1. Canadian Society for the Study of Education Conference, University of British Columbia, Vancouver 31 May- 3 Jun 2008 Educational Perversion and Global Neoliberalism Dave Hill University of Northampton, UK Chief Editor, Journal for Critical Education Policy Studies www.jceps.com www.jceps.com

2. Summary 1.Need to Contextualise Educational Change within Capitalism and its current stage, neoliberalism. Also within Neoconservatism. 2.The Current Neoliberal Project of Global Capitalism: its Motivation, Demands and its (raced and gendered social class) effects 3.Capitals Business Plan for Education: Business Agenda FOR Schools; Business Agenda IN Schools; Business Agenda Internationally 4.Restraining and Resisting Neoliberalism: The Resistant Role of Critical Cultural Workers 5.Wider than Pedagogy and Curriculum: Arenas for action by critical transformative socialist educators 6.Where to go from here? Resources.

3. Context and Impacts of Neoliberal (and Neoconservative) Education Policies Social Class and Class War from Above The class impacts of Neoliberal Policies in Education in Britain and The USA (and elsewhere) include: (1)widening (`raced and gendered) social class educational inequalities; (2) weakening key working class organisations such as trade unions and democratically elected municipal government; (3) worsening pay, benefits and working conditions of workers in education- the intensification of labour and of the extraction of surplus value from workers labour power.

4. Results of the Neoliberalisation of Education 1: Loss of Equity, Economic and Social Justice and the Polarisation of the Labour Force 2: Loss of Democracy and Democratic Accountability 3: Loss of Democracy and Collegiality by the workers 4: Loss of Critical Thought. 5: Loss of the Hope of Global Equity 6: Loss of Workers Securities Effects on Workers Securities Case Studies in JCEPS, in the Wayne Ross- Rich Gibson edited book, in the forthcoming Brad Porfilio and Curry Mallot book, and the forthcoming Routledge and Neoliberalism Series. Also see Dave Hill online articles

5. Capitalist Education Agendas 1.Agenda In education: profits, direct or indirect 2. Agenda For education: hierarchically and differently skilled labour power PLUS ideological acquiescence 3. Agenda For education corporations: that are nationally based profiting within the global economy

6. Case Study in England and Wales: Detheorized Teacher Education `How to' has replaced 'why to' in a technicist curriculum based on 'delivery' of a quietist and overwhelmingly conservative set of 'standards' for student teachers. Teachers are now, by and large, trained in skills rather than educated to examine the `whys and the why nots' and the contexts of curriculum, pedagogy, educational purposes and structures and the effects these have on reproducing capitalist economy, society and politics.

7. Different types of oppositional/ critical theory… all have political implications, from analysis to (in)action Critical Thinking Ken Zeichner, Dan Liston, Tom Popkewitz Critical Pedagogy (usually incorporating/ based on Freirean ideas) Ira Shor, Henry Giroux, Peter McLaren Other Identitarian Critical Pedagogies..e.g. feminist, queer, anti- racist, and currently, Critical Race Theory Patti Lather, Judith Butler, David Gillborn Revolutionary Critical Pedagogy/ Socialist Education McLaren post mid-1990s, Paula Allman, Teresa Ebert, The British Marxists (Glenn Rikowski, Mike Cole, Dave Hill, Jane Kelly, Terry Wrigley, Nick Grant).. and thousands of activists… this is grounded in Marxism and explicitly calls for the replacement of Capitalism by Socialism

8. On Reforms Marx and Engels 1977 [1847], p. 62), we need to: fight for the attainment of the immediate aims, for the enforcement of the momentary interests of the working class; but in the movement of the present, they also represent and take care of the future of the movement And, in any case, reforms are not necessarily simply part of minimum programme realizable in the here and now of capitalist conditions and quiescent within them. They can be in the nature of a kind of `transitional demand: a reform whose implementation would breach the framework of the current bourgeois order Leon Trotsky (e.g. Trotsky, 1938 ).

