Sunday, 29 March 2009

Ruth Rikowski's 22nd News Update


RUTH RIKOWSKI
News Update No.22



This 22nd News Update contains a number of different information news items, including the CILIP Network of Expertise and Interests and Gwenda Sippings invitation for me to join it; the launch of Tony Ward’s Critical Education Newsletter; Toni Samek’s LJ Teaching Award and the Relaunch of the Feminist Library Newsletter.


1. GWENDA SIPPINGS INVITING ME TO JOIN A NEW CHARTERED INSTITUTE OF LIBRARY AND INFORMATION PROFESSIONALS (CILIP) NETWORK OF EXPERTISE AND INTERESTS
It was very nice to hear from Gwenda Sippings this month. Gwenda was the Head of Information when I worked at Clifford Chance (London) Ltd (a global law company) in 1999-2000. I referred to my work at Clifford Chance in my previous News Update, No. 21, Section A, under heading ‘Information Technology Systems and Library Work Experience’. Incidentally, Clifford Chance (a very rich and successful company) was voted No. 1 in Project Finance International’s Annual Law Firm Survey this year – see http://www.cliffordchance.com/news/latest_news/details.aspx?LangID=UK&contentitemid=13002 (22/11/07)

Anyway, Gwenda is currently working with CILIP to pilot a new network of expertise and interests. She has invited me to join this network, and I have enthusiastically accepted her invitation. In her invitation letter she explains the objectives of the CILIP network saying that:

“The objectives…are primarily to enable members to share their expertise and interest with each other, and to assist colleagues who do not know where to start with a new project, or who have reached a sticking point. It is also to provide a group of known advocates to talk and advise CILIP staff on related issues of strategy and policy, or issues raised by the Media.”

I am very much looking forward to working with Gwenda on this new and exciting project and thanks Gwenda for the invitation! Hopefully, it will also provide me with the opportunity to connect with more of you library and information professionals out there and to make a positive contribution. Indeed, to build on the connections that I made whilst working as the book reviews editor for Managing Information.


2. FURTHER INFORMATION ABOUT GWENDA SIPPINGS
I thought it might be useful to provide some further information about Gwenda Sippings, for those who do not know so much about her, so here goes! Gwenda’s experience at senior information management level is impressive! Her most recent appointment was in Central Government at HM Revenue and Customs, and as I say, prior to that she was Head of Information at Clifford Chance (London) Ltd.


Gwenda was featured as one of ‘the top ten leading librarians in Britain’ in ‘The Independent on Sunday’, 2002, along with others such as Sheila Corrall and Professor Charles Oppenheim – see http://www.ala.org/ala/alonline/currentnews/newsarchive/2002/march2002/ALA_print_layout_1_22481_22481.cfm. She was also shortlisted for lnformation World’s Review ‘Information Professional of the Year’ award in 2005 – see

http://www.vnunet.com/information-world-review/news/2145655/iwr-professional-award. Furthermore, she was elected as the Cabinet Office’s first Head of Profession for Librarians and Information Managers in Government 2005.

Gwenda is now an independent consultant. She undertakes consultancy and project management work promoting knowledge and information management, to people such as Board members of organisations, and those setting up new knowledge and information management services. She also provides a mentoring and coaching service to people such as senior managers and senior knowledge managers, lecturers in Library and Information Schools and those entering the information profession with no information qualifications. In addition, Gwenda seeks to enhance professional development in various ways, such as by contributing to the development of new networks in the information industry and to the success of CILIP. For further information about her consultancy work see: http://www.gwendasippings.com/.
Gwenda spoke about her work at the Inland Revenue in an article that was published in CILIP’s Update in April 2004 – see http://www.cilip.org.uk/publications/updatemagazine/archive/archive2004/april/update0404b.htm.


