated thus: the abolition of a state. The Marxist theory on the abolition of the state asserted that society’s classes are the cause of struggle and that society should have no classes. An example of Marxism is replacing private ownership with cooperative ownership. The researchers of this work will adopt an analytic method in order to find out if the theory should be a paradigm in the Nigeria education or not.

Style APA, Harvard, Vancouver, ISO itp.

43

Sanders, James T. "Marxist Criticisms of IQ: A Defence of Jensen". Canadian Journal of Education / Revue canadienne de l'éducation 10, nr 4 (1985): 402. http://dx.doi.org/10.2307/1494840.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Liston, Daniel P. "Faith and Evidence: Examining Marxist Explanations of Schools". American Journal of Education 96, nr 3 (maj 1988): 323–50. http://dx.doi.org/10.1086/443898.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

Partington, Geoffrey. "The Concept of Progress in Marxist Educational Theories". Comparative Education 24, nr 1 (styczeń 1988): 75–89. http://dx.doi.org/10.1080/0305006880240107.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Margonis, Frank. "THEORIES OF CONVICTION: THE RETURN OF MARXIST THEORIZING". Educational Theory 48, nr 1 (marzec 1998): 85–101. http://dx.doi.org/10.1111/j.1741-5446.1998.00085.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

47

Konverskyi, Anatolii, Sergii Rudenko, Yaroslav Sobolievskyi i Vitalii Krykun. "RESEARCH METHODOLOGY FOUNDATIONS OF CHINESE MARXISM AND ITS SOCIOCULTURAL IMPLICATIONS". Bulletin of Taras Shevchenko National University of Kyiv. Philosophy, nr 6 (2022): 35–39. http://dx.doi.org/10.17721/2523-4064.2022/6-6/13.

Pełny tekst źródła

Streszczenie:

The article presents the authors' methodology for the study of Chinese Marxism and its ideological and philosophical principles, as well as the potential impact of this direction on the humanitarian development of modern Ukrainian society. The authors substantiated the integral methodological task, which consists of the implementation of a comparative typological analysis of the philosophical foundations of Sinicized Marxism with modern European Marxist philosophical schools and "Soviet" Marxism. The article confirms that a more effective approach in the study of the socio-cultural implications of modern Sinicized Marxism is (1) the study of the process of "Sinicization" of Marxism; (2) study and evaluation of existing and potential strategies for the implementation of Sinicized Marxism in the practices of intercultural communication (One Belt, One Road Initiative) and the education system; (3) analysis of the philosophical and ideological content and practical goals of the humanitarian part of China's international One Belt, One Road Initiative, development of a methodology for assessing the benefits and risks of its implementation for European countries and Ukraine.

Style APA, Harvard, Vancouver, ISO itp.

48

Sandner, Günther. "Nations without nationalism". Journal of Language and Politics 4, nr 2 (5.10.2005): 273–91. http://dx.doi.org/10.1075/jlp.4.2.06san.

Pełny tekst źródła

Streszczenie:

In addition to the socialist discourse on popular education, theoretical contributions of Austro-Marxist intellectuals such as Karl Renner, Otto Bauer and Otto Neurath on multiculturalism represent an important intellectual source of leftist culturalism. Considering actual debates, the Austro-Marxist approach on nation and culture moved between the politics of recognition and the politics of difference. Their concept combined both the recognition of (a positively evaluated) difference between national cultures and the demand for political unification transcending the nation state. Beyond their contemporary context, the Austro-Marxist concept gains in importance even for today by formulating a possible combination of political and economic unity on the one hand and cultural difference (and diversity) on the other. In a way, the Austro-Marxist approach represents a political and cultural concept of ‘nations without nationalism’.

Style APA, Harvard, Vancouver, ISO itp.

49

Chen, Xin. "A Study on the Ideological and Political Education of Inter-Subjectivity in Colleges and Universities in the Era of New Media". World Journal of Educational Research 7, nr 1 (27.02.2020): p187. http://dx.doi.org/10.22158/wjer.v7n1p187.

Pełny tekst źródła

Streszczenie:

Under the background of the new media era, teenagers, especially college students, have pushed the new media to a blowout development trend. This provides opportunities and challenges for the development of Ideological and political education in Colleges and universities. Inter subjectivity ideological and political education is the frontier issue in the discipline of Ideological and political education, which embodies the Marxist theory of subject human and the Marxist concept of communication practice. In the era of new media, the research on the ideological and political education among the main bodies of colleges and universities is a reasonable choice to conform to the trend of the times. Ideological and political education in Colleges and universities can be effectively developed on the platform of new media.

Style APA, Harvard, Vancouver, ISO itp.

50

Khan, Jawaria. "A Stressed Present and a Scared Future: An Autoethnography of a Migrant Scholar in Finland". Journal of International Students 12, S2 (21.08.2022): 106–23. http://dx.doi.org/10.32674/jis.v12is2.4344.

Pełny tekst źródła

Streszczenie:

As an international doctoral researcher with a new-born daughter by my side, I reveal, in this autoethnography, the struggles to survive in the academic labor market of a non-Anglophone country, Finland. This personal narrative combined with sociological theory of Marxism brings a bottom-up perspective of international doctoral students. The purpose is to look inward and expose my vulnerable self that has been affected, moved and refracted by the academic neoliberalism causing alienation and my resistance. Explaining academic work as labor through vignettes, I present four cases of Marxist alienation that corelates with the alienation of early career researchers from the product (research output), process (doing research), species-essence (the passion of research) and other workers (academic colleagues). The findings of this autoethnography reiterates that academic labor is indeed in crisis. I recommend as researchers we should recognize this estrangement of academic labor and bring change through personal agency and ethical accountability.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!