9. Reforms (and critical pedagogy) not enough!: The Task of Socialist Educators 1.to expose and organise and teach against the actual violence by the capitalist state and class against the `raced and gendered) working class; 2. to expose the ways in which they perpetuate and reproduce their power, that of their class, through the ideological and repressive apparatuses of the state (such as the media, the schooling, further education and university systems; 3. in particular the way they do this through demeaning and deriding the `cultural capital and knowledges of the (`raced and gendered) working class through what Pierre Bourdieu termed `cultural arbitrary and `symbolic violence – the way working class kids are largely taught they are crap, and upper class kids are taught they will control and inherit the earth, and some middle class kids are taught how to manage it for them; 4. argue for, propagate, organise, agitate for and implement democratic Marxist egalitarian change and policy- to move from deconstruction to reconstruction.

10. Class Consciousness The key task, for Marxist educators- indeed Marxist- is class and class consciousness. In The Poverty of Philosophy [1847] Marx distinguishes a 'class-in- itself' (class position) and a 'class-for itself' (class consciousness) and, in The Communist Manifesto (Marx and Engels, 1848), explicitly identifies the 'formation of the proletariat into a class' as the key political task facing the communists.

11. Socialist/ Marxist Pedagogy/ Curriculum Schooling for Economic and Social Justice McLaren (2000) extends the critical education project into revolutionary pedagogy, which is clearly based on a Marxist metanarrative. Revolutionary pedagogy: would place the liberation from race, class and gender oppression as the key goal for education for the new millennium. Education… so conceived would be dedicated to creating a citizenry dedicated to social justice and to the reinvention of social life based on democratic socialist ideals. (p. 196) Socialist Educators need to go beyond critique into action: importance of theory and analysis…also of action, action in different arenas …..need more actual examples and practice published/ disseminated, from the tens of thousands of contemporary and historical examples of socialist/ egalitarian/ revolutionary pedagogy, curriculum, organisation of schooling… lots happening globally! Old Browser Alert! This site is fully accessible in all browsers, but is designed for modern, fully compliant browsers. Why not your update your browser? Free, compliant browsers can be downloaded from: Mozilla 1.2 (cross-platform)Mozilla 1.2 Internet Explorer 6 (Windows PCs)Internet Explorer 6 Internet Explorer 5.2.2 (Mac OS X)Internet Explorer 5.2.2 Internet Explorer 5.1.6 (Mac OS 8.1-9.*)Internet Explorer 5.1.6 Safari (Mac OSX)Safari Fastbrowser Normal (Windows PCs)Fastbrowser Normal Further information can be found online at WaSP's Browser Upgrade Campaign.WaSP's Browser Upgrade Campaign home submissions volume 6 number 1 May 2008volume 6 number 1 volume 5 number 2 November 2007volume 5 number 2 volume 5 number 1 May 2007volume 5 number 1 volume 4 number 2 November 2006volume 4 number 2 volume 4 number 1 March 2006volume 4 number 1 volume 3 number 2 October 2005volume 3 number 2 volume 3 number 1 March 2005volume 3 number 1 volume 2 number 2 September 2004volume 2 number 2 volume 2 number 1 March 2004volume 2 number 1 volume 1 number 2 October 2003volume 1 number 2 volume 1 number 1 March 2003volume 1 number 1 Site accessed 293042 times site by The Journal for Critical Education Policy Studies ISSN 1740-2743 An e-journal published by The Institute for Education Policy StudiesThe Institute for Education Policy Studies The Journal for Critical Education Policy Studies is published by IEPS, the Institute for Education Policy Studies, an independent Radical Left/ Socialist/ Marxist institute for developing analysis of education policy. It is at www.ieps.org.uk The Journal JCEPS seeks to develop Marxist analysis of policy, theory, ideology and policy development.www.ieps.org.uk The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, and postmodernist analyses and policy, together with articles that attempt to report on, analyse and develop