By H. Giroux
Henry Giroux's newest paintings is a compelling selection of new and vintage essays. Key subject matters similar to schooling and democracy, terrorism and safety, and media and adolescence tradition are critiqued in Giroux's signature kind. it is a interesting assortment for Giroux lovers and educators alike.
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Extra resources for America on the Edge: Henry Giroux on Politics, Culture, and Education
George W. Bush, 20002 Democracy is a breeze during good times. It’s when the storms are raging that citizenship is put to the test. And there’s a hell of a wind blowing right now. —Bob Herbert, 20043 During the late 1980s, it became clear that the United States government and American popular will were shifting to the ideological Right. From the beginning of the 1980s, President Ronald Reagan and his cohorts breathed new life into the authoritarian Right, using the power of their historical bloc to wage an intense battle to weaken labor unions, dismantle the welfare state, eliminate the Department of Education, support right-wing contras in Nicaragua, and increasingly make use of the state to contain and punish marginalized groups rather than invest in eliminating poverty, racism, and other factors promoting human suffering.
46 Under the Bush administration, especially in its move to create a national security state, various pedagogical sites are increasingly being appropriated in an effort to diminish the capacity of the American public to think critically. 47 As the critical power of education both within and outside of institutional schooling is reduced to the official discourse of compliance, conformity, and reverence, it becomes more difficult for the American public to engage in critical debates, translate private considerations into public concerns, and recognize the distortions and lies that underlie much of current government policies.
I may be terribly wrong on this issue, but I think academics have to ask themselves very crucial questions about their vision of the future; their responsibilities as citizens; the role of the state, government, and what it means; and what the responsibility of the university might be in terms of its liberatory functions. sr: You bring up the issue of dissent. What do you see as the role of an oppositional academic? hg: The role of the oppositional academic is essentially to make power accountable, and to do everything one can, both in one’s teaching and research, to make sure that the political and moral stakes are made clear to students about what it might mean to contribute unthinkingly to a culture and social order in which human suffering goes unnoticed and actually becomes normalized.