In the last decade the far-right, associated with white nationalism, identarian politics, and nativist ideologies, has established itself as a major political force in the West, making substantial electoral gains across Europe, US and Latin America, and coalescing with the populist movements of Trump, Brexit and Boris Johnson's 2019 election in the UK. This political shift represents a major new political force in the West that has rolled back the liberal internationalism that developed after WWI and shaped world institutions, globalization, and neoliberalism. It has also impacted upon the democracies of the West. Its historical origins date from the rise of fascism in Italy, Germany and Austria from the 1920s. In broad philosophical terms, the movement can be conceived as a reaction against the rationalism and individualism of liberal democratic societies, and a political revolt based on the philosophies of Nietzsche, Darwin, and Bergson that purportedly embraced irrationalism, subjectivism, and vitalism. This edited collection of essays by Michael A Peters and Tina Besley, taken from the journal Educational Philosophy and Theoryprovide a philosophical discussion of the rise of the far-right and use it as a canvas to understand the return of fascism, white supremacism, acts of terrorism and related events including the refugee crisis, the rise of authoritarian populism, the crisis of international education and Trump's 'end of globalism'.

The Far-Right, Education and Violence (Educational Philosophy and Theory: Editor’s Choice)

Politics & Social Sciences

Peters, Michael A.

Besley, Tina

Philosophy

Routledge

In the last decade the far-right, associated with white nationalism, identitarian politics, and nativist ideologies, has established itself as a major political force in the West, making substantial electoral gains across Europe, the USA, and Latin America, and coalescing with the populist movements of Trump, Brexit, and Boris Johnson's 2019 election in the UK. This political shift represents a major new political force in the West that has rolled back the liberal internationalism that developed after WWI and shaped world institutions, globalization, and neoliberalism. It has also impacted upon the democracies of the West. Its historical origins date from the rise of fascism in Italy, Germany, and Austria from the 1920s. In broad philosophical terms, the movement can be conceived as a reaction against the rationalism and individualism of liberal democratic societies, and a political revolt based on the philosophies of Nietzsche, Darwin, and Bergson that purportedly embraced irrationalism, subjectivism, and vitalism. This edited collection of essays by Michael A Peters and Tina Besley, taken from the journal Educational Philosophy and Theory, provides a philosophical discussion of the rise of the far-right and uses it as a canvas to understand the return of fascism, white supremacism, acts of terrorism, and related events, including the refugee crisis, the rise of authoritarian populism, the crisis of international education, and Trump's 'end of globalism'.

Pandemic Education and Viral Politics

Medical Books

Administration & Medicine Economics

The Methodology and Philosophy of Collective Writing (Educational Philosophy and Theory: Editor’s Choice)

Jackson, Liz

Tesar, Marek

Reference

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

Jandric, Petar

Arndt, Sonja

Sturm, Sean

Building Knowledge Cultures: Education and Development in the Age of Knowledge Capitalism (Volume 2) (Critical Education Policy and Politics, 2)

This book develops the notion of 'knowledge cultures' as a basis for understanding the possibilities of education and development in the age of knowledge capitalism. 'Knowledge cultures' refers to the cultural preconditions in the new production of knowledge and their basis in shared practices, embodying preferred ways of doing things often developed over many generations. These practices also point to the way in which cultures have different repertoires of representational and non-representational forms of knowing. The book discusses knowledge cultures in relation to claims for the new economy, as well as cultural economy and the politics of postmodernity. It focuses on national policy constructions of the knowledge economy, 'fast knowledge' and the role of the so-called 'new pedagogy' and social learning under these conditions.

Business & Money

Peters Professor University of Waikato New Zealand, Michael A.

Economics

Rowman & Littlefield Publishers

This book develops the notion of 'knowledge cultures' as a basis for understanding the possibilities of education and development in the age of knowledge capitalism. 'Knowledge cultures' refers to the cultural preconditions in the new production of knowledge and their basis in shared practices, embodying preferred ways of doing things often developed over many generations. These practices also point to the way in which cultures have different repertoires of representational and non-representational forms of knowing. The book discusses knowledge cultures in relation to claims for the new economy, as well as cultural economy and the politics of postmodernity. It focuses on national policy constructions of the knowledge economy, 'fast knowledge' and the role of the so-called 'new pedagogy' and social learning under these conditions.

