Revolution Lullabye

June 10, 2009

Giroux, Ideology, Culture, and the Process of Schooling

Giroux, Henry A. Ideology, Culture, and the Process of Schooling. Philadelphia: Temple UP, 1981.

In this collection of essays, Giroux advances his neo-Marxist theory of American education, which is situated as a sort of meso-level, between a micro-level theory of Freirian liberatory pedagogy that places potential change in the hands of individuals and a macro-level theory along the lines of Bourdieu that shows that change is impossible because of inscribed institutional relationships and politics. Giroux rejects one-sided determinism, arguing that schools themselves are sites of action and structure, sites where people negotiate contradictions and forge identities through actions and the effects of actions (curriculum, textbooks, spatial structures, etc.) Giroux calls on educators to take action, not just critique, and reconstruct their schools. His theory is not a student-centered theory of individual education like Freire Рit is a call for reflective praxis for educators.

Quotable Quotes

“The entirety of the educational process will have to be analyzed for its normative and ideological meanings. Curriculum, teaching methods, forms of evaluation, textbooks, school organization, and the organization of teachers will have to be seen as componets of the educational process, shaped by the latter’s dialectical role as a representation of a vital human need and as a class-based instrument of the established power structure” (79)

“Schools are social sites whose particularity is characterized by an ongoing struggle between hegemonic and counter-hegemonic forces” (15).

his is a “radical pedagogy that connects critical theory with the need for social action in the interest of both individual freedom and social reconstruction” (8).

Notable Notes

investigate the hidden curriculum (75)

people can be critically conscious but cannot not, ultimately, escape objective and subjective realities, cultures, ideologies, and histories

radical pedagogy teaches an integration (an investigation) into ideology, hegemony, and culture – both the daily, individual material practices of these and macro relationships and power structures in society….have students think across these two levels

three modes of American educational scholarship (that he sees are problematic): 1. technocratic rationality (scientific, managerial, ahistorical) 2. interpretative rationality (how people use language to make meaning, rejecting positivism, embrace subjectivity and individuality, divorced from institutions) 3. reproductive rationality (institutions shaping society, one-sided determinism)

hopeful

February 15, 2009

Althusser, Ideology and Ideological State Apparatuses

Althusser, Louis. “Ideology and Ideological State Apparatuses (Notes Toward an Investigation)” In Lenin and Philosophy and Other Essays. New York: Monthly Review Press, 1971. 127-186.

The educational system is the primary way the ideology of the ruling class is reproduced and therefore inscribed in society. The schools are a ideological state apparatus, which though part of the private domain, are institutions of the State in as much as they silently indoctrinate (through ideology primarily, then repression) children, producing classes of workers who each ascribe to the philosophy and mentality that is necessary for them to reproduce the societal relations that the State, controlled by the dominant class, is dependent upon for existence. The ideology that pervades ideological state apparatuses like the educational system has a material existence: it must be a practice and be performed through rituals and apparatuses created and acted out by subjects to that ideology.

Quotable Quotes

Central thesis: “1. There is no practice except by and in an ideology; 2. There is no ideology except by the subject and for subjects” (170).

“No class can hold State power over a long period without at the same time exercising its hegemony over and in the State Ideological Apparatuses” (146).

“The ultimate condition of production is therefore the reproduction of the conditions of production” (127).

Notable Notes

ideology creates subjects out of individuals, exists eternally, so we are all subjects always

extends Marx’s critique to include the idea of ideological state apparatuses in addition to Marx’s repressive state apparatuses, which ensure the political existence of the state through repression primarily, ideology second.

Church used to be the dominant ISA – one of the most important consequences of the French Revolution and the Reformation was the destruction of the Church as a unified ISA for the State.

education system takes kids away during formative years, for 11+ years, 8 hours a day, 5 days a week, and spits them out at different times, have learned different roles according to their function in society: blue collar (exploited), white collar (those who exploit), leaders/elite (create ideologies, agents of repression). School is thought to be natural, neutral, beneficial, and indispensible. Education “steeps” them in ideology (133)

ISAs are the sites of class struggle, because they are so plural and diverse, full of contradictions, State power can’t lay down the law as easily here

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