socialist/Marxist transformative policy for schooling and education from a number of Radical Left perspectives, including Freirean perspectives. JCEPS also addresses issues of Social Class, 'Race', Gender and Capital/ism; Critical Pedagogy; New Public Managerialism and Academic / non-Academic labour, and Empowerment/ Disempowerment. The journal therefore welcomes articles from academics and activists throughout the globe. It is a refereed / peer juried international journal. Volume 6, Number 1: May 2008 Ravi Kumar Against Neoliberal Assault on Education in India: A Counternarrative of Resistance Against Neoliberal Assault on Education in India: A Counternarrative of Resistance Richard A. Brosio Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System Alex Means Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago Adam Davidson-Harden Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs Philip Kovacs Neointellectuals: Willing Tools on a Veritable Crusade Neointellectuals: Willing Tools on a Veritable Crusade Raquel Goulart Barreto Recontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007) Recontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007) Isaac N. Obasi World University Rankings in a Market-driven Knowledge Society: Implications for African Universities World University Rankings in a Market-driven Knowledge Society: Implications for African Universities İlker C.Bıçakçı The capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs The capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs Kariane Westrheim Prison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK Prison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK Sima Sadeghi Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach? Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach? Martin Power Crossing the Sahara without water: experiencing class inequality through the Back to Education Allowance Welfare to Education programme Crossing the Sahara without water: experiencing class inequality through the Back to Education Allowance Welfare to Education programme Elaine Hampton U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line? U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line? Richard D. Lakes The Neoliberal Rhetoric of Workforce Readiness The Neoliberal Rhetoric of Workforce Readiness Michael Corbett The Edumometer: The commodification of learning from Galton to the PISA The Edumometer: The commodification of learning from Galton to the PISA Liz Jackson Reconsidering Affirmative Action in Education as a Good for the Disadvantaged Reconsidering Affirmative Action in Education as a Good for the Disadvantaged Julia Hall, Kelvin McQueen Review Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge) Review Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge) Editors Prof Dave Hill University of Northampton, UK (Chief/managing Editor) Prof Peter McLaren University of California, Los Angeles, USA (Editor, North America) Prof Pablo Gentili Universidade do Estado do Rio de Janeiro, Brazil (Editor, Latin America) Editorial Advisory Board Dr Karen Anijar-Appleton Arizona State University, USA Prof Jean Anyon City University New York, USA Dr Wayne Au California State University, Fullerton, Califonia, USA Prof James Avis University of Huddersfield, UK Prof Eva Bahovec University of Ljubljana, Slovenia Grant Banfield Flinders University, Australia Prof Len Barton London University, Institute of Education, UK Prof Dennis Beach University College Borås, Sweden Dr Steve Best University of Texas at El Paso, USA Prof Xavier Bonal Universitat Autonoma de Barcelona, Spain Dr Simon Boxley King Alfred's College, Winchester, UK Prof Jacky Brine University of the West of England, UK Prof Richard Brosio University of Wisconsin Milwaukee, USA Prof Mike Cole Bishop Grosseteste University College Lincoln, UK Prof Antonia Darder University of Illinois, Urbana-Champaign, USA Adam Davidson-Harden Wilfrid Laurier University, Waterloo, Ontario, Canada Dr Noah De Lissovoy University of Texas at San Antonio, USA Gian Carlo Ramos Delgado Universidad Nacional Autónoma de México Prof Newton Duarte UNESP - Universidade Estadual Paulista (University of Sao Paulo State) Brazil Dr Fuat Ercan University of Marmara, Turkey Dr Ramin Farahmandpur