Synopsis
The New Henry Giroux Reader presents Henry Giroux’s evolving body of work. The book articulates a crucial shift in his analyses after the September 11th, 2001 terrorist attack, when his writing took on more expansive articulations of power, politics, and pedagogy that addressed education and culture in forms that could no longer be contained via isolated reviews of media, schooling, or pedagogical practice. Instead, Giroux locates these discourses as a constellation of neoliberal influences on cultural practices, with education as the engine of their reproduction and their cessation.
The New Henry Giroux Reader also takes up Giroux’s proclivity for using metaphors articulating death as the inevitable effect of neoliberalism and its invasion of cultural policy. Zombies, entropy, and violence permeate his work, coalescing around the central notion that market ideologies are anathema to human life. His early pieces signal an unnatural state of affairs seeping through the fabric of social life, and his work in cultural studies and public pedagogy signals the escalation of this unease across educative spaces. The next sections take up the fallout of 9/11 as an eruption of these horrific practices into all facets of human life, within traditional understandings of education and culture’s broader pedagogical imperatives. The book concludes with Giroux’s writings on education's vitalist capacity, demonstrating an unerring capacity for hope in the face of abject horror.
Perfect for courses such as: History and Philosophy of Education, Political and Social Foundations of Education, Policy Issues in American Education, African American Education, Social Justice Research in Education, Marginality and the Politics of Resistance, Equity and Anti-Oppression, Cultural Studies and Public Pedagogy.
About the Authors
Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and the Paulo Freire Distinguished Scholar Professorship in Critical Pedagogy. In 2002, he was named as one of the top fifty educational thinkers of the modern period in Fifty Modern Thinkers on Education: From Piaget to the Present as part of Routledge’s Key Guides Publication Series. In 2007, he was named by the Toronto Star as one of the “12 Canadians Changing the Way We Think.” He is a frequent contributor to online sources such as Truthout, Tikkun, CounterPunch, Truthdig, and Salon, and his research has appeared in numerous academic journals. In all, he has published over 400 scholarly articles. His most recent books include Neoliberalism’s War on Higher Education (Haymarket, 2014), The Violence of Organized Forgetting (City Lights, 2014), Dangerous Thinking in the Age of the New Authoritarianism (Routledge, 2015), America’s Addiction to Terrorism (Monthly Review Press, 2016), America at War with Itself (City Lights, 2017), The Public in Peril (Routledge, 2018), and The Terror of the Unforeseen (Los Angeles Review of Books, 2019). Giroux is also a member of the Board of Directors at Truthout. His website is www.henryagiroux.com.
Jennifer A. Sandlin is a professor in the Justice and Social Inquiry Department in the School of Social Transformation at Arizona State University, where she teaches courses on consumption and education, popular culture and justice, and social and cultural pedagogy. Her research focuses on the intersections of education, learning, and consumption; as well as on the theory and practice of public pedagogy. She also investigates sites of public pedagogy and popular culture-based, informal, and social movement activism centered on “unlearning” consumerism. She is currently co-editor of Journal of Curriculum and Pedagogy. Her work has been published in Journal of Consumer Culture, Adult Education Quarterly, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Curriculum Inquiry, and Teachers College Record. She recently edited, with Jason Wallin, Paranoid Pedagogies (Palgrave, 2018); with Julie Garlen, Disney, Culture, and Curriculum (Routledge, 2016) and Teaching with Disney (Peter Lang, 2016); with Jake Burdick and Michael O’Malley, Problematizing Public Pedagogy (Routledge, 2014); with Brian Schultz and Jake Burdick, Handbook of Public Pedagogy (Routledge, 2010); and with Peter McLaren, Critical Pedagogies of Consumption (Routledge, 2010).
Jake Burdick is an assistant professor of Curriculum Studies in the College of Education at Purdue University, where he teaches courses in curriculum theory, multicultural education, and qualitative inquiry. Jake’s research centers on deepening conceptualizations of education via public pedagogy and theorizing activism as a pedagogical performance. Jake is the co-editor of the Handbook of Public Pedagogy (Routledge), Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy (Educators International Press), and Problematizing Public Pedagogy (Routledge). He has published work in Qualitative Inquiry, Curriculum Inquiry, Review of Research in Education, Review of Educational Research, and the Journal of Curriculum and Pedagogy.
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