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Border Crossings: Cultural Workers and the Politics of Education, by Henry A. Giroux
Download PDF Border Crossings: Cultural Workers and the Politics of Education, by Henry A. Giroux
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The concept of border and border crossing has important implications for how we theorize cultural politics, power, ideology, pedagogy and critical intellectual work. This completely revised and updated edition takes these areas and draws new connections between postmodernism, feminism, cultural studies and critical pedagogy. Highly relevant to the times which we currently live, Giroux reflects on the limits and possibilities of border crossings in the twenty-first century and argues that in the post-9/11 world, borders have not been collapsing but vigorously rebuilt. The author identifies the most pressing issues facing critical educators at the turn of the century and discusses topics such as the struggle over the academic canon; the role of popular culture in the curriculum; and the cultural war the New Right has waged on schools. New sections deal with militarization in public spaces, empire building, and the cultural politics of neoliberalism. Those interested in cultural studies, critical race theory, education, sociology and speech communication will find this a valuable source of information.
- Sales Rank: #2114849 in Books
- Published on: 2005-05-10
- Released on: 2005-06-09
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .62" w x 6.00" l, .84 pounds
- Binding: Paperback
- 274 pages
Review
"Border Crossings is an enormously powerful and important book by one of the most intense and brilliant thinkers of our times. It is also an eminently accessible book and, in its interweaving of popular culture, contemporary politics, and moral vision, the writing speaks to a broad audience. Giroux has written heretofore chiefly as an educator. This time, he is speaking as a public citizen in the great tradition of American dissenters. I have always admired Giroux and profited greatly from his work; but this is certainly his most important and searching book. It ought to be read widely." -- Jonathan Kozol, author of Savage Inequalities - 1992
"It is so rare for white male intellectuals to understand the importance of the problem of `race,' in addition to issues of ethnicity and post-coloniality. . . . In Border Crossings, Giroux puts his program across more convincingly than ever." -- Michele Wallace, author of Black Macho and Invisibility Blues
"With this work Giroux names his desire to meet across boundaries, declaring his political solidarity with postmodern feminist thought, anti-racist theory, and all who think critically about pedagogy. With clarity and insight, he writes about the points of connection, expanding the scope of critical pedagogy and inviting us to engage in a broad political project that is fundamentally radical--fundamentally democratic." -- Bell Hooks, Oberlin College, author of Ain't I a Woman? and Talking Back
About the Author
Henry A. Giroux holds the Global Television Network Chair in Communications at McMaster University. He is the author of over 30 books, 11 of which were published by Routledge.
Most helpful customer reviews
5 of 6 people found the following review helpful.
For a World without Borders...
By Philip Davis
Giroux's book is an excellent look at how politics and education are inseparable. It brings to light the idea that education is never neutral. It should be noted, however, that this book is indeed a challenge to read. It is full of jargon and nomenclature, but not in the same way as is found in the books of an author like L. Ron Hubbard. Instead, Giroux makes it clear that he is not writing for a general audience, but rather for academics, students, intelligentsia, and the professoriat. He has a strong command of the English language and uses it to his advantage to disseminate his powerful ideas.
The strengths of this book actually lie with his later chapters such as on the topic of the Abu Ghraib prison abuse that occurred in Iraq. Giroux is correct in his assertion that the abuse that occurred was not the malevolence of a handful of immature soldiers who didn't know any better. Rather, there was a systematic, widespread agreement agreement among the Pentagon Brass that condoned and even approved of such behavior demonizing the so called enemy. They did this all while trying to win hearts and minds in the region to implement their neoconservative agenda. The hypocrisy laden in this is just disgusting.
Giroux, heavily influenced by the writings of Stanley Aronowitz, stresses the need to create a world where such crimes, whether it be the Holocaust or torture at Abu Ghraib, never happen again. He doesn't say, however, exactly how to bring this world about other than to make the classroom a terrain a struggle in the fight for a better world. He correctly attacks neoliberalism, hypermasculinity and the popular culture of reality television for creating a culture that would condone such behavior as the torture that occurred at Abu Ghraib. Contradictorily, he praises popular culture in other parts of the book and believes it needs to be brought into the classroom because so many students ascertain knowledge from it. While this assertion is true, it doesn't mean that students are necessarily acquiring useful knowledge from mainstream popular culture, which is geared towards making profits for the bourgeoisie. Further, Giroux criticizes conservative critiques of popular culture, which often have a Christian undertone, yet also criticizes the Frankfurt School for embracing High Culture. What does Giroux want in terms of popular culture? It was never very clear to me.
Giroux speaks throughout the book about the need for the creation of a radical democracy. This is a form of postmodern society, influenced by Marxism, which puts peoples lives under their own control. The antithesis of this would be modernist forms of neoconservative capitalism where the lives of people are under the control of the bourgeoisie or a Stalinist society where peoples' lives are under the control of a repressive bureaucratic apparatus. While Giroux's lofty ideals are very much worth fighting for, he doesn't quite state how to bring this world about other than intelligentsia getting involved with local communities to bring about an improved quality of life for all. He also in later chapters of the book prescribes a progressive role for the state in meeting people's needs. This, to me, sounds like the social democracies of Western Europe, which were created after World War II. They were not, however, anything like the radical democracy he describes and if Giroux thinks the American Government would let the intelligentsia take anything too far, he is in for a sad wake-up call. Reforms under capitalism can only be taken so far until the bourgeoisie, in collaboration with the capitalist government squashes them like an unwanted insect infestation. Giroux needed to be more specific on how to create the radical democracy that he so passionately argues for. He is correct that leftists should not ignore the terrain of the universities, but it's going to the take a revolution, not mere reforms, to bring that better world into reality.
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