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- W9107978 abstract "This essay review examines Apple’s most recent work. It begins by providing a brief historical account of Marxist educational theory since the late 1970s. Next, it offers an analysis and a critique of a number of the theoretical underpinnings of Apple’s neo-Marxist approach to educational reform. These include, among others, his interpretation of Gramsci’s concept of the ‘commonsense;’ his employment of the ‘decentered unity,’ which he identifies as an counter-hegemonic alliance among progressive forces on the left; and finally, his notion of a ‘dual strategy’ for building alliances between progressive forces on the left and those on the Right. Finally, it provides an alternative Marxist framework to Apple’s neo-Marxist approach to educational reform. Apple, Michael W. (2001). Educating the “Right” Way: Markets, Standards, God, and Inequality. New York and London: Routledge/Falmer. Pp. 306 (paperback). ISBN 0145-92462-6. $23.95. By the late 1970s and early 1980s, Marxist scholars in the field of sociology of education stood at a peculiar historical juncture (Rikowski, 1997). On the one hand, they were forced to withstand the New Right’s onslaught—it’s single-minded, ruthless attacks on the welfare state—orchestrated by the aerosol figure of Ronald Reagan and his army of renegade storm troopers composed of Christian fundamentalists, corporate raiders, and Wall Street moguls. On the other hand, the United States, Japan, and Germany—the leading capitalist economies—vigorously enforced neoliberal social and economic reforms on Third World and developing Essay Review: A Marxist Critique of Michael Apple’s Neo-Marxist Approach to Educational Reform 96 | P a g e countries as a short-term remedy to the deepening and widening structural crisis of global capitalism (Brenner, 1998). Faced with the cynical intellectual mood overshadowing the late 1970s and the early 1980s, scores of Marxist and progressive scholars in the field of sociology of education joined the rank-and-file of the new wave of post-Marxists A noticeable segment of scholars in the field roundly dismissed Marxism as an ‘outmoded’ and unfashionable nineteenth and twentieth century meta-narrative, which had failed, for the most part, to account for the latest social and political trends associated with the so-called post-industrial consumer society. Instead, these scholars openly embraced what they claimed to be far more ‘open-ended’ and far less ‘deterministic’ radical sociological frameworks, which included, for example, theories associated with neoGramscianism, postmodernism, post-structuralism, and postcolonialism. By the end of the 1980s, and with the ‘cultural turn’ in full swing, a large number of Marxist scholars working in the field of sociology of education in North American and England joined the rank-and-file of such celebrated academic brigands as Jean Baudrillard, Jacques Derrida, Jean-Franscios Lyotard, Ernesto Laclau, and Chantal Mouffe, who ebulliently pronounced the death of Marxism. Concomitant with these social and political developments, over the last two decades Marxist and feminist scholars (see Lather, 1991, 1998) in the field of sociology of education, who retreated from a Marxist analysis of capitalist schooling, downplayed and in some cases, overlooked the significant role social class plays in maintaining and reproducing capitalist social relations of production. They did this largely by loosening the ties of social class from the ideological, political, and cultural contradictions of capitalism (McLaren & Farahmandpur, 2000). Seduced by the avant-garde overtures of postmodern, post-structural and cultural theories, a large segment of the Marxist and radical scholars truncated the political economy of schooling with their terse dismissal of class struggle as a central element of the project of social transformation (McLaren & Farahmandpur, 2000). At the same time as postmodern and post-structural theories infiltrated the field of sociology of education, other scholars on the left working in the precincts of cultural studies summarily dismissed the working class as the appointed agents of social change." @default.
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- W9107978 title "Essay Review: A Marxist Critique of Michael Apple’s Neo-Marxist Approach to Educational Reform" @default.
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