The New Henry Giroux Reader
The Role of the Public Intellectual in a Time of Tyranny

Foreword by Dr. Antonia Darder
Paper: 978 1 975500 75 7 / $49.95
 
Published: October 2018  

Cloth: 978 1 975500 74 0 / $169.95
 
Published: October 2018  

Lib E-Book: 978 1 975500 76 4 / $169.95 Due: December 2018  
About Library E-Book

 

E-Book: 978 1 975500 77 1 / $49.95
 
Due: December 2018  
 

Publisher: Myers Education Press
412 pp., 7" x 10"
The New Henry Giroux Reader presents Henry Giroux’s evolving body of work. The book articulates a crucial shift in his analyses after the September 11th, 2001 terrorist attack, when his writing took on more expansive articulations of power, politics, and pedagogy that addressed education and culture in forms that could no longer be contained via isolated reviews of media, schooling, or pedagogical practice. Instead, Giroux locates these discourses as a constellation of neoliberal influences on cultural practices, with education as the engine of their reproduction and their cessation.

The New Henry Giroux Reader also takes up Giroux’s proclivity for using metaphors articulating death as the inevitable effect of neoliberalism and its invasion of cultural policy. Zombies, entropy, and violence permeate his work, coalescing around the central notion that market ideologies are anathema to human life. His early pieces signal an unnatural state of affairs seeping through the fabric of social life, and his work in cultural studies and public pedagogy signals the escalation of this unease across educative spaces. The next sections take up the fallout of 9/11 as an eruption of these horrific practices into all facets of human life, within traditional understandings of education and culture’s broader pedagogical imperatives. The book concludes with Giroux’s writings on education's vitalist capacity, demonstrating an unerring capacity for hope in the face of abject horror.

Table of Contents:
Acknowledgments
Foreword—Antonia Darder
Prologue: Reflections on Henry Giroux’s Life and Work

Lightning Strikes! —Peter McLaren
Knowing Henry Giroux—Shirley Steinberg
Radicalizing Hope: Public Intellectualism, the Vitalism of Education, and the Promise of Democracy—William Ayers

Introduction: The Work of Henry Giroux: Exposing An American Horror Story—Jake Burdick and Jennifer A. Sandlin

Section I: Social Theory and the Struggle for Pedagogies: Sociology of Education, Critical Pedagogy, and Border Pedagogy

1. Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis
2. Border Pedagogy in the Age of Postmodernism

Section II: Culture as Pedagogy: Cultural Studies, Public Pedagogy, and the Politics of Popular Culture
3. Doing Cultural Studies: Youth and the Challenge of Pedagogy
4. Public Pedagogy and the Responsibility of Intellectuals: Youth, Littleton, and the Loss of Innocence
5. Breaking into the Movies: Pedagogy and the Politics of Film

Section III: Neoliberalism and the Phantasmagoria of the Social: Post-9/11 Politics, the Decline of the Public Sphere, and the Decay of Humanity
6. Neoliberalism and the Disappearance of the Social in Ghost World
7. Education After Abu Ghraib: Revisiting Adorno’s Politics of Education
8. The Terror of Neoliberalism: Rethinking the Significance of Cultural Politics
9. White Nationalism, Armed Culture and State Violence in the Age of Donald Trump

Section IV: No Way Out: The Devouring of Higher Education
10. Vocationalizing Higher Education: Schooling and the Politics of Corporate Culture
11. Youth, Higher Education and the Crisis of Public Time: Educated Hope and the Possibility of a Democratic Future
12. The Militarization of U.S. Higher Education after 9/11

Section V: Radicalizing Hope: Public Intellectualism, The Vitalism of Education, and the Promise of Democracy
13. Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling
14. Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals
15. Gated Intellectuals and Fortress America: Towards a Borderless Pedagogy in the Occupy Movement
16. Henry Giroux on Zombie Politics: Bill Moyers Interviews Henry Giroux
17. Charlottesville, Neo-Nazis and the Challenge to Higher Education
18. Gangster Capitalism and Nostalgic Authoritarianism in Trump’s America

Index
About the Author, Editors, and Contributors


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Reviews & Endorsements:
"Henry Giroux is one of the most preeminent (and prolific) cultural theorists of neoliberalism, investigating the most urgent issues of our contemporary world, not only through the lens of moral outrage about what is happening to the planet and the people, but with a razor-sharp intellect that recognizes our extraordinary times requires new ways of understanding, not just the rehashing and reworking of old concepts for a different world. When Gramsci’s “optimism of the will” becomes active, it will be because Henry Giroux’s “pessimism of the intellect” has provided us with the conceptual tools to become democratic citizens. This collection, spanning Giroux’s entire career, shows the scope and depth of what real intellectual work looks like. If we are to avoid the suicidal consequences of neoliberal capitalism it will be because of the belief in public pedagogy that writers such as Giroux embody. His hope for another world is organically part of his intellectual project, not just an abstract wish."
- Sut Jhally, Professor of Communication, University of Massachusetts, Founder and Executive Director, Media Education Foundation
"The connections between power, politics, and education can be elusive at times, which is intentional by the powers that be. But Giroux has never been fooled or scared to make the connections that explain power and the injustice inflicted on the most vulnerable. Giroux’s body of work is clear, concise, razor sharp, and aimed at not only examining power, but also its impact on human life. The New Henry Giroux Reader is indispensable for anyone interested in understanding and undoing this American horror story we are all living."
- Bettina L. Love, Associate Professor, University of Georgia, Department of Educational Theory & Practice