Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education, University of Toronto
Adult Education and Marxism
LHA 3104
Fall Session 2013
Dr. Shahrzad Mojab
When Thursdays
Where 7-192
Time 5:00-8:00
Office Hours Mondays, 2:00-4:00, Room 7-116
Telephone
416-978-0829
E-mail
shahrzad.mojab@utoronto.ca
COURSE DESCRIPTION AND OBJECTIVE
This course offers students a rigorous examination of Marxist and Marxist-feminist
analysis of social theory, ideology, consciousness, praxis, and revolution. The course offers
theoretically deep reading of historical materialism perspective of Marxist tradition and method.
The course intends to familiarize students with dialectical historical materialism as a
mode of inquiry and analysis, to give student practice in reading original theoretical works, and
to assist students in developing the skills to compare and contrast texts. The main objective of
the course, however, is to deepen our theoretical knowledge through the reading of theory in its
historical context. Students will develop this knowledge through two processes. First, they will
familiarize themselves with the tradition of dialectical historical materialism developed by Marx
in original works such as The German Ideology, Grundrisse, and Capital and various collected
works. Examination of these readings will give special emphasis to the core theoretical
categories of the critical/radical tradition of adult education such as ideology, consciousness,
praxis, labor value, mode of production, socialism and revolution. Second, students will use a
working knowledge of these original texts to engage with the tradition of critical adult education
that has developed from a Marxist analytic base, including critical theory, critical pedagogy,
Freirian popular education, Habermassian or Gramscian theory. Through these readings students
will develop a comprehensive knowledge of the scope and depth of Marx(ist) and Marxistfeminist theorization of the field of adult education, related bodies of work, and modes of
inquiry. They will also develop an important understanding of some of the key debates of adult
education, including human capital theory; theory and practice; agency and structure; revolution
and reform; community organizing; and movement building.
In this course we will also learn about the ties that bind adult education, capitalism, and
imperialism. We also study the pervasive influence of global capitalist economy on the field of
adult education in order 1) to engage in a critical analysis of the political, social, cultural, and
economic components of the field of adult education, 2) to critically analyse our own practice as
adult educators, and 3) to discuss the role of adult education in enhancing and supporting
fundamental social change.
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This is an advanced (doctoral) level course; therefore, theoretical knowledge about the dynamics
of state/market, imperialism, racism, colonialism, and feminisms is an asset in this course.
APPROACH TO TEACHING AND LEARNING
In teaching/learning settings, I see my role primarily as an analytical and reflective practitioner,
planner and facilitator. We all will be involved in a participatory learning effort; your experience
and input are as significant as the accumulated knowledge on the topic. You are, therefore,
expected to actively contribute to the learning process. Your learning needs and agenda will be
incorporated in the course as well.
CLASS FORMAT
Class sessions will operate as seminars. In collaborative learning we depend on one another to
make the experience rich and useful. Therefore, I expect you to attend all class sessions and to
actively participate in discussions. In order to enrich your participation, you are expected to
devote sufficient time to reading, engage deeply with theoretical debates, and accomplishing
learning activities prior to class sessions.
LEARNING ACTIVITIES
The primary objective of the learning activities is to enhance your doctoral level skills in
theoretical analysis and engaged/critical reading and writing of texts. The learning activities for
this course consist of one analytical review paper, one final research paper, and ongoing critical
logs. In assessing your learning, I will focus attention on the following factors:
1.
2.
3.
4.
An active level of participation.
Evidence of your ability to integrate new knowledge and to effectively
communicate your understanding in writing.
Evidence of your ability to critically analyse and engage with alternative
perspectives.
Quality, clarity and focus in writing.
Analytical Review Paper
This learning activity will give you an opportunity to critically analyze and discuss the assigned
readings of the course. The Analytical Review Paper should be no more than 1000 words. The
review is not a description or a summation of one or more readings; it is rather an attempt to
highlight the main arguments and the theoretical and methodological orientations of each piece
of reading. I will return the review paper to you and will provide you with an overview of the
class writings, that is, a summary of comments and strengths and weaknesses in the arguments
and writings.
