Social Theory Presentation Updated_11_28

social theory

1. Postcolonialism , Expanding Critical Social Theory and Concluding Thoughts Social Theory ED LPA 9400 Brad Willis & Wenmin Zhao

2. Outline: Act 1: Liberalism v.s . Critical Theory and Human Capabilities Act 2: Pragmatism and Critical Pragmatism Act 3: World Systems and Dependency Theory Act 4: Postcolonialism Act 5: Spiritual, Ecological and Concluding Thoughts

3. Activity Starting with a “blank slate” while being defined by others

4. Act 1: Seeds of Liberalism and Critical Liberalism

5. Understanding the “blank slate” or tablua rasa Hugely influential to revolution and overthrow of monarchies, with previous leaders thought to be appointed by God. Glorious Revolution of 1688 American Revolution of 1776 French Revolution of 1789

6. Liberalism John Locke (1632-1704) English philosopher and physician Regarded as the most influential Enlightenment thinkers Commonly known as the “Father of Liberalism” Born of Puritan parents Established Social Contract Theory Each man has a natural right to life, liberty and property without governmental interference. Famous work – An Essay Concerning Human Understanding (1690) Attempts to discover how human understanding achieves knowledge through experience with a lens of the scientific method, rather than innate knowledge or understanding

7. Implications of classic liberal philosophy Greater focus on individual freedoms, including economic/free exchange of goods. Stresses the importance of human rationality. Embraces principles of individualism through: Competition Private Property Rule of Law Economic Freedom Self-Interest Rights and Freedoms

8. Counterpoints to Classical Liberalism from an Educational Lens? K-12 or Higher Education

9. Critical Liberalism Martha Nussbaum (1947 – present) Education: NYU (BA), Harvard (MA, PhD) Teaching Appointments: University of Chicago, Brown and Harvard Examined classical liberalism with careful attention to inequality and oppression. Builds off of John Rawl’s (1921-2002) theory of justice Individuals are roughly isolated, independent and roughly equal in theory Reality is that due to structural influences, no one comes from “state of nature” Original position and “veil of ignorance” Liberty to be maximized, consistent with equal liberty for all Social positions open equally for all Inequalities between positions can only be justified if they benefit the least advantaged members of society. Highlights equality of outcomes rather than simple opportunity

10. Human Capabilities Approach Amartya Sen (1933- present) Economist and philosopher Meaningful understanding of reason , equality , and freedom must take into account the actual existing capabilities that people poses and their exercise to living a fully formed human life. Held from a concrete list to define those capabilities. Reliance on Economic Theory to enhance environmental conditions to flourish capabilities. “Poverty is not just a lack of money; it is not having the capability to realize one’s full potential as a human being” – A. Sen

11. Human Capabilities List – Nussbaum What do you believe are the potential strengths and weaknesses of Nussbaum’s list and the human capabilities approach?

12. Linking Social Transformation -Rooted Cosmopolitianism - Kwame Anthony Appiah (1954 – present ) British born Ghanaian-American philosopher Education: Bryanston School, University of Cambridge Particular attention to understanding how the role of identity in human life (and lives) requires attention to : Qualities and capabilities of an individual, Norms of behavior available in a social context and Existing conditions under which one’s awareness of these qualities and norms originate.

13. Rooted Cosmopolitanism Culture Crosses Boundaries How have you seen resistance to these concepts within the classroom?

14. Act 2: Pragmatism and Critical Pragmatism

15. Pragmatism

16. Pragmatism What is your definition of pragmatism? Would you consider yourself a pragmatist? Why or why not?

17. Intersections Between Pragmatist & Critical Theories Classical pragmatism: John Dewey Instrumentalism : Dewey viewed “knowledge and truth, along with all other skills, ideas, or resources, as tools proven more or less valuable strictly by their helpfulness in solving human problems” (p. 227). Criticism : Cl assical pragmatism “tend[s] to gloss over social conflict” (p. 227). Critical pragmatists Cornel West ( Prophetic pragmatist) Integrate race, politics, and religion; Fight for social justice & human rights Nancy Fraser ( Feminist pragmatist) (Mal)distribution: economic subordination; (Mal)recognition: cultural subordination “Bring a pragmatic sensibility to the rigorous application of critical theory” (p. 229)

18. Act 3: World Systems & Dependency Theory

19. Global Perspectives Modernization or Development Theory Notion of progress from feudalism → mercantilism → industrialized capitalism Often applied concept to “developing” countries Dependency Theory Persistent underdevelopment is the result of former colonies continued participation in capitalist development of the core. Emphasis of trade relationships and production of cash crops from “developing” countries

20. World-Systems Theory Immanuel Wallerstein (1930 – present) American sociologist, historical social scientist, and world-systems analyst. Relies on the interdependence of social and economic systems with focus on broader historical considerations. Specifically, he also examined how these interactions impact education.

