Abstract
When asked to write my intellectual biography and how and why I came to enter the field of critical pedagogy (to the extent it can be called a “field,” see, Apple & Au, 2015, for further discussion), a large part of me wants to give the short answer: For as long as I can remember, my dad has been a communist. Now that answer is simplistic and incomplete, but it does speak to some things that were foundational in my development as a child and into my adult life.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Althusser, L. (1971). Lenin and philosophy and other essays. B. Brewster, Trans. New York, NY: Monthly Review Books.
Apple, M. W. (1995). Education and power (2nd ed.). New York, NY: Routledge.
Apple, M. W. (1996). Cultural politics and education. New York, NY: Teachers College Press.
Apple, M. W. (2006). Educating the “right” way: Markets, standards, god, and inequality (2nd ed.). New York, NY: RoutledgeFalmer.
Apple, M. W., & Au, W. (2015). Introduction. In M. W. Apple & W. Au (Eds.), Critical education (Vols. 1–4, Vol. 1, pp. 29–32). New York, NY: Routledge.
Au, W. (2000). Teaching about the WTO. Rethinking Schools, 14(3), 4–5.
Au, W. (2001). What the tour guide didn’t tell me: Paradise and the politics of tourist Hawai’i. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classroom: Teaching for equity and justice (Vols. 1-2, Vol. 2, pp. 76–80). Milwaukee, WI: Rethinking Schools Ltd.
Au, W. (2005). Fresh out of school: Rap music’s discursive battle with education. The Journal of Negro Education, 74(3), 210–220.
Au, W. (2006). Against economic determinism: Revisiting the roots of neo-Marxism in critical educational theory. Journal for Critical Education Policy Studies, 4(2). Retrieved from http://www.jceps.com/?pageID=article&articleID=66
Au, W. (2007a). Epistemology of the oppressed: The dialectics of Paulo Freire’s theory of knowledge. Journal for Critical Education Policy Studies, 5(2). Retrieved from http://www.jceps.com/index.php?pageID=article&articleID=100
Au, W. (2007b). Vygotsky and Lenin on learning: The parallel structures of individual and social development. Science & Society, 71(3), 273–298.
Au, W. (2008a). Between education and the economy: High-stakes testing and the contradictory location of the new middle class. Journal of Education Policy, 23(5), 501–513.
Au, W. (2008b). Devising inequality: A Bernsteinian analysis of high-stakes testing and social reproduction in education. British Journal of Sociology of Education, 29(6), 639–651.
Au, W. (2008c). Teaching in dystopia: High-stakes testing’s stranglehold on education. Rethinking Schools, 22(3), 22–24.
Au, W. (2009a). Decolonizing the classroom: Lessons in multicultural education. Rethinking Schools, 23(2), 27–30.
Au, W. (2009b). Fighting with the text: Critical issues in the development of Freirian pedagogy. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge handbook of critical education (pp. 83–95). New York, NY: Routledge.
Au, W. (2009c). Unequal by design: High-stakes testing and the standardization of inequality. New York, NY: Routledge.
Au, W. (2011a). Critical curriculum studies: Education, consciousness, and the politics of knowing. New York, NY: Routledge.
Au, W. (2011b). The long march towards revitalization: Developing standpoint in curriculum studies. Teachers College Record, 114(5). Retrieved from http://www.tcrecord.org
Au, W. (2013a). Coring the social studies within corporate education reform: The Common Core State Standards, social justice, and the politics of knowledge in U.S. schools. Critical Education, 4(5). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/182278
Au, W. (2013b). Proud to be a Garfield bulldog. Retrieved from http://rethinkingschoolsblog.wordpress.com/2013/01/12/proud-to-be-a-garfield-bulldog/
Au, W. (2013c). What’s a nice test like you doing in a place like this?: The edTPA and corporate education reform. Rethinking Schools, 27(4). Retrieved from http://www.rethinkingschools.org/archive/27_04/27_04_au.shtml
Au, W., & Apple, M. W. (2007). Freire, critical education, and the environmental crisis. Educational Policy, 21(3), 457–470.
Au, W., & Apple, M. W. (2009). Rethinking reproduction: Neo-Marxism in critical educational theory. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge handbook of critical education (pp. 83–95). New York, NY: Routledge.
Au, W., & Ferrare, J. J. (2014). Sponsors of policy: A network analysis of wealthy elites, their affiliated philanthropies, and charter school reform in Washington State. Teachers College Record, 116(8). Retrieved from http://www.tcrecord.org/content.asp?contentid=17387
Bernstein, B. B. (1977). Class codes and control volume 3: Towards a theory of educational transmissions (2nd ed., Vols. 1–4, Vol. 3). London, UK: Routledge and Kegan Paul.
Bernstein, B. B. (1990). The structuring of pedagogic discourse (1st ed., Vols. 1–4, Vol. 4). New York, NY: Routledge.
