Scaling Intersectional Praxes

Martin, G; Chang, B

Scaling Intersectional Praxes

Martin, G Chang, B

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Publisher:: Brill
Publication Type:: Chapter
Citation:: Encyclopaedia of Marxism and Education, 2022, pp. 341-354
Issue Date:: 2022-02-14

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Field	Value	Language
dc.contributor.author	Martin, G
dc.contributor.author	Chang, B
dc.contributor.editor	Maisuria, A
dc.date.accessioned	2023-03-04T22:03:42Z
dc.date.available	2023-03-04T22:03:42Z
dc.date.issued	2022-02-14
dc.identifier.citation	Encyclopaedia of Marxism and Education, 2022, pp. 341-354
dc.identifier.isbn	900450561X
dc.identifier.isbn	9789004505612
dc.identifier.uri	http://hdl.handle.net/10453/166661
dc.description.abstract	Around the globe, Marxism has provided an eclectic and rich pool of resources for praxes that is responsive to place-based manifestations of exploitation, oppression, power and injustice. Despite the crimes of some communist and socialist states, representative of cult ideologies such as Stalinism, Maoism, and Kimilsungism, Marx’s critique of capitalism continues to inspire praxes toward a broad range of alternative futures. As a dynamic socio-spatial project, open forms of Marxism have displayed a generative capacity to learn from failure, mistakes and shortcomings. Similarly, encompassing many different positions and tendencies, Marxist educational theory and practice has learned from its missteps and shortcomings. Yet, recurring blindspots in Marxist educational scholarship presents an opportunity to engage in dialogue and learning with a broader range of disciplines and contexts. A well-established, and still growing body of Marxist educational scholar- ship has explored the relevance of education to diverse activist contexts, from traditional labour organisations to new social movements, with BIPOC (Black, Indigenous, and people of colour) communities. For the most part, this research has privileged demonstrative, highly visible elements of these phenomena. Forced into the shadows are vital forms of education that are embodied and embedded in activists’ daily lives and practices (Martin et al., 2007; Ollis, 2020). Contributing to this oversight, some theoretical contributions have fetishised
dc.format.extent	40
dc.language	en
dc.publisher	Brill
dc.relation.ispartof	Encyclopaedia of Marxism and Education
dc.relation.isbasedon	10.1163/9789004505612_021
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Scaling Intersectional Praxes
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-03-04T22:03:41Z
pubs.place-of-publication	The Netherlands
pubs.publication-status	Published
dc.location	The Netherlands

Abstract:

Around the globe, Marxism has provided an eclectic and rich pool of resources for praxes that is responsive to place-based manifestations of exploitation, oppression, power and injustice. Despite the crimes of some communist and socialist states, representative of cult ideologies such as Stalinism, Maoism, and Kimilsungism, Marx’s critique of capitalism continues to inspire praxes toward a broad range of alternative futures. As a dynamic socio-spatial project, open forms of Marxism have displayed a generative capacity to learn from failure, mistakes and shortcomings. Similarly, encompassing many different positions and tendencies, Marxist educational theory and practice has learned from its missteps and shortcomings. Yet, recurring blindspots in Marxist educational scholarship presents an opportunity to engage in dialogue and learning with a broader range of disciplines and contexts. A well-established, and still growing body of Marxist educational scholar- ship has explored the relevance of education to diverse activist contexts, from traditional labour organisations to new social movements, with BIPOC (Black, Indigenous, and people of colour) communities. For the most part, this research has privileged demonstrative, highly visible elements of these phenomena. Forced into the shadows are vital forms of education that are embodied and embedded in activists’ daily lives and practices (Martin et al., 2007; Ollis, 2020). Contributing to this oversight, some theoretical contributions have fetishised

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http://hdl.handle.net/10453/166661