She was appointed in September 2002 and was the first Director of Information Resources that the Inland Revenue had employed. When she was first appointed she had to conduct a review, and outline a strategic direction. The strategy was based on 3 principles, including the need to encourage “…everyone to work together to manage data information and knowledge as a shared corporate resource.” Gwenda then appointed a small team to carry the work forward, which she said had been very exciting and that she had enjoyed “…seeing activities start up which are making a real impact on people’s approach to information management.”
Gwenda Sippings web-log is at: http://gwendasippings.blogspot.com/


3. ‘KNOWLEDGE MANAGEMENT: SOCIAL, CULTURAL AND THEORETICAL PERSPECTIVES’ EDITED BY RUTH RIKOWSKI, CHANDOS PUBLISHING: OXFORD, 2007-NOW AVAILABLE FOR REVIEW IN MANAGING INFORMATION
The book that I have edited (further details in my signature below), ‘Knowledge Management: social, cultural and theoretical perspectives’, Chandos Publishing: Oxford, 2007, is now available for review in Managing Information (to subscribers to the magazine only).
See: http://www.managinginformation.com/news/newspage.php
(scroll down to news item of 21/11/07)




4. REVIEW BY JANICE GRANT OF ‘KNOWLEDGE MANAGEMENT: SOCIAL, CULTURAL AND THEORETICAL PERSPECTIVES’ EDITED BY RUTH RIKOWSKI,
CHANDOS PUBLISHING: OXFORD, 2007 IN SHINE (SCOTTISH HEALTH INFORMATION NETWORK)
Janice Grant has written a thought-provoking review of this KM book for the Scottish Health Information Network. She says that:

“Anyone planning to implement KM in their organisation will find plenty of food for thought. Although not a practical guide, the authors agree on the importance of capturing and disseminating ‘knowledge’ within the organisation.”

In noting that the book is more theoretical than practical, though, she intriguingly also asks the reader to be ‘warned’ about my Open Marxist analysis of KM in it. I was hoping that such an analysis would be an uplifting experience, rather than something to be scared of, or at least wary of, but still….!

She concludes her review very positively, saying that:

“…the ideas proposed by the authors are innovative, stimulating and thought-provoking. The book will surely encourage debate on concepts such as knowledge, wisdom, information, value, efficiency, progress and many others. I would recommend it to any librarian or information specialist interested in contributing to efficient capture, storage and dissemination of information within their organisation.”


5. FORUM/DISCUSSION AND BOOK REVIEWS FOR KM BOOK
Unfortunately, I have such a lot on that I am still not in a position to be able to hold the Forum/Event that I was hoping to, for this KM book. The teaching certificate has proved to be more demanding than I thought it would be, in all honesty! I do very much hope, though, that we will be able to start the discussion at some point, preferably in a face-to-face setting.

Meanwhile, Bob Bater, one of the contributors of the book, emailed me last week, saying that he was interested in sending me a short piece, outlining some further thoughts he has had in regard to the chapter that he co-authored with Isabelle Cabos, on intangible value and KM for possible inclusion in these Updates. I said that I would be more than happy to include such a piece. I started the debate myself actually anyway, with a critique which I wrote which is available on our website. This piece is entitled ‘KM critique: a reconsideration of ‘Knowledge Management: social, cultural and theoretical perspectives’ – it is available at:
http://www.flowideas.co.uk/?page=articles&sub=KM%20Critique. In this article, I consider, in particular, some of the points raised by Bob and Isabelle.


If anyone is inspired to read this, and to give me any initial thoughts/comments that they might have, do feel free to do so! The more meaningful intellectual discussion we can have the better, I think. Indeed, perhaps, these Updates themselves could be the start of such a discussion! Watch this space! (alternatively, or in addition, the Forum on our website can be used – see http://www.flowideas.co.uk/forum.php).

Meanwhile, though, if anyone is interested in reviewing this KM book, do let me know, and/or contact my publisher directly – gjones@chandospublishing.com.



6. TONI SAMEK OBTAINS THE FIRST ANNUAL LJ TEACHING AWARD
Toni Samek, Associate Professor at the School of Library and Information Studies (SLIS), University of Alberta, Edmonton, Canada
and someone who I commissioned to write a book for Chandos Publishing, has just won the first annual Library Journal (LJ) Teaching Award, which has been sponsored by ProQuest. The award “…recognizes excellence in educating the next generation of librarians.”

Toni will accept the award at a special reception to be held at the ALA (American Library Association)-midwinter in January 2008 in Philadelphia. The award is particularly in appreciation of Toni’s work on intellectual freedom and social responsibility. Along with the award, there is an LJ cover and feature, and a $5000 prize.

John Berry, who very much likes and admires Toni’s work, contacted and congratulated her personally about her award. John Berry is a very influential figure in the library and information profession. He worked for the Library Journal for 42 years. He semi-retired last year, but continues to write a column for Library Journal as well as giving talks and teaching at the University of Arizona, the Pratt Institute in New York, and Dominican University in River Forest, Illinois.

