New Henry Giroux Reader

Jennifer A. Sandlin is an associate 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).Steven J. 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.

• AcknowledgmentsForewordAntonia DarderPROLOGUE: Reflections on Henry Giroux's Life and WorkHenry Giroux and the Enduring Spirit of ResistancePeter McLarenKnowing Henry GirouxShirley R. SteinbergRadicalizing Hope: Public Intellectualism, the Vitalism of Education, and the Promise of DemocracyWilliam AyersIntroduction: The Work of Henry Giroux: Exposing An American Horror StoryJake Burdick and Jennifer A. SandlinSECTION I: Social Theory and the Struggle for Pedagogies: Sociology of Education, Critical Pedagogy, and Border Pedagogy1. Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis2. Border Pedagogy in the Age of PostmodernismSECTION II: Culture as Pedagogy: Cultural Studies, Public Pedagogy, and the Politics of Popular Culture3. Doing Cultural Studies: Youth and the Challenge of Pedagogy4. Public Pedagogy and the Responsibility of Intellectuals: Youth, Littleton, and the Loss of Innocence5. Breaking into the Movies: Pedagogy and the Politics of FilmSECTION III: Neoliberalism and the Phantasmagoria of the Social: Post-9/11 Politics, the Decline of the Public Sphere,and the Decay of Humanity6. Neoliberalism and the Disappearance of the Social in Ghost World7. Education After Abu Ghraib: Revisiting Adorno's Politics of Education8. The Terror of Neoliberalism: Rethinking the Significance of Cultural Politics9. White Nationalism, Armed Culture and State Violence in the Age of Donald TrumpSECTION IV: No Way Out: The Devouring of Higher Education10. Vocationalizing Higher Education: Schooling and the Politics of Corporate Culture11. Youth, Higher Education and the Crisis of Public Time: Educated Hope and the Possibility of a Democratic Future12. The Militarization of U.S. Higher Education after 9/11SECTION V: Radicalizing Hope: Public Intellectualism, The Vitalism of Education, and the Promise of Democracy13. Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling14. Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals15. Gated Intellectuals and Fortress America: Towards a Borderless Pedagogy in the Occupy Movement16. Henry Giroux on Zombie Politics: Bill Moyers Interviews Henry Giroux17. Charlottesville, Neo-Nazis and the Challenge to Higher Education18. Gangster Capitalism and Nostalgic Authoritarianism in Trump's AmericaIndexAbout the Author, Editors, and Contributors