21. Core Complex economic activity Advanced in its development Mass Markets Control over International commerce and trade Governments are robust, with some degree of autonomy from capitalist elites Give and take between state regulation and deregulation Peripheral Weak state apparatus Extraction of natural resources by core state Low to no industrialization Widespread poverty Semi-peripheral Act as buffers between core and peripheral (rich and poor states) Moderate industrialization Reduce potential widespread political dissent Workers may suffer from unequal exchange from core states Helpful for investments of peripheral states

22. Question Prompt According to Piketty’s “The Central Contradictions of Capitalism: r > g” (p. 520, 2014), gains in private capital (r) outweigh the rate of growth of income and output (g). To remediate this, he suggests a capital tax percent schedule on varying levels of fortune across a multinational agreement. What do you see as the primary barrier for such a policy to be enforced across the European Union and How does a perpetual r > g impact educational systems in peripheral and semi-peripheral states?

23. Act 4: Postcolonialism

24. Postcolonialism Postcolonialism Refers to ways of criticizing the material and discursive legacies of colonialism rather than signaling an epochal shift from colonialism to after-colonialism (Radcliffe, 1999). Certain characteristic themes : European/Western domination of the East or the colonized world Modes of domination: not just economic, political, but also cultural European knowledge about the rest of the world as a form of power

25. Postcolonialism Frantz Fanon (French, 1925-1961): Colonialism as a psychological mechanism: Black Skin White Masks Decolonization not only means to get rid of colonial rule, but to destroy the internalized version of the self. Edward Said (Palestinian, 1935-2003): Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. Gayatri Spivak (Indian, 1942- ): the position of the subaltern in a system of colonial exploitation and domination.

26. Can the Subaltern Speak? Subaltern: People of underclass in a society on whom the dominant power put forth its hegemonic power and impact (Gramsci, 1971). Spivak: The subaltern cannot speak (1988). Do you think Spivak’s claim is still relevant today? Why or Why not? Group Activity Who is the subaltern in education? PK-12 Higher education What should/can we do for the subaltern group (s) ?

27. Postcolonialism Social Movements for Global Justice The insights of postcolonialism constitute an inseparable part of the movements against the commodification of humans and nature that seems intrinsic to modernity. Anti-globalization Seattle/N30 Anti-neoliberalism Occupy Wall Street Counterhegemony Protests against Iraq War Group Discussion: How is globalization affecting education? What are some implications of globalization for education? Economic impacts Political impacts Cultural impacts

28. Seattle/N30 Nov 30, 1999 Protesters focused on issues including workers’ rights, sustainable economies, and environmental and social issues. 5,000 protesters blocked delegates’ entrance to WTO (World Trade Organization) meetings in Seattle Protesters forced the cancellation of the opening ceremony until Dec 3.

29. Protests against Iraq War L ondon , Feb Several million demonstrators took to the streets of Europe and the rest of the world today in a vast wave of protest against the prospect of a U.S.-led war against Iraq. Washington Post Sunday, February 16, 2003

30. Act 5: Spiritual, Ecological and Concluding Thoughts

31. Spirituality Heavy influences of spiritual traditions within critical social theory Martin Luther King Jr. Mohandas K. Gandhi Gautama Buddha Although hegemonic influences of organized religion are numerous, can you discuss in your group the possible positive influences of spirituality within critical theory to influence societal change?

32. Concerns of Anthropocentrism and Ecology Can you reflect on other ties within your community between ecology and education?

33. Personal Reflection In your small group, take 5 mins to talk about: Global take-away from the course- A-ha moments or surprises; Connections to personal experiences or research interests; How you will use exposure to these theoretical frameworks into your ongoing efforts within and outside of the classroom

34. Thank you!