Education under Siege: The Conservative, Liberal and Radical Debate over Schooling

By Stanley Aronowitz; Henry Giroux | Go to book overview

SIX

Radical Pedagogy and the Legacy of Marxist Discourse

AS WE POINTED out in the last chapter, Marxist theory has exercised a major influence on the development of radical theories of schooling. In many respects, this influence has been part of a wider revival of Marxist thought that has been going on in the United States, Europe, and other sections of the world. 1 On the surface, this Marxist revival has generated not only various “new” readings of Marx’s work; it has also essentially developed into the production of a plethora of discourses, many of which have been used to redefine the way radicals view a host of academic disciplines, not to mention Marxist theory itself. What becomes evident even to the casual observer is that the notion of a unifying and homogeneous Marxist discourse belongs to history. Success breeds its own problems. One needs to consult a consumer’s guide to keep abreast of the latest Marxist offerings that tumble out from the publishing houses and university symposiums. As one surveys the offerings, the theoretical landscape appears cluttered with structural Marxism, hermeneutical Marxism, phenomenological Marxism, feminist Marxism, semiotic Marxism, postMarxism, along with standbys such as Marxist-Leninism, Trotskyism, and so forth.

An unsettling and unsettled paradox has accompanied the revival of Marxist theory and its influence on areas such as educational theory and practice. The paradox lies in the fact that as the literature and influence of Marxism have grown, so has the magnitude of the crisis that besets it. In our view, the nature of the crisis is defined by two different but related issues.

First, there is the attempt by intellectuals of various Marxist persuasions to confront the changing social, political, and economic conditions of the twentieth century by either revising Marxist thought or by “returning to Marx” in order to unravel a new insight or undiscovered truth for understanding the existing social reality. Capitalizing on a history of “critical” revisionist Marxist theory that draws from such luminaries as Rosa Luxemburg, George Lukacs, Karl Korsch, Antonio

-115-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Education under Siege: The Conservative, Liberal and Radical Debate over Schooling
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 240

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.