John Berry’s article about Toni winning this award is in Library Journal, 15th November, 2007 – see http://www.libraryjournal.com/article/CA6497260.html
In his article Berry says that Toni’s work “…goes far beyond the three standard measures of academic performance: teaching, research, and service.” Furthermore, that she aims to bring theory and practice together in her teaching. Toni herself says that “It is very important for library educators to teach both the rhetoric and reality of our field. I like that part of the criteria for this award, about connecting to current issues.” Berry continues this theme saying that Toni’s “…students have studied in the “foundations course” the way homeless people use public libraries, with a focus on the housing crisis in Edmonton.”


Toni has also taught traditional courses in reference and information sources, collection management, electronic reference, and information retrieval. A few years ago, she developed a course called Intellectual Freedom and Social Responsibility in Librarianship, which was unique in the way it linked the two core values, Berry says.

Berry says that Toni “… has integrated principles, values, and cases from it into her other courses. Her deeply moral, human-centered teaching always employs material from her research and professional service.”

Nominees for the award were judged according to a number of criteria. These included enhancing student-centered thinking in teaching; integrating theory, practice and research; forward thinking and communicating the core principles of librarianship, such as intellectual freedom and valuing the library service. Nominations were open to those that had taught a course at an American Library Association-accredited master’s program since September 2006.

The criteria for the nominations can be found at:
http://libraryjournal.firstlightera.com/EN/Microsites/1/Proquest/LJTeachingAwardCriteria.htm

Further information about the new award can be found at:
http://www.libraryjournal.com/article/CA6497265.html

See also: http://www.slis.ualberta.ca/news.cfm?story=69213

The Library Journal (LJ) can be found at: http://www.libraryjournal.com/.

Further information about Toni Samek is in News Updates No. 6, Item 1.

Many congratulations to Toni!!


7. RELAUNCH OF THE FEMINIST LIBRARY NEWSLETTER
I was very interested to receive an email from the Feminist Library in London with the information that they have just re-launched the Feminist Library Newsletter. And they also attached a copy of the newsletter (Newsletter No. 1, October 2007). This is being done in another effort to help to preserve/save the library. The aim is to produce the newsletter quarterly by a volunteer editorial team and will “…include features on a wide range of women’s issues, interviews, book reviews, news of events and activities by women’s groups, and of course updates on the Feminist Library’s own work.”

The newsletter begins by explaining what the Feminist Library is and what the collection consists of. The collection contains approximately 10,000 books, 700 complete and partial sets of periodicals, 1,200 articles and over 2000 pamphlets and ephemera and it is “…recognised as the most significant collection of contemporary feminist material in England” and includes fiction as well as non-fiction material.

The newsletter then goes on to discuss the activities that have taken place in the Feminist Library this year. This includes information about the emergency meeting that I attended in February 2007. Also, how the library was reopened to the public in May 2007, after having been closed for years, only to find that they were then locked out by their landlord, Southwark Council, just two weeks later. But they hope to regain access to the library and to open it to the public again soon.

Other news items included information about the first meeting of a new independent libraries network.

If you would like to receive the newsletter, then please contact one of the Feminist Library Newsletter team requesting this, at feministlibraryappeal@gmail.com.

The new Feminist Library website has also just been launched – see http://www.feministlibrary.co.uk/

See Update No 1, Item 3; No 2, Item 3; No 4, Item 5 and Item 7, No 3. For further information about the Feminist Library in these News Updates.



8. TONY WARD LAUNCHING HIS CRITICAL EDUCATION NEWSLETTER – ‘KIA ORA FROM NEW ZEALAND’
Tony Ward has just started a Critical Education Newsletter, which will be very much welcomed by many, many people, I am sure. The need to think outside of the conformist education box can hardly ever have been greater! The increasing emphasis on skills and employability on many undergraduate courses today, for example, can be quite frightening, I think, and perhaps, in itself, is even helping to create an environment of plagiarism, as the value of real knowledge and research increasingly seems to be undervalued.

Anyway, to return - the popularity of Tony’s website (http://www.tonywardedu.com/) is increasing at an amazing pace – with the statistics showing an increase of about 40% every month, Tony says. And many of the free PDFs are being downloaded (60 of them in all at the moment and more are still being uploaded). Tony says that it has all “…been a wonderful journey!”

