Utopian Pedagogy is a critical exploration of educational struggles within and against neoliberalism. Editors Mark Coté, Richard J.F. Day, and Greig de Peuter, along with a number of innovative voices from a variety of different academic fields and political movements, examine three key themes: the university as a contested institution, the role of the politically engaged intellectual, and experiments in alternative education. The collection contributes to the debates on the neoliberal transformation of higher education, and to the diffusion of social movements that insist it is possible to create workable alternatives to the current world order.

This critical examination of the educational dimension of social and political struggles is presented by both professional academics and activists, many of whom are directly involved in the very experiments they discuss. Rescuing and revaluing the concept of utopia, the editors and their international contributors propose that utopian theory and practice acquire a new relevance in light of the hyper-inclusive logic of neoliberalism. Utopian Pedagogy is a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.

Contributors: Michael Albert Brian Alleyne Ian Angus Allan Antliff Franco Berardi Mark Edelman Boren Guido Borio Enda Brophy Colectivo Situaciones Mark Coté Mariarosa DallaCosta Richard J.F. Day Greig de Peuter Nick DyerWitheford Henry Giroux Stuart Hall Kelly HarrisMartin Imran Munir Francesca Pozzi Gigi Roggero Shveta Sarda Sarita Srivastava Richard Toews Carlos Alberto Torres Sebastian Touza Jerry Zaslove

Utopian Pedagogy is a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.

  • Imprint: University of Toronto Press
  • Published: March 2007
  • Pages: 320

Mark Coté is a doctoral candidate in the School of Communication at Simon Fraser University and a visiting scholar with the Institute for Globalization and the Human Condition at McMaster University.

Richard J.F. Day is an assitant professor in the Department of Sociology at Queen's University.

Greig de Peuter is a doctoral candidate in the School of Communication at Simon Fraser University.

Chapters

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Acknowledgments
Introduction: What Is Utopian Pedagogy?
Part I: The Contested University
Introduction
1 Utopian Thinking in Dangerous Times: Critical Pedagogy and the Project of Educated Hope
2 Teaching and Tear Gas: The University in the Era of General Intellect
3 Academic Freedom in the Corporate University
4 A Revolutionary Learning: Student Resistance/Student Power
5 Exiled Pedagogy: From the ‘Guerrilla’ Classroom to the University of Excess
6 Universities, Intellectuals, and Multitudes
Part II: Rethinking the Intellectual
Introduction
7 From Intellectuals to Cognitarians
8 The Diffused Intellectual: Women’s Autonomy and the Labour of Reproduction
9 Conricerca as Political Action
10 On the Researcher-Militant
Part III: Experiments in Utopian Pedagogy
Introduction
11 The Making of an Antiracist Cultural Politics in Post-Imperial Britain: The New Beacon Circle
12 ‘Before Coming Here, Had You Thought of a Place Like This?’: Notes on Ambivalent Pedagogy from the Cybermohalla Experience
13 Transformative Social Justice Learning: The Legacy of Paulo Freire
14 Breaking Free: Anarchist Pedagogy
15 An Enigma in the Education System: Simon Fraser University and the Secwepemc Cultural Education Society
16 The Subaltern Act! Peasant Struggles and Pedagogy in Pakistan
17 ‘Let’s Talk’: The Pedagogy and Politics of Antiracist Change
18 Present and Future Education: A Tale of Two Economies
19 Academicus Affinitatus: Academic Dissent, Community Education, and Critical U
Contributors

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