Bernstein, B. B. (1996). Pedagogy, symbolic control, and identity: Theory, research, critique. London, UK: Taylor & Francis.
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. (R. Nice, Trans.). Cambridge, MA: Routledge & Kegan Paul Ltd.
Chang, J. (2005). Can’t stop won’t stop: A history of the hip hop generation. New York, NY: St. Martin’s Press.
Engels, F. (1968a). Engels to C. Schmidt in Berlin. In Karl Marx & Frederick Engels: Their selected works (pp. 694–699). New York, NY: International Publishers.
Engels, F. (1968b). Engels to J. Bloch in Konigsberg. In Karl Marx & Frederick Engels: Their selected works (pp. 692–693). New York, NY: International Publishers.
Engels, F. (1968c). Ludwig Feuerbach and the end of classical German philosophy. In I. Publishers (Ed.), Karl Marx & Frederick Engels selected works (pp. 596–618). New York, NY: International Publishers.
Fraser, N. (1995).From redistribution to recognition? Dilemmas of justice in a “post-Socialist” age. New Left Review, 212, 68–93.
Freire, P. (1974). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York, NY: Seabury Press.
Galeano, E. (1998). Open veins of Latin America: Five centuries of the pillage of a continent. New York, NY: New York University Press.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). New York, NY: Routledge/Falmer.
Gramsci, A. (1971). Selections from the prison notebooks. (Q. Hoare, Trans.). New York, NY: International Publishers.
Hagopian, J. (2014). Seattle test boycott: Our destination is not on the MAP. Rethinking Schools, 27(3). Retrieved from http://www.rethinkingschools.org/archive/27_03/27_03_hagopian.shtml
Harding, S. (2004a). How standpoint methodology informs philosophy of science. In S. N. Hesse-Biber & P. Leavy (Eds.), Approaches to qualitative research (pp. 62–80). New York, NY: Oxford University Press.
Harding, S. (2004b). Rethinking standpoint epistemology: What is “strong objectivity”? In S. Harding (Ed.), The feminist standpoint reaader (pp. 127–140). New York, NY: Routledge.
Hartsock, N. C. M. (1983). The feminist standpoint: Developing the ground for a specifically feminist historical materialism. In S. Harding & M. B. Hintikka (Eds.), Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology, and philosophy of science (pp. 283–310). Dordrecht: D. Reidel.
Hartsock, N. C. M. (1998). The feminist standpoint revisited & other essays. Boulder, CO: Westview Press.
Harvey, D. (2004). A geographer’s perspective on imperialism: Conversations with history. Berkeley, CA: UC Institute of International Studies.
Jameson, F. (1999). Postmodernism: Or, the cultural logic of late capitalism. Durham, North Carolina: Duke University Press.
Kelsh, D., & Hill, 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). Retrieved from http://www.jceps.com/?pageID=article&articleID=59
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
Ladson-Billings, G., & Tate IV, W. F. (1995). Towards a critical race theory of education. Teachers College Record, 97(1), 47–68.
Lenin, V. I. (1972). Materialism and empirio-criticism (1st English.). Peking: Foreign Language Press.
Lenin, V. I. (1975). What is to be done?: Burning questions of our movement. Peking: Foreign Language Press.
Levine, D., & Au, W. (2013). Rethinking schools: Enacting a vision for social justice within US education. Critical Studies in Education, 54(1), 72–84. doi:http://dx.doi.org/10.1080/17508487.2013.738693
Lukacs, G. (1971). History and class consciousness. Cambridge, MA: MIT Press.
Marx, K. (1968a). Preface to a contribution to the critique of political economy. Karl Marx & Frederick Engels: Their selected works (pp. 181–185). New York, NY: International Publishers.
Marx, K. (1968b). The eighteenth brumaire of Louis Bonaparte. Karl Marx & Frederick Engels: Their selected works (pp. 95–180). New York, NY: International Publishers.
Trask, H. K. (1999). From a native daughter: Colonialism & sovereignty in Hawaii (Revised.). Honolulu: University of Hawaii Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. Carton (Eds.), (N. Minick, Trans.), The collected works of L.S. Vygotsky: Problems of general psychology including the volume thinking and speech (Vols. 1–6, Vol. 1, pp. 37–285). New York, NY: Plenum Press.
Williams, R. (1977). Marxism and literature. New York, NY: Oxford University Press.
Zinn, H. (1995). A people’s history of the United States: 1492-present (Rev. and updated.). New York, NY: HarperPerennial.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Au, W. (2015). Just What the Hell is a Neo-Marxist Anyway?. In: Porfilio, B.J., Ford, D.R. (eds) Leaders in Critical Pedagogy. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-166-3_2
Download citation
DOI: https://doi.org/10.1007/978-94-6300-166-3_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-166-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)