The first newsletter includes information about 3 new and extensive articles that have been added to the website recently, one of which is a critical analysis of institutional racism in New Zealand’s High Schools, focusing particularly on the attitudes of teachers to Maori students. There is also information about some new links that Tony has added to the webpage - and this includes a link to our website, ‘The Flow of Ideas’ (thanks very much Tony - and I have also put a link to your website from ours!) and a link to the Critical Pedagogies Working Group at the University of Kingston which I referred to in Update No 20 (Item 7) and Update No. 21 (Item 2). It also includes a number of interesting news items, such as a news item about the United League of Indigenous Nations. Tony Ward explains that: “The Treaty provides an opportunity for First Nations throughout the world to benefit from interaction and cooperation with Indigenous peoples everywhere. It focuses on cooperation amongst Indigenous leadership in the areas of environmental protection and international indigenous trade and commerce.” This sounds like a potential area of interest for me then, with clear links to the World Trade Organisation’s Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), traditional knowledge and indigenous populations.

If you would like to subscribe to Tony’s newsletter, drop him an email –
tonyward.transform@xtra.co.nz


9. ‘FOR ACCREDITATION, SEE INDOCTRINATION’ BY FRANK FUREDI AND FURTHER INFORMATION ABOUT FRANK FUREDI
Coming across this article the other day in the Times Higher Education Supplement
was interesting. It was published a couple of years ago (06/05/05) but some of what Frank Furedi said certainly struck a chord with me, as I continue to work towards obtaining this teaching certificate. The sub-title of the article reads ‘Courses in teaching have little to do with producing better lecturers and much to do with learning to conform’.

The article is about the teaching certificate – with the focus being on the Postgraduate Certificate in Higher Education (PGCHE). There are actually 2 levels of certificate now – the CLTHE and the PGCHE. I am currently studying for the CLTHE - the Certificate in Learning and Teaching in Higher Education.

Frank Furedi’s opinion is that “…the PGCHE is almost exclusively about socialising academics into the ethos of the audit culture that dominates the campus.” (p.4) He also thinks it is about adopting a certain language – of benchmarking, summative assessments etc. Furthermore, he argues that whilst the courses “…continually go on about the need for reflection and critical thinking, what they offer are models of teaching based on standardisation and homogeneity.” (p.4) I would be interested to know the views of others taking the CLTHE and PGCHE courses! For me, I have found the teaching observations to be the most valuable part of the course. But never-the-less, he thinks that the courses do change us – we use different words and expressions, and more ‘template teaching’.

FURTHER INFORMATION ABOUT FRANK FUREDI
Frank Furedi is Professor of Sociology at the University of Kent. He has published a number of books, and given many, many talks. His book ‘Where have all the intellectuals gone?: confronting 21st century philistinism’, Continuum: London, 2004, for example, is very good, I think. He argues in it that the intellectual is an endangered species, whilst the dumbed-down culture is becoming increasingly dominant.

Frank Furedi was in the Revolutionary Communist Party many years ago, and this was an organisation that also interested Glenn Rikowski and myself at the time. In particular, they published some very good articles with a clear Marxist analysis.

Frank Furedi also gave a keynote speech at the Discourse, Power and Resistance Conference 5 held at Manchester Metropolitan University, 21st-22nd April 2006 that Glenn and I attended. The conference was on the general theme of ‘Research as a Subversive Activity’ – see http://www.esri.mmu.ac.uk/dpr_06/index.php. Glenn and I also both gave papers at this conference. Glenn Rikowski gave a paper entitled Night Thoughts on the White Paper – details and abstract at:
http://www.esri.mmu.ac.uk/dpr_06/abstracts/abstract_profile.php?id=10. I gave a paper entitled The Transformation of Services and Intellectual Property Rights into International Tradable Commodities: a Marxist perspective on the GATS and TRIPS – details and abstract at: http://www.esri.mmu.ac.uk/dpr_06/abstracts/abstract_profile.php?id=70
We (Glenn Rikowski and Ruth Rikowski) also conducted a dialogue on The Business Takeover of Schools and Libraries – details and abstract at: http://www.esri.mmu.ac.uk/dpr_06/abstracts/abstract_profile.php?id=28

Frank Furedi’s talk at the conference was about ‘Vulnerability’ – which we found interesting and inspiring and found ourselves agreeing with much of it. That was an enlightening experience in itself – we have all moved on from RCP-type politics, in various ways, and yet something about our ways of thinking still seemed to resonate sharply. He was arguing that we are encouraged to feel vulnerable in society today in various ways, and that that was weakening us. Trade Unions traditionally in the past, on the other hand, encouraged workers to feel strong and proud of themselves, and with plenty of drive to ‘fight back’. But today, ordinary people are not encouraged to feel strong and confident in the same way – instead, when people face difficulties in life they are more encouraged to feel weak, vulnerable and dependent. I very much agreed with him, and I think this is quite unhealthy for society at large.

Frank Furedi is certainly a real and significant figure - both politically and academically. He is also someone that has very much a voice and a mind of his own and encourages others to ‘think outside the box’.



10. INTERCULTURAL DIALOGUE THROUGH EDUCATION: MEDITERRANEAN COMPARATIVE EDUCATION (MESCE) CONFERENCE IN MALTA, 11TH-13 MAY 2008 - www.educ.um.edu.mt/mesce.
The Third Mediterranean Society of Comparative Education (MESCE) was formed in 2004 and it is having its 3rd Conference in Malta in 2008. Prior to this MESCE hosted the World Council of Comparative Education Societies conference, which was held at the University of Sarajevo in September 2007. And in 2006 the MESCE conference took place at Alexandrian Library in Alexandria, Egypt.


The organizers hope to attract papers from various parts of the Mediterranean, both North-South and East-West and “It is the intention of the organizers and the MESCE Executive Board to provide an important opportunity, through this meeting, for fostering dialogues among cultures and to firmly establish MESCE as an important regional society in the ever burgeoning Comparative Education field.”

Malta is described as “… an ideal location for an exchange of ideas and research concerning education issues that are making their presence felt in this region, although the conference will also welcome discussions of issues that emerge from beyond the Mediterranean basin.”
There will be two broad conference themes - intercultural dialogue within and across nations and education in the Mediterranean and the official language of the conference is English.

Thanks to Peter Mayo for informing me about this and if you are interested in participating in this conference, do have a look at the website!


11. WILLIAM MORRIS GALLERY LATEST NEWS: THE THREAT DEEPENS!
The latest news about the threat posed to the William Morris Gallery and the Vestry House Local History Museum, in the London Borough of Waltham Forest, (which I referred to in News Updates No.7, Item 1 and No. 10, No 2) has been reported in the Green Party Trade Union Group Blog (29/11/07), which can be found at http://gptublog.blogspot.com/


In this news item it says that as from 6th December “…there will be no-one at the gallery with the knowledge or experience to safeguard the collection or to help visitors.” Recently, professional, experienced and knowledgeable members of staff have been lost – in particular, the curator. There will be a new team to join the gallery but they do not appear to have long term contracts. Furthermore, the whole collection has not been catalogued, thereby putting the collection at even further risk.

As from January 2008, the William Morris Gallery and Vestry House Museum will only be open part-time. The article makes the point that this is likely to decrease the chances of obtaining funding, as funding is assessed on access criteria. Staff have been told to do all they can to book up events on Sundays from January, in order to boost visitor numbers and encourage usage. But, the article says that these same people have suffered stress, through job insecurity, colleagues losing their jobs, others having to go part-time etc. In addition they do not now have the support and knowledge of more experienced and qualified staff.

There is a petition to protest about what is happening to the Gallery at www.petitiononline.com/savewmg, which I hope that you will feel able to sign. I have just signed it myself, and there are now over 11,000 signatures. As I say in my comment in my petition signature, perhaps George Orwell’s predictions in his novel ‘1984’ are proving to be more right than we have realised, as we continually face loses to our culture, our sense of history, and our historical documents and resources. On the other hand, perhaps, the ‘Nothing’ (in the film the ‘Never Ending Story’) is in danger of taking over and the group ‘Porcupine Tree’s’ ‘Fear of a Blank Planet’ (this being their latest album) are indeed real!
Those involved with the campaign think that the council’s stated aim to save £56,000 by this restructuring and part-time service will not be achieved. They make the point that the council have spent money employing outside consultants – money which could have been spent on trying to safeguard the gallery and museum and keeping the experienced staff in post. They suggest that the gallery could generate further income in other ways, such as by advertising the service more and having more special exhibitions. In their view, the collection is in “extreme danger”. They are firmly of the opinion that “The reduction in investment and opening-hours will run the service down further, and this will eventually lead to the redundancy of the gallery.”
The news item suggests other ways in which we can help. In particular, to write to the people on this page: www.keepourmuseumopen.org.up/?page_id=62. It suggests we call for the reinstatement of Peter Cormack, the Keeper and Curator, for example, and encourage Waltham Forest Council to open the galleries full-time again.