Counseling Youth: Foucault, Power, and the Ethics of Subjectivity

The author develops a critical history to examine the nature, limits, and realities of contemporary school counseling, which tends to be student- or client-focused with a nonjudgmental and nondirective ethos. The book is concerned with the shifting notions of self and identity and develops a Foucauldian analysis that examines these inherently philosophical notions in relation to adolescents and youth as the primary clients for school counseling.Using the work of Foucault, this study examines changing notions of the self and identity and how psychological and sociological discourses have conceptualized and constituted adolescence/youth as the primary client in school counseling. Case studies of mental hygiene films in the United States and a moral panic in New Zealand are used to examine how youth were morally constituted in the postwar period―a time when guidance counseling emerged in Western countries such as the United States, the United Kingdom, Australia, Canada, and New Zealand. The author uses Foucault's notion of governmentality to critically examine how counseling professionalized itself as a disciplinary body.The work examines the impact of neoliberalism and the new managerialism, with its demands for increased professional accountability and performance management as exemplified in various ways by professional associations such as ACA, ASCA, and NZAC. Finally, the narrative therapies of Michael White and David Epston are examined as a new poststructuralist therapy, strongly influenced by Foucault, that offers a substantial promise not only for school counseling, but for the whole school climate. Narrative therapy challenges liberal humanist notions of the self that are embedded in the psy-sciences and the assumption that therapy is a neutral activity. As an inherently political activity inscribed by power relations, narrative therapy addresses issues of truth, power relations, and the ethics of subjectivity.

Health, Fitness & Dieting

Psychology & Counseling

Praeger

Using the work of Foucault, this study examines changing notions of the self and identity and how psychological and sociological discourses have conceptualized and constituted adolescence/youth as the primary client in school counseling. Case studies of mental hygiene films in the United States and a moral panic in New Zealand are used to examine how youth were morally constituted in the postwar period--a time when guidance counseling emerged in Western countries such as the United States, the United Kingdom, Australia, Canada, and New Zealand. The author uses Foucault's notion of governmentality to critically examine how counseling professionalized itself as a disciplinary body. The work examines the impact of neoliberalism and the new managerialism, with its demands for increased professional accountability and performance management as exemplified in various ways by professional associations such as ACA, ASCA, and NZAC. Finally, the narrative therapies of Michael White and David Epston are examined as a new poststructuralist therapy, strongly influenced by Foucault, that offers a substantial promise not only for school counseling, but for the whole school climate. Narrative therapy challenges liberal humanist notions of the self that are embedded in the psy-sciences and the assumption that therapy is a neutral activity. As an inherently political activity inscribed by power relations, narrative therapy addresses issues of truth, power relations, and the ethics of subjectivity.

Education & Teaching

Schools & Teaching

Information Age Pub Inc

Counseling Youth: Foucault, Power and the Ethics of Subjectivity Tina Besley University of Illinois at Urbana-Champaign, USA Using the work of Foucault, this study examines changing notions of the self and identity and how psychological and sociological discourses have conceptualized and constituted adolescence/youth as the primary client in school counseling. Case studies of mental hygiene films in the United States and a moral panic in New Zealand are used to examine how youth were morally constituted in the postwar period--a time when guidance counseling emerged in Western countries such as the United States, the United Kingdom, Australia, Canada, and New Zealand. The author uses Foucault's notion of governmentality to critically examine how counseling professionalized itself as a disciplinary body. This book is targeted at practicing counselors, counseling students and counselor theoreticians. It will also find audiences with graduate students in youth studies and those interested in the work and applications of Michel Foucault. The Foucauldian critique has unsettled almost all of our certainties. In Counseling Youth, Besley gently shepherds us through her extrapolation to some of the more obvious sites for such an analysis- schooling and the subjects of that, youth. She also wisely indicates how narrative therapy takes up such a critique of the assumed neutrality of education and school counseling- institutions that often seem unaware of their power-knowledge relationships. DAVID EPSTON, co-author of Narrative Means to Therapeutic Ends(1990) and Biting The Hand That Starves You: Inspiring Resistance to Anorexia/Bulimia(2004). One of the best things that I can say about this book is that it had a personal impact. It nudged me into re-thinking various aspects of my work. It is a book that achieves a rare thing. It talks about counseling young people without getting so caught up in the detail of practice that it loses sight of the big picture .I believe that school counselors who engage with this work will find that their practice is never quite the same again. They will be invited to think about things they have previously taken for granted and to listen to young people in new ways. JOHN WINSLADE, Coordinator of Counselor Education, California State University San Bernardino. Co-Author of Narrative Counseling in Schools: Powerful &amp; Brief.

Counseling Youth

Brill Academic Pub

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