Pedagogies of the Global: Knowledge in the Human Interest. Cultural Politics & The Promise of Democracy

The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs).