Abstract
Of all of Marx’s extensive writing on political economy and philosophy, there is perhaps no other single segment that has produced as much theoretical wrangling, conflict, and discussion about the relationship between capitalism and social structures as that contained in the “Preface to a Contribution to the Critique of Political Economy,” where Marx (1968b) writes:
In the social production of their life, [humans] enter into definite relations that are indispensable and independent of their will, relations of production which correspond to a definite stage of development of their material productive forces. The sum total of these relations of production constitutes the economic structure of society, the real foundation, on which rises a legal and political superstructure and to which correspond definite forms of social consciousness. The mode of production of material life conditions the social, political and intellectual life process in general. It is not the consciousness of [humans] that determines their being, but, one the contrary, their social being that determines their consciousness. (P. 183)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allman, P. (1999). Revolutionary Social Transformation: Democratic Hopes, Political Possibilities and Critical Education (first edition). Westport, CT: Bergin & Garvey.
Allman, P. (2001). Critical Education against Global Capitalism: Karl Marx and Revolutionary Critical Education (first edition). Westport, CT: Bergin & Garvey.
Allman, P., McLaren, P., and Rikowski, G. (2000). After the box people: the labour-capital relation as class constitution—and its consequences for Marxist educational theory and human resistance. Retrieved May 1, 2004, from http://www.ieps.org.uk.cwc.net/afterthebox.pdf.
Althusser, L. (1969). For Marx. New York: Pantheon Books.
Althusser, L (1971). Lenin and Philosophy and Other Essays (trans. B. Brewster). New York: Monthly Review Books.
Anderson, P. (1980). Arguments within English Marxism. London: Nib.
Apple, M.W. (1979/2004). Ideology and Curriculum (third edition). New York: RoutledgeFalmer.
Apple, M.W. (1980). “The other side of the hidden curriculum: Correspondence theories and the labor process”. Interchange, 11(3), September.
Apple, M.W. (1986). Teachers and Texts: A Political Economy of Class and Gender Relations in Education. New York: Routledge & Kegan Paul.
Apple, M.W. (1995). Education and Power (second edition). New York: Routledge.
Apple, M.W. (2000). Official Knowledge: Democratic Education in a Conservative Age (second edition). New York: Routledge.
Apple, M.W. (2002). Does education have independent power? Bernstein and the question of relative autonomy. British Journal of Sociology of Education, 23(4), 607–616.
Apple, M.W. (2006). Educating the “Right” Way: Markets, Standards, God, and Inequality (second edition). New York: Routledge.
Apple, M.W. (Ed.). (1982). Cultural and Economic Reproduction in Education: Essays on Class, Ideology and the State (first edition). Boston: Routledge & Kegan Paul.
Apple, M.W., and Buras, K.L. (Eds.). (2006). The subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge.
Au, W. (2005). Power, identity, and the third rail. In P.C. Miller (ed.). Narratives from the Classroom: An Introduction to Teaching (pp. 65–85). Thousand Oaks, C.lifornia: Sage Publications.
Au, W. (2007). “Vygotsky and Lenin: parallel structures of individual and social development! Science & Society, 71(3), July, 273–298.
Au, W., and Apple, M.W. (2007). Freire, critical education, and the environmental crisis. Educational Policy, 21(3), 457–470.
Benton, T., and Craib, I. (2001). Philosophy of Social Science: The Philosophical Foundations of Social Thought. Houndmills, Basingstoke, Hampshire; New York: Palgrave.
Bernstein, B.B. (1990). The Structuring of Pedagogic Discourse (first edition, vol. IV). New York: Routledge.
Bourdieu, P., and Passeron, J. (1977). Reproduction in Education, Society, and Culture. Beverly Hills, CA: Sage.
Bowles, S., and Gintis, H. (1976). Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (first edition). New York: Basic Books.
Bowles, S., (1988). Schooling in capitalist America: reply to our critics. In M. Cole (ed.). Bowles and Gintis Revisted: Correspondence and Contradiction in Educational Theory (first edition). Philadelphia: The Falmer Press.