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Length
Grade
Due Date
1000 words
30% the total grade
October 17
Based on readings of a topic of the course, you will write an analytical review. In
reviewing each reading, think about the following questions:
▸
▸
▸
▸
▸
▸
▸
What is the author’s main argument?
How does the author support her/his argument?
How does the author define key concepts?
What are the political, personal, and intellectual implications of the author’s arguments?
What is your critique of the author’s argument, assumptions, evidence?
What questions does this reading raise for you?
What did you learn from this reading?
Final Research Paper
This learning activity will indicate your grasp of topics covered in this course, your ability to
critique and apply theoretical knowledge. In addition to an adequate knowledge of theory, your
paper should demonstrate good writing skills.
Length
Grade
Due Date
3000 words
40% of the total grade
December 5
Critical Logs
Keep a critical long throughout the course with focus on what you consider to be the most
significant point or argument, something that resonate with your thinking and experience.
Provide your reason for agreeing or disagreeing with authors. You are expected to share your
thoughts and reflections in class as a way of contributing to the class discussion.
Grade
30% of the total grade
Please keep a copy of all your assignments and put your phone number and email address
on the covering page. Electronic version of assignments, that is, fax, email messages, or
attachments will NOT be accepted. The use of electronic devices is NOT permitted except
with the instructor’s permission.
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GREENING OUR CLASSROOM
In support of the Department’s Environmental Policy, I encourage you to hand in your
assignments on used paper, non-bleached recycled paper, and print double sided. Furthermore,
please refrain from bringing disposable cups, dishes, cutleries into the classroom.
COURSE READINGS
Reading assignments include book chapters and a number of articles from diverse sources. Other
readings may be assigned during the conduct of this course. We may also cover topics other than
the ones listed for each week. In planning the seminar readings, I have made arrangements for
the use of additional resources including video, film, or documentary presentations or guest
speakers.
The course pack is available at the University of Toronto Bookstore located at the Koffler Centre
at 214 College Street (St. George and College Streets). Hours of operation are Monday to Friday
from 8:45 am to 6:00 pm, Saturday from 10:00 am to 5:00 pm and Sunday from noon to 5:00 pm.
The following book is available at the UT Library system.
 Bertell Ollman (2003). Dance of the Dialectic: Steps in Marx’s Method. Urbana and
Chicago.
 Paula Allman (2001). Critical Education against Global Capitalism: Karl Marx and
Revolutionary Critical Education. Westport, Ct: Bergin & Garvey.
 Sara Carpenter and Shahrzad Mojab (eds.) (2011). Educating from Marx; Race, Gender
and Learning. New York: Palgrave.
SEMINAR TOPICS AND READINGS
September 12
Introducing the Course
Selected Topics: Why this topic; review of the course outline; identifying our interests
and learning objectives; the struggle over theory; why Marxism, Marxist-feminism, and
why now?
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September 19 & 26
Philosophical Foundation of Marxism and Capitalist
Social Relations
Selected Topics: Myth and misperception about Marx and education; historical
development and trends in Marxism; dialectical conceptualization and capitalist social
relations; historical materialism; theory of consciousness and praxis; understanding
Marx’s method; idealism, ideology; mode of production in capitalism; class and class
struggle.
Marx, K. (1888). Theses on Feuerbach. In C. Arthur (Ed.) (1970), The German ideology (2nd ed.,
pp. 121-123). New York: International Publishers.
Marx, K., & Engels, F. (1932). The German Ideology: “Introduction” and Part one. In C. Arthur
(Ed.) (1970), The German ideology (2nd ed., pp. 39-95). New York: International Publishers.
October 3 & 10
Dialectics: A Tool for Analysis and Action
Selected Topics: reading Marxist conception of ‘dialectical,’ ‘historical-materialism’;
understanding and analyzing social relations; internal relations; dialectical mode of
thinking; human nature; and ethics.
