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The Politics of Educational Theory
In: Social text, Heft 5, S. 87
ISSN: 1527-1951
Inequality: educational theory and public policy
In: International studies in educational inequality, theory and policy 3
Freedom and Authority in Modern Educational Theory
In: Curriculum Theory Network, Band 5, Heft 4, S. 334
Educational Theory in the People's Republic of China
In: Pacific affairs: an international review of Asia and the Pacific, Band 45, Heft 2, S. 282
ISSN: 1715-3379
Scorched Earth: prelude to rebuilding Marxist educational theory
In: British journal of sociology of education, Band 18, Heft 4, S. 551-574
ISSN: 1465-3346
Left Alone: end time for Marxist educational theory?
In: British journal of sociology of education, Band 17, Heft 4, S. 415-451
ISSN: 1465-3346
On the Concept of Relative Autonomy in Educational Theory
In: British journal of sociology of education, Band 8, Heft 1, S. 23-35
ISSN: 1465-3346
Conceptualizing Oppression in Educational Theory: Toward a Compound Standpoint
In: Cultural studies - critical methodologies, Band 8, Heft 1, S. 82-105
ISSN: 1552-356X
This article analyzes three paradigms of oppression that are influential in progressive approaches in educational research: oppression as cultural hegemony, oppression as capitalist accumulation, and oppression as discursive effect. It argues that these different models, and their strengths and weaknesses, are connected to different philosophical standpoints (ways of understanding reality and criteria of truth that are historically and socially situated). Faced with the intractability of educational injustices, it is necessary to bring the power of diverse critical positions together. The author proposes the construction of a "compound standpoint," grounded in a materialist framework, and describes how oppression can be understood more richly and accurately from this position.
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Working paper