Buras, K.L. (1999). Questioning core assumptions: a critical reading of and response to E.D. Hirsch’s the schools we need and why we don’t have them. Harvard Educational Review, 69(1), 67–93.
Carlson, D.L. (1988). Beyond the reproductive theory of teaching. In M. Cole (ed.). Bowles and Gintis Revisited: Correspondence and Contradiction in Educational Theory (pp. 158–173). New York: The Falmer Press.
Carnoy, M. (1982). Education, economy, and the State. In M.W. Apple (ed.). Cultural and Economic Reproduction in Education: Essays on Class, Ideology and the State (pp. 79–126). Boston: Routledge & Kegan Paul.
Carnoy, M., and Levin, H.M. (1985). Schooling and Work in the Democratic State. Stanford, California: Stanford University Press.
Coben, D. (1995). Revisiting Gramsci. Studies in the Education of Adults, 27(1), 36–52.
Cohen, G.A. (1978). Karl Marx’s Theory of History: A Defense (expanded edition). Princeton: Princeton University Press.
Cole, M. (Ed.). (1988). Bowles and Gintis Revisted: Correspondence and Contradiction in Educational Theory (first edition). Philadelphia: The Falmer Press.
Creaven, S. (2000). Marxism and Realism: A Materialistic Application of Realism in the Social Sciences. London; New York: Routledge.
Dance, J.L. (2002). Tough Fronts: The Impact of Street Culture on Schooling (first edition). New York: RoutledgeFarmer.
Engels, F. (1940). Dialectics of Nature (trans. C. Dutt; first edition). New York: International Publishers.
Engels, F. (1968a). Engels to C. Schmidt in Berlin. In Karl Marx & Frederick Engels: Their Selected Works (pp. 694–699). New York: International Publishers.
Engels, F. (1968b). Engels to F. Mehring in Berlin. In Karl Marx & Frederick Engels: Their Selected Works (pp. 699–703). New York: International Publishers.
Engels, F. (1968c). Engels to H. Borgius in Breslau. In Karl Marx & Frederick Engels: Their Selected Works (pp. 704–706). New York: International Publishers.
Engels, F. (1968d). Engels to J. Bloch in Königsberg. In Karl Marx & Frederick Engels: Their Selected Works (pp. 692–693). New York: International Publishers.
Engels, F. (1968e). Ludwig Feuerbach and the end of classical German philosophy. In I. Publishers (ed.). Karl Marx & Frederick Engels Selected Works (pp. 596–618). New York: International Publishers.
Freire, P. (1974). Pedagogy of the Oppressed (trans. M.B. Ramos). New York: Seabury Press.
Fritzell, C. (1987). On the concept of relative autonomy in educational theory. British Journal of Sociology of Education, 8(1), 23–35.
Giroux, H.A. (1980). Beyond the correspondence theory: notes on the dynamics of educational reproduction and transformation. Curriculum Inquiry, 10(3), 225–247
Engels, F. (1981). Hegemony, resistance, and the paradox of educational reform. Interchange, 12(2-3), 3–26.
Engels, F. (1983). Theories of reproduction and resistance in the new sociology of education: a critical analysis. Harvard Educational Review, 53(3), 257–293.
Engels, F. (1999). Rethinking cultural politics and radical pedagogy in the work of Antonio Gramsci. Educational Theory, 49(1), 1–19.
Engels, F. (2003). Public pedagogy and the politics of resistance: notes on a critical theory of educational struggle. Educational Philosophy and Theory, 35(1), 5–16.
Gramsci, A. (1971). Selections from the prison notebooks (trans. Q. Hoare and G.N. Smith). New York: International Publishers.
Holst, J.D. (1999). The affinities of Lenin and Gramsci: implications for radical adult education theory and practice. International Journal of Lifelong Education, 18(5), 407–421.
Jessop, B. (2001). Bringing the State back in (yet again): reviews, revisions, rejections, and redirections. International Review of Sociology, 11(2), 149–173.
