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dc.contributor.authorHall, Richard
dc.date.accessioned2020-04-21T08:30:26Z
dc.date.available2020-04-21T08:30:26Z
dc.date.issued2020
dc.identifier.citationHall, R. (2020) Another world is possible: The possibilities for a transformative post-capitalist education. In: Hosseini Faradonbeh, S.A., Goodman, J., Motta, S. and Gills, B.K. (Eds.) The Routledge Handbook of Transformative Global Studies, pp. 84-96. London: Routledge.en
dc.identifier.isbn9781138601123
dc.identifier.isbn9780429470325
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/19513
dc.description.abstractThis chapter takes as its starting point the alienating reality of knowledge production in the global North, grounded in performance management and competition between individuals, subjects and institutions. One mode of analysis for intellectual work has been by reconsidering Marx’s conception of the general intellect as the knowledge, skills and capabilities that have been taken from labour and turned into movable property. In moving beyond the alienating conditions and relations of production, there exists the potential for new forms of humanism related to the functions of intellectual knowledge at the level of society, as mass intellectuality. In extending this, engagement with indigenous and decolonising studies in education enable us to turn these processes that erupt in the global North back upon themselves, to reveal stories and narratives that de-centre the world as the Universalisation of a provincial perspective, and its privileged, white, male forms of power. In moving beyond hope towards dignity and life, we might ask how plural, mutual voices enable us to do the work of dismantling necessary for a transformative post-capitalist education?en
dc.language.isoenen
dc.publisherRoutledgeen
dc.subjectdecolonialityen
dc.subjectacademic capitalismen
dc.subjectepistemologyen
dc.subjecthigher educationen
dc.subjecthumanismen
dc.subjectknowledge productionen
dc.titleAnother world is possible: The possibilities for a transformative post-capitalist education.en
dc.typeBook chapteren
dc.identifier.doihttps://doi.org/10.4324/9780429470325-6
dc.peerreviewedYesen
dc.funderNo external funderen
dc.cclicenceCC-BY-NCen
dc.date.acceptance2020-04-15
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen


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