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Winner of the Outstanding Academic Title, 2014 Choice
Winner of the 2013 AESA Critics Choice Book Award
As an economic model built on finding and creating new commodities from existing forms of life, biocapitalism has fundamentally changed how we understand the boundaries between nature and culture and thus relations between humans and nonhumans. How, for example, should educators, students, and communities respond to developments such as the first genetically engineered animal made for human consumption, powerful new psychotropic drugs designed to target behavioral 'disorders' in students, genetic explanations of learning and intelligence, and new methods of educational assessment interested in determining the added value of students and teachers in the classroom? Education in the Age of Biocapitalism is the first book to not only chart how education should respond to the historic challenges of living in a biocapitalist society but also to examine how human-capital understandings of education have merged with the productive paradigm of biocapitalism interested in extracting the most value out of life.
- Sales Rank: #1049469 in Books
- Brand: Brand: Palgrave Macmillan
- Published on: 2013-01-08
- Released on: 2013-01-08
- Original language: English
- Number of items: 1
- Dimensions: 10.82" h x .45" w x 6.24" l, .70 pounds
- Binding: Paperback
- 211 pages
- Used Book in Good Condition
Review
Winner Outstanding Academic Title, 2014 Choice
Winner of the 2013 AESA Critics Choice Book Award
'The book is a deep theoretical probe into the agenda and assumptions of current education policy initiatives and an important practical means for developing alternatives. This is a must have for all collections serving the social sciences, education, and education-related related fields.' -Choice"Clayton Pierce's Education in the Age of Biocapitalism challenges educators to rethink and reconstruct education in an era marked by a frightening acceleration of potentially dangerous biotechnologies and crises and devastation of global capitalism that affects life itself. Pierce raises the question 'What kind of life do we want education to be for?' and challenges educators and citizens to produce an educational life worthy of human beings and the nonhuman world." - Douglas Kellner, George F. Kneller Chair in the Philosophy of Education, University of California, Los Angeles, USA and author of Media Spectacle and Insurrection, 2011: From the Arab Uprisings to Occupy Everywhere
"This ambitious project provides a sturdy bridge between educational theory and the rich literatures of biopolitics. It resituates Marxian forms of analyses into a biopolitical critique in order to illuminate how neoliberal pressures on schooling are treating student bodies as resources to be mined in order to satisfy goals of national security and capitalist expansion. Yet it also identifies practices of resistance and alternative forms of education that can emerge even in such contexts. Pierce has provided a valuable contribution to contemporary efforts to steer a steady path toward egalitarian transformations of US education." - Sandra Harding, Departments of Education and Women's Studies, University of California, Los Angeles, USA
About the Author
Clayton Pierce is an Assistant Professor in the Department of Education, Culture, & Society at the University of Utah, USA.
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How Pedagogy Went GMO...
By A Critical Educator
As the author's bio states, Dr. Pierce is an emerging critical theorist of education already well known for his work with Douglas Kellner on Herbert Marcuse. With this, his first solo-authored book, his career shows considerable promise! With a kind of Marcusian concern for the ways in which capitalism perversely attempts to instantiate and replicate itself in the material body of nature as a form of technological domination, Pierce achieves a powerful theoretical optic on how this has developed odiously into a kind of paradigmatic form of neoliberal biocapitalism today that threatens life across the planet. While one might find works of continental theory or marxist ecosocialism that either usefully suggest or contribute to an understanding of biocapitalism, as far as I know none broach the topic in an educational context such as this volume. Specifically, this is likely the first book to trace and connect the trend in education that seeks to define it as a human capitalist enterprise (in support of the global economy and skills for the workplace) up with other forms of biocapitalist undertaking. In this respect, the cover of the book says it all: there is a direct historical and sociological correspondence between the endless monocultural rows of Monsanto terminator corn and the One World (aka "Flat") cultural orientation that its experts believe will hopefully be achieved through the total standardization and industrialization of the classroom writ large. In other words, what Pierce argues for is that evidence suggests that today's neoliberalization of research and a related reliance upon competitive economic measures of teaching and learning (e.g. value-added metrics, high stakes testing, H-factors) are twin developments of a larger sociopolitical project. The likening is not simply poetic, but what is revealed is that education today has become a prime theater of colonialist war against organic forces of biodiversity and sustainability, such as characterized in the work of someone like Vandana Shiva for instance. If this was all the book achieved, it would be a profound and useful text. But Pierce convincingly supports, in line with feminist critiques of science such as espoused by Sandra Harding, emergent forms of relational science as is being produced out of science and technology studies by people such as Bruno Latour and Donna Haraway, and theories of resistant sustainability science as espoused under the flag of ecopedagogy, the need for alternative and multiple forms of scientific literacy for all. Again, while this is a heady initiative, to the book's credit it is tied to the very educational ground that is Pierce's real concern -- the ways in which the bodies of students, teachers, communities, and the larger biotic ecology in which they move are becoming governed, disciplined, and experimented upon in the name of producing larger social regimes of biocapital. For Pierce, the writing is on the wall that such biocapitalist assault comes with catastrophic consequences for those that it would make its object. Education in the Age of Biocapitalism is then his clarion call for a wide body of democratic stakeholders to come together in critical conversation and throw off the shackles of biocapitalist science through the robust and integral development of their own conscientization.
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