Portland State University, USA Prof Gustavo Fischman Arizona State University, USA Prof Steve Fleury Le Moyne College, Syracuse, NY, USA Prof David Gabbard University of East Carolina, USA Prof Luis Armando Gandin Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil Dr Rosalyn George Goldsmiths College, University of London Dr Rich Gibson San Diego State University, USA Nick Grant Ealing National Union of Teachers, London, UK Prof Andy Green London University, Institute of Education, UK Prof Ilan Gur-Zeev University of Haifa, Israel Dr Julia Hall D'Youville College, Buffalo, USA Dr Ted Hankin Volunteer Advice Worker, Nottingham, UK Prof Kevin Harris Macquarie University, Sydney, Australia Dr Richard Hatcher University of Central England, UK Phil Hearse Editor, International Viewpoint Prof Pat Hinchey Penn State University, Pennsylvania, USA Prof Janet Holland South Bank University, London, UK Dr Donna Houston Griffith University, Queensland, Australia Prof David Hursh University of Rochester, NY, USA Dr Nathalia Jaramillo West Lafayette, Indiana, USA Dr Ken Jones University of Keele, UK Dr Samy Joshua University of Provence, France Dr Richard Kahn University of North Dakota, USA Prof Daniel Kallos University of Umea, Sweden Derek Kassem Liverpool John Moores University, England Prof Deborah Kelsh College of Saint Rose, Albany, NY, USA Dr Ravi Kumar Jamia Milia Islamia University, Delhi, India Prof Samuel Lee National Pingtung Teachers College, Taiwan Dr Pepi Leistyna The University of Massachusetts Boston, USA Dr Tyson E. Lewis Montclair State University, New Jersey, USA Prof Hsi Nancy Lien National Hualien Teachers College, Taiwan Dr Pauline Lipman University of Illinois at Chicago, USA Prof David W Livingstone OISE University of Toronto, Canada Dr Chris Lubienski University of Illinois, Champaign, Illinois, USA Prof Sheila Macrine Montclair State University, Montclair, New Jersey, USA Dr Meg Maguire Kings College, London University, UK Alpesh Maisuria University of Northampton, UK Dr Henry Maitles University of Strathclyde, Glasgow, Scotland Dr Curry Malott Brooklyn College, City University New York, USA Dr Gregory Martin Griffith University, Queensland, Australia Prof Sandra Mathison University of British Colombia, Canada Prof Peter Mayo University of Malta, Malta Tristan Mccowan London Institute of Education and University of Northampton, UK Dr Radhika Menon Delhi University, India Dr Shahrzad Mojab OISE, University of Toronto, Canada Dr Aura Mor-Sommerfeld University of Haifa, Israel Dr Rajani Naidoo University of Bath, UK Dr John Naysmith University of Portsmouth, England, UK Anthony J. Nocella Syracuse University, New York, USA Dr João Paraskeva University of Minho, Portugal Dr Nick Peim University of Birmingham, UK Dr Dawn Penney University of Tasmania, Launceston, Tasmania, Australia Dr Jill Pinkney-Pastrana University of California, Long Beach, USA Dr Brad Porfilio The Richard Stockton College of New Jersey, USA Dr Scott Poynting Manchester Metropolitan University, England, UK Dr Helen Raduntz University of South Australia, Australia Prof Diane Reay London Metropolitan University, UK Dr Mashhood Rizvi Sindh Education Foundation, Karachi, Pakistan Dr Susan Robertson Bristol University, UK Prof E Wayne Ross University of British Colombia, Canada Prof Emir Sader Universidade do Estado do Rio de Janeiro, Brazil Prof Anil Sadgopal Former Dean, Faculty of Education, University of Delhii, India Mitja Sardoc Educational Research Institute, Ljubljana, Slovenia Dr Valerie Scatamburlo d'Anibale University of Wondsor, Ontario, Canada Dr Daniel Shugurensky Ontario Institute for Studies in Education, University of Toronto (OISE/UT), Canada Prof Angela Siqueira Universidade Federal Fluminense, Brazil Dr Geri Smyth University of Strathclyde, Glasgow, Scotland Prof Shirley Steinberg McGill University, Montreal, Canada Prof Juha Suoranta University of Tampere, Finland Bill Templer University of Malaya, Malaysia Prof Sally Tomlinson Oxford University, UK Prof Geoff Troman Roehampton University, England Salim Vally University of Witwatersrand, Johannesburg, South Africa Prof Kevin Vinson University of Arizona, USA Dr Terry Wrigley Edinburgh University, Scotland Editorial Assistant (Latin America) Tristan McCowan

