The New Henry Giroux Reader

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.

“"These are times when public intellectuals of the caliber of Henry Giroux are much needed and unfortunately quite rare. This is a timely book, superbly edited, and cleverly organized, not to please readers with niceties and wishful thinking, but to engage with difficult ideas and encourage reflections and actions to resist and change. Giroux has an uncanny ability to walk the critical tightrope required to simultaneously point to the terror and violence of contemporary societies while providing ideas and metaphors that could make many readers uncomfortable but more importantly, hopeful. This book presents Giroux's pioneering key texts in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory showing his original and challenging perspectives without prescriptive nostalgia or sentimentalism. This is a book that we need to read and discuss, not in search of recipes or easy solutions, but because it will help each of us to explore our individual and social responses in these troubled times and imagine what we can do to more effectively assume our responsibilities as teachers, students, citizens, and activists."”

"Professor Giroux's thinking touches on the sciences of education, the sociology of education, studies on youth, cultural policies, critical pedagogy, cultural and media studies. A versatile thinker, Mr. Giroux remains eminently critical of the excesses of our education systems, criticizing American universities for giving too much importance to the requirements of different external pressure groups when determining the content of programs and courses, from primary to higher education. This tendency is even found in the descriptions of the profiles sought for possible rectors or presidents of universities." (Click here to read the full review.)
"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 (7/1/2018 12:00:00 AM)

Jennifer A. Sandlin is an associate professor in the Justice and Social Inquiry Department in the School of Social Transformation at Arizona State University, where she teaches courses on consumption and education, popular culture and justice, and social and cultural pedagogy. Her research focuses on the intersections of education, learning, and consumption; as well as on the theory and practice of public pedagogy. She also investigates sites of public pedagogy and popular culture-based, informal, and social movement activism centered on “unlearning” consumerism. She is currently co-editor of Journal of Curriculum and Pedagogy. Her work has been published in Journal of Consumer Culture, Adult Education Quarterly, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Curriculum Inquiry, and Teachers College Record. She recently edited, with Jason Wallin, Paranoid Pedagogies (Palgrave, 2018); with Julie Garlen, Disney, Culture, and Curriculum (Routledge, 2016) and Teaching with Disney (Peter Lang, 2016); with Jake Burdick and Michael O’Malley, Problematizing Public Pedagogy (Routledge, 2014); with Brian Schultz and Jake Burdick, Handbook of Public Pedagogy (Routledge, 2010); and with Peter McLaren, Critical Pedagogies of Consumption (Routledge, 2010).

Steven J. Burdick is an assistant professor of Curriculum Studies in the College of Education at Purdue University, where he teaches courses in curriculum theory, multicultural education, and qualitative inquiry. Jake’s research centers on deepening conceptualizations of education via public pedagogy and theorizing activism as a pedagogical performance. Jake is the co-editor of the Handbook of Public Pedagogy (Routledge), Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy (Educators International Press), and Problematizing Public Pedagogy (Routledge). He has published work in Qualitative Inquiry, Curriculum Inquiry, Review of Research in Education, Review of Educational Research, and the Journal of Curriculum and Pedagogy.

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