Punishing youth and dystopian violence: a challenge for teachers in age of globalized neoliberalism

Authors

  • Henry Giroux Universidade MacMaster

DOI:

https://doi.org/10.15448/1981-2582.2014.1.15012

Keywords:

Public education. Violence. Youth. Educated hope. Crime-control complex.

Abstract

With the rise of market fundamentalism and the ensuing economic and financial meltdown, poor minority youth are no longer seen as a social investment but are increasingly interpreted as a social problem and burden. Caught in a powerful crime-control-complex, young people are either viewed increasingly as commodities or find themselves subject to the dictates of an ever-expanding criminal justice system. Viewing their protests and call for quality education and a radical democracy as a threat to the social order, young people are facing increasing levels of state violence. The assault on public education is one of the most dangerous attacks launched by the forces of globalization and needs to be challenged by all public educators and young people.

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Author Biography

Henry Giroux, Universidade MacMaster

Giroux received his Doctorate from Carnegie-Mellon in 1977. He then became professor of education at Boston University from 1977 to 1983. In 1983 he became professor of education and renowned scholar in residence at Miami University in Oxford, Ohio where he also served as Director at the Center for Education and Cultural Studies. He moved to Penn State Univeristy where he took up the Waterbury Chair Professorship at Penn State University from 1992 to May 2004. He also served as the Director of the Waterbury Forum in Education and Cultural Studies. He moved to McMaster University in May 2004, where he currently holds the Global Television Network Chair in English and Cultural Studies.

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Published

2014-03-19

How to Cite

Giroux, H. (2014). Punishing youth and dystopian violence: a challenge for teachers in age of globalized neoliberalism. Educação, 37(1), 14–23. https://doi.org/10.15448/1981-2582.2014.1.15012

Issue

Vol. 37 No. 1 (2014): Dossier: Teaching, cultural and human formation processes

Section

Dossier - Teaching, cultural and human formation processes

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