12. Richard Brosio (2008) Marx(ism) and neat lesson plans: Marx never provided a neat lesson plan for an alternative model to capitalism. Instead, he told us that if we come to understand capitalism, most of us will oppose it; however, we will have to figure out what to construct as we struggle against the system in our place and time. (Brosio, 2008)

13. March 2003 The Journal for Critical Education Policy Studies is published by IEPS, the Institute for Education Policy Studies, an independent Radical Left/ Socialist/ Marxist institute for developing analysis of education policy. It is at www.ieps.org.uk The Journal JCEPS seeks to develop Marxist analysis of policy, theory, ideology and policy development.www.ieps.org.uk The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo- conservative, New Labour, Third Way, and postmodernist analyses and policy, together with articles that attempt to report on, analyse and develop socialist/Marxist transformative policy for schooling and education from a number of Radical Left perspectives, including Freirean perspectives. JCEPS also addresses issues of Social Class, 'Race', Gender and Capital/ism; Critical Pedagogy; New Public Managerialism and Academic / non-Academic labour, and Empowerment/ Disempowerment. The journal therefore welcomes articles from academics and activists throughout the globe. It is a refereed / peer juried international journal. Volume 6, Number 1:

14. Contents of latest edition of The Journal for Critical Education Policy Studies (vol 6(2), May 2008) May 2008 Ravi Kumar Against Neoliberal Assault on Education in India: A Counternarrative of Resistance Against Neoliberal Assault on Education in India: A Counternarrative of Resistance Richard A. Brosio Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System Marxist Thought: Still Primus Inter Pares for Understanding and Opposing the Capitalist System Alex Means Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago Neoliberalism and the Politics of Disposability: Education, Urbanization, and Displacement in the New Chicago Adam Davidson-Harden Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs Re-branding Neoliberalism and Systemic Dilemmas in Social Development: The Case of Education and School Fees in Latin American HIPCs Philip Kovacs Neointellectuals: Willing Tools on a Veritable Crusade Neointellectuals: Willing Tools on a Veritable Crusade Raquel Goulart Barreto Recontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007) Recontextualizing Information and Communication Technologies: The Discourse of Educational Policies in Brazil (1995-2007) Isaac N. Obasi World University Rankings in a Market-driven Knowledge Society: Implications for African Universities World University Rankings in a Market-driven Knowledge Society: Implications for African Universities İlker C.Bıçakçı The capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs The capitalistic function of education-directed social responsibility projects in Turkey within the context of relationships between the private sector and NGOs Kariane Westrheim Prison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK Prison as Site for Political Education: Educational experiences from prison narrated by members and sympathisers of the PKK Sima Sadeghi Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach? Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach? Martin Power Crossing the Sahara without water: experiencing class inequality through the Back to Education Allowance Welfare to Education programme Crossing the Sahara without water: experiencing class inequality through the Back to Education Allowance Welfare to Education programme Elaine Hampton U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line? U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line? Richard D. Lakes The Neoliberal Rhetoric of Workforce Readiness The Neoliberal Rhetoric of Workforce Readiness Michael Corbett The Edumometer: The commodification of learning from Galton to the PISA The Edumometer: The commodification of learning from Galton to the PISA Liz Jackson Reconsidering Affirmative Action in Education as a Good for the Disadvantaged Reconsidering Affirmative Action in Education as a Good for the Disadvantaged Julia Hall, Kelvin McQueen Review Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge) Review Symposium: Mike Cole Marxism and Educational Theory: Origins and issues (2008, London: Routledge)

15. Want more? See the Wayne Ross and Rich Gibson book Google: dave hill education policy dave hill marxist education and neoliberalism dave hill routledge education and marxism dave hill deb kelsh sheila macrine david gabbard peter mclaren

16. Marxist work by British Marxists Glenn Rikowski and by Mike Cole Mike Cole Glenn Rikowski Google him and his online analysis e.g. The Volumizer

17. Socialist/ Marxist Analysis and Action, and Revolutionary Critical Pedagogy Some is published in online journals such as 1. The Journal for Critical Education Policy Studies (www.jceps.com)www.jceps.com 2. Cultural Logic (at http://clogic.eserver.org/)http://clogic.eserver.org/ 3. Workplace, a Journal of Academic Labor (http://www.cust.educ.ubc.ca/workplace/)http://www.cust.educ.ubc.ca/workplace/ 4. Public Resistance (http://web.mac.com/publicresistance/iWeb/publicresistance/Public%20Resi stance.html)http://web.mac.com/publicresistance/iWeb/publicresistance/Public%20Resi stance.html 5. Radical Notes (http://radicalnotes.com/component/option,com_frontpage/Itemid,1/)http://radicalnotes.com/component/option,com_frontpage/Itemid,1/ 6. In the UK, The Socialist Teachers Alliance (http://www.socialist-teacher.org/)http://www.socialist-teacher.org/ 7. in the USA, the Rouge Forum (http://www.rougeforum.org/)http://www.rougeforum.org/ 8. International Viewpoint (online at http://www.internationalviewpoint.org/)http://www.internationalviewpoint.org/

18. Marxism Against Postmodernism in Educational TheoryMarxism Against Postmodernism in Educational Theory by Dave Hill, Peter McLaren, Mike Cole, and Glenn Rikowski Schooling and Equality: Fact, Concept and Policy Dave Hill and Mike ColeDave HillMike Cole