Lenin, V. I. (1975). What is to be Done?: Burning Questions of our Movement. Peking: Foreign Language Press.
Leonardo, Z. (2004). The unhappy marriage between Marxism and race critique: political economy and the production of racialized knowledge. Policy Futures in Education, 2(3 & 4), 483–493.
Marx, K. (1968a). The eighteenth brumaire of Louis Bonaparte. In Karl Marx & Frederick Engels: Their Selected Works (pp. 95–180). New York: International Publishers.
Marx, K. (1968b). Preface to a contribution to the critique of political economy. In Karl Marx &Frederick Engels: Their Selected Works (pp. 181–185). New York: International Publishers.
Marx, K. (1978). The class struggles in France, 1848–1850. In R.C. Tucker (ed.). The Marx-Engels Reader (second edition; pp. 586–593). New York: W.W. Norton and Company Ltd.
Marx, K., and Engels, F. (1978). The German ideology: part I. In R.C. Tucker (ed.). The Marx-Engels Reader (pp. 146–200). New York: W.W. Norton & Company.
Moore, R. (1988). The correspondence principle and the Marxist sociology of education. In M. Cole (ed.). Bowles and Gintis Revisited: Correspondence and Contradiction in Educational Theory (pp. 51–85). New York: The Falmer Press.
Oilman, B. (2003). Dance of the Dialectic: Steps in Marx’s Method (first edition). Chicago: University of Illinois Press.
Pedroni, T. C. (2007). Market Movements: African American Involvement in School Voucher Reform. New York: Routledge.
Poster, M. (1974). Althusser on history without man. Political Theory, 2(4), 393–409.
Rikowski, G. (1997). Scorched earth: rebuilding Marxist educational theory. British Journal of Sociology of Education, 18(4), 551–574.
Roberts, M. (1996). Analytical Marxism: A Critique. London; New York: Verso.
Sarup, M. (1978). Marxism and Education. Boston: Routledge & Kegan Paul.
Sayers, S. (1990). Marxism and the dialectical method: a critique of G.A. Cohen. In S. Sayers and P. Osborne (eds.). Socialism, Feminism, and Philosophy: A Radical Philosophy Reader (pp. 140–168). New York: Routledge.
Sharp, R. (1980). Knowledge, Ideology, and the Politics of Schooling: Towards a Marxist Analysis of Education. London; Boston: Routledge & Kegan Paul.
Shor, I. (1992). Empowering Education: Critical Teaching for Social Change (first edition). Chicago: The University of Chicago Press.
Smith, S. B. (1984). Althusser and the over determined self. The Review of Politics, 46(4), 516–538.
Smith, S. B. (1985). Althusser’s Marxism without a knowing subject. The American Political Science Review-, 79(3), 641–655. Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1987). Thinking and speech (trans. N. Minick). In R.W. Rieber and A. Carton (eds.). The Collected Works of L.S. Vygotsky: Problems of General Psychology Including the Volume Thinking and Speech (vol. l;pp. 37–285). New York: Plenum Press.
Willis, P. (1977). Learning to Labor: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press.
Willis, P. (2003). Foot soldiers of modernity: the dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 73(3), 390–415.
Woods, A., and Grant, T. (2002). Reason in Revolt: Dialectical Philosophy and Modern Science (North American Edition; vol. 1). New York: Algora Publishing.
Wright, E.O. (1997). Class Counts: Comparative Studies in Class Analysis. New York: Cambridge University Press.
Editor information
Copyright information
© 2010 Sheila Macrine, Peter McLaren, and Dave Hill
About this chapter
Cite this chapter
Au, W. (2010). Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory. In: Macrine, S., McLaren, P., Hill, D. (eds) Revolutionizing Pedagogy. Marxism and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230104709_7
Download citation
DOI: https://doi.org/10.1057/9780230104709_7
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37478-6
Online ISBN: 978-0-230-10470-9
eBook Packages: Palgrave Education CollectionEducation (R0)