Masters Of War

Come you masters of war You that build all the guns You that build the death planes You that build all the bombs You that hide behind walls You that hide behind desks I just want you to know I can see through your masks. You that never done nothin' But build to destroy You play with my world Like it's your little toy You put a gun in my hand And you hide from my eyes And you turn and run farther When the fast bullets fly. Like Judas of old You lie and deceive A world war can be won You want me to believe But I see through your eyes And I see through your brain Like I see through the water That runs down my drain. You fasten all the triggers For the others to fire Then you set back and watch When the death count gets higher You hide in your mansion' As young people's blood Flows out of their bodies And is buried in the mud. You've thrown the worst fear That can ever be hurled Fear to bring children Into the world For threatening my baby Unborn and unnamed You ain't worth the blood That runs in your veins. How much do I know To talk out of turn You might say that I'm young You might say I'm unlearned But there's one thing I know Though I'm younger than you That even Jesus would never Forgive what you do. Let me ask you one question Is your money that good Will it buy you forgiveness Do you think that it could I think you will find When your death takes its toll All the money you made Will never buy back your soul. And I hope that you die And your death'll come soon I will follow your casket In the pale afternoon And I'll watch while you're lowered Down to your deathbed And I'll stand over your grave 'Til I'm sure that you're dead.------- Bob Dylan 1963

Sunday, May 29, 2016

The History of Education as Colonial Apologist: A Marxist Critique I The Hampton Institute

The History of Education as Colonial Apologist: A Marxist Critique I The Hampton Institute

The three interrelated premises of historical development (i.e. the satisfaction of needs, the creation of new needs, and with them, the growth of the size and complexity of society), for Marx and Engels, areuniversal aspects of history that always exist despitemode of production, mode of cooperation, or degree and form of productive development.
Within capitalism the creation of new needs is driven by the capitalists' quest for expanding capital. The global expansion of capital was already presupposed by its emergence. The colonization of what would become the U.S., for example, represents one of capital's chief moments of primitive accumulation. This paper examines the way history of education texts have dealt with this fundamental aspect of the global expansion of capitalism. I argue that the genocide of America's Indigenous peoples and the theft of their lands have been downplayed in the history of education, even within Marxist approaches. This paper therefore argues that this shortcoming represents an unfortunate distortion of Marx who wrote extensively on how the European capitalist conquerors ruthlessly waged war on Native North America. Marx's last works, his ethnographic notebooks, focused on Native American societies and what they have to offer in terms of social existence after capitalism. The correction of so-called Marxist and traditional history of education texts is fundamental for building a socialist movement in the twenty first century based on the self-determination of oppressed nations and national minorities (i.e. true to the international solidarity of the Marxist-Leninist tradition). However, in responding to history of education texts that align themselves with the work of Marx I do not address their most common charges (i.e. functionalist economic reductionism), but rather, I focus on what I believe is their capitulation to the capitalist conquest of the Americas. As a result, this work, in my estimation, departs from some of Marx's more relevant and important insights for transforming capitalist relations into socialist ones in the contemporary era.

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