Education as Enforcement: The Militarization and Corporatization of Schools

BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 3
COPYRIGHT......Page 4
CONTENTS......Page 5
ACKNOWLEDGMENTS......Page 7
FOREWORD......Page 8
Introduction......Page 23
Educating to Enforce Globalization......Page 25
Selling War......Page 30
Coming Home to Kosovo......Page 33
Returning to Vietnam in Kosovo......Page 36
War Games: Returning to Vietnam in Littleton......Page 37
Notes......Page 42
Notes......Page 45
CHAPTER 1 The Function of Schools......Page 47
Subtler Methods of Control......Page 51
Cruder Methods of Control......Page 55
INTRODUCTION TO CHAPTER 2......Page 58
CHAPTER 2 Rivers of Fire......Page 59
Nature......Page 65
Knowledge......Page 68
Earthworms and Empires......Page 71
Notes......Page 78
INTRODUCTION TO CHAPTER 3......Page 82
CHAPTER 3 Education IS Enforcement!......Page 83
The Market, the State, and the Roots of Enforcement......Page 84
Learning to Need School......Page 87
Market Values......Page 92
Education, Development, and the War Against Subsistence......Page 95
Notes......Page 99
INTRODUCTION TO CHAPTER 4......Page 101
CHAPTER 4 Cracking Down......Page 102
Framework, Methodology, and Data......Page 103
The Chicago Context: Global City, Economic Restructuring, and the Politics of Race......Page 104
Four Schools: The Intersection of Race, Class, Power, and Accountability......Page 105
Districtwide Inequalities and Labor Force Demands......Page 108
Differentiated Schooling and the Construction of Student Identities......Page 110
A Pedagogy of Powerlessness......Page 112
Military Schools and the Policing and Criminalization of Youth......Page 113
Conclusion: Constructing a New Common Sense......Page 116
Notes......Page 118
INTRODUCTION TO CHAPTER 5......Page 122
CHAPTER 5 Facing Oppression......Page 123
A Pedagogy of Neglect......Page 126
Youth(s) Coming to Voice......Page 129
Challenging This Pedagogy of Entrapment......Page 142
Notes......Page 144
INTRODUCTION TO CHAPTER 6......Page 147
CHAPTER 6 Freedom for Some, Discipline for “Others”......Page 148
Mountainview: Freedom to Become......Page 150
Groundview High: Discipline to Constrict......Page 152
Curricular Preparation for the Future: Business or Military?......Page 154
Historical Roots and Significance of the Difference......Page 157
The Economy and the State......Page 159
From Industrial Production to Automation and Robotics......Page 160
Domestic Militarization......Page 163
Ideology and Repression in Education......Page 166
Conclusion......Page 168
Notes......Page 169
INTRODUCTION TO CHAPTER 7......Page 173
CHAPTER 7 Forceful Hegemony......Page 174
The Curriculum......Page 177
Non-Indian Teachers......Page 178
Military Teachers and Administrators......Page 179
Western Medical and Psychological Approaches......Page 180
The Solution......Page 181
Notes......Page 182
INTRODUCTION TO CHAPTER 8......Page 183
CHAPTER 8 The Proliferation of JROTC......Page 184
A Brief History of JROTC......Page 185
Structural Violence as Economic Conscription......Page 187
Exploring the Claims of Military Recruitment: Myths versus Realities......Page 189
Conclusion......Page 193
Notes......Page 194
INTRODUCTION TO CHAPTER 9......Page 196
CHAPTER 9 Education for War in Israel......Page 197
Notes......Page 204
INTRODUCTION TO CHAPTER 10......Page 206
CHAPTER 10 Post-Columbine Reflections on Youth Violence as a (Trans)National Movement......Page 207
Domestic Analogy......Page 209
Militarization......Page 211
Containment......Page 214
Notes......Page 217
INTRODUCTION TO CHAPTER 11......Page 220
CHAPTER 11 Imprisoning Minds......Page 221
The Take-Over......Page 222
The Teachers......Page 224
The Administrators......Page 226
The Students—Fighting Back......Page 227
Notes......Page 229
INTRODUCTION TO CHAPTER 12......Page 230
CHAPTER 12 Taking Command......Page 231
Notes......Page 238
INTRODUCTION TO CHAPTER 13......Page 240
The Legacy of “A Nation at Risk”......Page 241
Situating Proposals for Reform in the Broader Context for Schooling......Page 245
Many Questions Unanswered and Consequences Unexamined......Page 250
Conclusion......Page 254
Notes......Page 255
INTRODUCTION TO CHAPTER 14......Page 257
Surveillance, Spectacle, and the Power of High-Stakes Testing......Page 258
Surveillance and Spectacle......Page 260
High-Stakes Testing and Enforcement......Page 263
Image-Power, Surveillance-Spectacle, and Schooling......Page 264
Consequences......Page 265
Derive and Detournement as Revolutionary Pedagogy......Page 266
Summary and Conclusions......Page 270
Notes......Page 272
INTRODUCTION TO CHAPTER 15......Page 275
CHAPTER 15 Dick Lit......Page 276
From the World Cop to the Just War......Page 278
The State of the Police......Page 280
Novel Policing......Page 284
Notes......Page 290
INTRODUCTION TO CHAPTER 16......Page 294
CHAPTER 16 Virtuous War......Page 295
Notes......Page 301
INTRODUCTION TO CHAPTER 17......Page 303
CHAPTER 17 We Were Soldiers......Page 304
The Rewriting/Reconstruction of Memory: We Were Soldiers......Page 307
 Reconstructing Memory......Page 311
Notes......Page 312
INTRODUCTION TO CHAPTER 18......Page 313
CHAPTER 18 The Politics of Compulsory Patriotism......Page 314
Horror and Hollywood......Page 315
Patriotism, the Flag, and the Control of Schools......Page 318
Notes......Page 322
INTRODUCTION TO CHAPTER 19......Page 325
CHAPTER 19 Critical Revolutionary Pedagogy at Ground Zero......Page 326
Whose Terror?......Page 327
Unmasking Neoliberal Globalization......Page 329
The New Niche Market: Global Slavery......Page 330
The New Citizenship......Page 335
A Primer for a Post-September 11 Critical Pedagogy......Page 336
Toward a Critical Revolutionary Pedagogy......Page 338
Notes......Page 340
INDEX......Page 342