To rescue Kahlo from the clutches of the corporate art market, we need to acknowledge the overt and covert political dimensions of the work, demands GAVIN O’TOOLE
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The politics of education
MARJORIE MAYO lays out the foundations necessary to allow for learning that equips people to engage in collective struggle and progressive social change
Paulo Freire Panel: CEFORTEPE - Center for Training, Technology and Educational Research Prof. Milton de Almeida Santos, in Campinas a city in southeast Brazil, northwest of Sao Paulo
[Luiz Carlos Cappellano/CC]
If you can see past the relentless commodification you will be rewarded by enormously powerful work, suggests JENNY MITCHELL
CHRIS SEARLE revels in the one-off collaboration between an American polymath and a British Muslim, and detects the presence of their revolutionary forebear
GORDON PARSONS revels in an ebullient production of Shakespeare’s magical comedy
BRENT CUTLER welcomes a thoughtful analysis of the Erdogan regime, viewed through the evolving history of a neighbourhood in Istanbul
GORDON PARSONS regrets the price, but is dazzled by an outstandingly ambitious study of the way art restoration in particular, and culture in general was weaponised by the Nazis
THE recent publication of “Lessons in organising: What trade unionists can learn from the war on teachers” raises very many questions about the politics of education.
How does a Marxist analysis help us to understand the underlying issues: education for “domestication” or education for social transformation? Learning that prepares people to take their allotted places within the existing social order or learning that equips people to engage in collective struggles for progressive social change? And how can transformative approaches to learning be developed most effectively?
These questions are just as relevant to debates about trade union and community education, in the current context.
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