by Neha Chauhan\
Frontier | November 23, 2017
Is it tenable to propose and perceive education as a commodity or a good which can be traded? Is education a state responsibility or an “opportunity” which only the select few can avail? When citizens become consumers and corporations’ rights are protected with more vigour than human rights, there seems to be nothing wrong with the scenario wherein education can be treated as a commodity with profit and loss as its guiding factor.
Under the WTO regime education is a tradable service and therefore subject to the same liberalization rationale as other tradable commodities and services. In 1994, with the conclusion of the General Agreement on Trade in Services (GATS) national laws and regulations of many countries governing education became the object of an international trade regime. At the time, few members of the education community noticed. The General Agreement on Trade in Services (GATS) also contains the cross border provisions of education. Currently negotiations are underway to expand the scope of the liberalization commitments in GATS.Read More »
WASHINGTON – A USA Today story, “20,000 DACA teachers at risk — and your kids could feel the fallout, too,” highlights the fact that DACA recipients work in many different jobs that help Americans – including teaching children in our nation’s classrooms. This is yet another reason why Congress must act with urgency to resolve Dreamers’ status. Excerpts below: Read More »
In the 1970s, Paul Sweezy, one of the 20th century’s most influential Marxist economists, came to The New School for Social Research to teach. Prior to that, he was an influential tutor at Harvard where his students included none other than Robert Heilbroner, who went on to become an NSSR faculty member and later, the namesake of the school’s Robert L. Heilbroner Center for Capitalism Studies.Read More »
by Babak Amini
The keynote speaker, Immanuel Wallerstein, with York’s Marcello Musto (image: Marina Tarantini)
An international conference to mark the 150th anniversary of the first publication of Marx’s Capital was held May 24 to 26 at York University.
Organized by Marx Collegium (York University), under the directorship of Marcello Musto, associate professor of sociology, the conference brought together some of the leading scholars in the fields of sociology, political science, and philosophy from more than 20 universities and 10 countries to critically discuss the history, the content, and the relevance of this path-breaking book.
As one of the largest academic events in York University’s Faculty of Liberal Arts and Professional Studies (LAPS) in many years, the three-day event attracted a large audience, with more than 1,000 students, scholars, and activists coming from as far as Nepal, Japan, Mexico and Nicaragua. The closing session, with a keynote speech by Professor Immanuel Wallerstein (Yale University), was attended by more than 300 people.Read More »
A Facebook friend, Steven Salaita, recently wrote a post about academe arguing that tenure-track professors are kidding themselves if they say they will become more radical once they get tenure. Given Steven’s vicious treatment by the University of Illinois Urbana-Champaign, whatever he writes about higher education is worth reading. I agreed with his post, and I made a long reply. Here, I incorporate what I said into a more coherent commentary.
The first thing to understand about colleges and universities is that they are workplaces. And like all workplaces in capitalist societies, they are organized as hierarchies, with power radiating downward. From the Board of Trustees, to the top administrators, to the tenured faculty, to the tenure-stream faculty, to the vast mass of adjuncts and short-term contract faculty, to the administrative staff, clerical workers, custodians, groundskeepers, and cafeteria employees. Those at the top have as their central objective control over the enterprise, so that their power can be maintained, that revenues from tuition, grants, money from various levels of government, and the like keep flowing in, that the prestige of the college or university grows. And, of great importance, that those below them do not and cannot make trouble by challenging their authority.Read More »
Granma | 28 September, 2016
The U.S. blockade prevents Cuba from obtaining tools, state-of-the-art applications and IT resources. Photo:Jose M. Correa
The aggressiveness of this policy markedly increased from April, 2015 through March, 2106; affecting in particular the export of educational services from Cuba to other countries. This, according to Dr. Paul Torres Fernández Ministry of Education (Mined) spokesman, during a recent press conference.
Dr. Torres highlighted losses associated with having to operate in distant markets, one of the areas where the negative impact of the blockade is most evident, with higher shipping fees raising costs for the island.
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