Bertell Ollman (2003). Dance of the Dialectic: Steps in Marx’s Method. Urbana and Chicago:
University of Illinois Press.
October 3
October 10
October 17 & 24
Steps 1-3 (pp. 1-112)
Steps 4-5 (pp. 115-215)
Theorizing Consciousness & Praxis
Selected Topics: Social transformation; ideology as system of though versus
epistemology; ontology; the question of “false” consciousness; alienation; revolutionary
consciousness; class and class struggle; labour power; theory of value; social relations;
essence and appearance; and political emancipation/human emancipation.
Analytical Review Paper is Due
Paula Allman (2001). Critical Education against Global Capitalism: Karl Marx and
Revolutionary Critical Education. Westport, Ct: Bergin & Garvey.
October 17
October 24
Chapter 2 (pp. 35-88) & Chapter 3 (pp. 89-160)
Chapter 5 (pp.161-186) & Chapter 6 (pp.187-216)
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October 31
Approaches to Ideology
Jan Rehmann (2007). “Ideology Theory,” Historical Materialism 15: 211–239.
Dorothy Smith (2011). “Ideology, science, and social relations: A reinterpretation of Marx’s
epistemology,” in Sara Carpenter and Shahrzad Mojab (eds.) Educating from Marx; Race,
Gender and Learning. New York: Palgrave: pp. 19-40.
November 7 & 14
Marxism, Marxist-Feminism, Race, Gender, Culture, and Difference
Frigga Haug, “Marx within Feminism,” 24 pages.
Sara Carpenter (2012). “Centering Marxist-feminist theory in adult learning,” Adult Education
Quarterly, 62 (1): 19-35.
Abigail Bakan (2008), “Marxism and antiracism: Rethinking the politics of difference,”
Rethinking Marxism: A Journal of Economics, Culture & Society, 20 (2): 238-256.
Himani Bannerji (2011). “Building from Marx: Reflections on ‘race,’ gender and class,” in Sara
Carpenter and Shahrzad Mojab (eds.) Educating from Marx; Race, Gender and Learning. New
York: Palgrave: pp. 41-60.
Tara Silver (2011). “Materiality and memory: A Marxist-feminist perspective on the “Cultural
Turn” in adult education,” in Sara Carpenter and Shahrzad Mojab (eds.) Educating from Marx;
Race, Gender and Learning. New York: Palgrave: pp. 191-210.
November 21 & 28
State, Colonialism, Imperialism, Revolution & Socialism
Selected Topics: Advancing socialism through adult education; crisis of capitalism and
social transformation; revolutionary situation; and Marxist-feminist critique of learning
theories.
Shahrzad Mojab and Sara Carpenter (2011). “Epilogue: Living Revolution, Learning
Revolution, Teaching Revolution,” in Sara Carpenter and Shahrzad Mojab (eds.) Educating from
Marx; Race, Gender and Learning. New York: Palgrave: pp. 211-226.
Sara Carpenter and Shahrzad Mojab (2013). “What is ‘critical’ about critical adult education?” in
Tom Nesbit, Susan M. Brigham, Nancy Taber and Tara Gibb (eds.) Building on Critical
traditions: Adult Education and Learning in Canada. Toronto, Ontario: Thompson Educational
Publishing, Inc.: 160-170.
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Frigga Haug (2009). “The ‘Four-in-one Perspective’: A manifesto for a more just life,” Socialism
and Democracy, 23 (1): 119-123.
John Holst (1999). “The affinities of Lenin and Gramsci: implications for radical adult education
theory and practice,” International Journal of Lifelong Education, 18 (5): 407-421.
John Holst (2009). “The Revolutionary Party in Gramsci’s Pre-Prison Educational and Political
Theory and Practice,” Educational Philosophy and Theory, 41(6): 622-639.
December 5
Reflection & Reading Excerpts from Critical Logs
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