19. Routledge: Studies in Education and Neoliberalism, 2008… due out over the next few months Global Neoliberalism and Education and its Consequences Editors: Dave Hill; Ravi Kumar Contesting Neoliberal Education: Public Resistance and Collective Advance. Editor: Dave Hill The Developing World and State Education: Neoliberal Depredation and Egalitarian Alternatives. Editors: Dave Hill; Ellen Rosskam The Rich World and the Impoverishment of Education: Diminishing Democracy, Equity and Workers Rights. Editor: Dave Hill

20. For more Dave Hill, google dave hill education policy dave hill marxist education and neoliberalism dave hill routledge the hillcole group The institute for education policy studies www.ieps.org.ukwww.ieps.org.uk Email dave.hill@northampton.ac.uk dave.hill35@btopenworld.com

21. Recent online articles by Dave Hill Hill, D. (2007) Education: Their Agenda and Ours. Socialist Resistance, 49. Sept. Online at http://www.socialistresistance.net/49resistance.pdf http://www.socialistresistance.net/49resistance.pdf Hill, D. (2007) Socialist Educators and Capitalist Education. Socialist Outlook, 13. Online at http://www.isg-fi.org.uk/spip.php?article576 http://www.isg-fi.org.uk/spip.php?article576 Hill, D. and Boxley, S. (2007) Critical Teacher Education for Economic, Environmental and Social Justice: an Ecosocialist Manifesto. Journal for Critical education Policy Studies, 5(1). Online at http://www.jceps.com/index.php?pageID=article&articleID=96http://www.jceps.com/index.php?pageID=article&articleID=96 Hill, D. (2007) Critical Teacher Education, New Labour in Britain, and the Global Project of Neoliberal Capital. Policy Futures, 5 (2) pp. 204-225. Online at http://www.wwwords.co.uk/pfie/content/pdfs/5/issue5_2.asp http://www.wwwords.co.uk/pfie/content/pdfs/5/issue5_2.asp Greaves, N., Hill, D. and Maisuria, A. (2007) Embourgeoisment, Immiseration, Commodification - Marxism Revisited: a Critique of Education in Capitalist Systems. Journal for Critical education Policy Studies, 5(1).Online at http://www.jceps.com/index.php?pageID=article&articleID=83 http://www.jceps.com/index.php?pageID=article&articleID=83 Hill, D. (2006) Class, Capital and Education in this Neoliberal/ Neoconservative Period. Information for Social Change, 23. Online at http://libr.org/isc/issues/ISC23/B1%20Dave%20Hill.pdf http://libr.org/isc/issues/ISC23/B1%20Dave%20Hill.pdf

22. and…. Hill, D. and Kelsh, D. (2006) The Culturalization of Class and the Occluding of Class Consciousness: The Knowledge Industry in/of Education. Journal for Critical Education Policy Studies, 4 (1). http://www.jceps.com/index.php?pageID=article&articleID=59 Hill, D. (2004) Books, Banks and Bullets: Controlling our minds- the global project of Imperialistic and militaristic neo-liberalism and its effect on education policy. Policy Futures in Education, 2, 3- 4, pp. 504-522 (Theme: Marxist Futures in Education). http://www.wwwords.co.uk/pfie/content/pdfs/2/issue2_3.asp http://www.wwwords.co.uk/pfie/content/pdfs/2/issue2_3.asp Hill, D. (2004) O Neoliberalismo Global, a Resistência e a Deformação da Educação, Curriculo sem Frontieras 3, 3 pp.24-59. (Brazil) 2004) http://www.curriculosemfronteiras.org/ Hill, D. (2004) Educational perversion and global neo-liberalism: a Marxist critique Cultural Logic: an electronic journal of Marxist Theory and Practice. Online at http://eserver.org/clogic/2004/2004.html http://eserver.org/clogic/2004/2004.html Hill, D. (2003) Global Neo-Liberalism, the Deformation of Education and Resistance, Journal for Critical Education Policy Studies, 1 (1) http://www.jceps.com/index.php?pageID=article&articleID=7 http://www.jceps.com/index.php?pageID=article&articleID=7 Hill, D. (2003) (second edition) Brief Autobiography of a Bolshie Dismissed. Brighton: Institute for Education Policy Studies. Online at http://www.ieps.org.uk.cwc.net/bolsharticle.pdfhttp://www.ieps.org.uk.cwc.net/bolsharticle.pdf