Finally, here is news of 2 musical events in London this week (apologies for the short notice):


12. RAM JAM REBETIKO CONCERT AT SOAS – REBEL MUSIC OF GREECE
There will be a concert by the SOAS Ad Hoc Rebetiko Band on:
Friday 7th December 2007 at 7.30pm, inSOAS (School of Oriental and African Studies), University of London,
Main Building, Thornhaugh Street, London WC1, in Room G2
[Nearest tubes: Russell Square or Goodge St]
REBETIKO is the rebel music of Greece – music of the underworld. It is the urban blues of the old port areas of Greece and it includes songs of prison, hashish, love, emigration and desperation. There is also more than a hint of Sufi in its modes and musics and there is Soul stuff in 9/8 rhythms.

The concert will be followed by a party/jam session afterwards in the Students Union Bar, at 8.30pm. Food and drinks at the bar.ADMISSION: Free. There will be a bucket collection for expenses.For further information see the Rebetiko website at www.geocities.com/rebetology

For further details contact: ed.emery@soas.ac.uk



13. SECOND CHANCE CHOIR, BLACKHEATH WINTER CONCERT, 6th DECEMBER
The Second Chance Choir, that I am a member of, will be holding its special Winter Concert at St Michaels Church, Blackheath, South London (on the corner of Blackheath Park and Pond Road) on Thursday 6th December 2007, at 8pm. Admission is free and there will be food and drink to follow. Everyone is welcome.



Many thanks to Gwenda Sippings, Toni Samek, Una Byrne, Tony Ward, Peter Mayo Philip Booth and Les Levidow for providing information for items 1, 6, 7, 8, 10 and 11 respectively.


Best
Ruth




4th December 2007

Ruth Rikowski's 21st News Update




RUTH RIKOWSKI
News Update No.21


This 21st News Update begins with a focus on my publications, talks and work experience in the computing and information field.

It then goes on to include a number of other news items, including information about Tony Ward’s work on critical pedagogy; a talk given by Tom Palmer at a Chartered Institute of Library and Information Professionals (CILIP) London meeting on his forthcoming book ‘Long Overdue’ as well as some information about future CILIP London events and information about the refereed international symposium ejournal ‘Research in Comparative and International Education’.

A. RUTH RIKOWSKI’S PUBLICATIONS, TALKS AND WORK EXPERIENCE IN THE FIELD OF COMPUTERS, INFORMATION AND LIBRARIES

RUTH RIKOWSKI’S PUBLICATIONS ON COMPUTERS, INFORMATION AND LIBRARIES

BOOK
Change management process: implementation of Unicorn Library Management Computer System at Clifford Chance Ltd, an International Law Company Chapter in Library Management Trends and Opportunities, Edited by Roshan L. Raina, Dinesh K. Gupta and Ramesh C. Gaur, Excel-Manlibnet, New Delhi, 2005. pp. 195-213

ARTICLES
The Essential Bridge: a new breed of professional? In Managing Information, April 2000, Vol. 7, No. 3, pp. 40-45
This article examines the relationship between the library and information department and the computer and I.T. department.Females, Computers and Libraries In Managing Information, July/August 2003, Vol. 10, No, 6, pp. 6-10 Computers/I.T., the Information Profession and the gender divide - where are we going? (unpublished paper – I will be seeking publication of this at a future date)


RUTH RIKOWSKI’S TALKS ON COMPUTERS, INFORMATION AND LIBRARIES

2001
Spoke at the Open University, to library and information staff. Talk entitled Looking ahead in the information world, on 27th September 2001. Talk focused on I.T. and Knowledge Managment issues for the library and information profession in the futureGave a talk to MSc students at University College London, in the Library, Archives and Information Department, based on my article The Essential Bridge.Talked about the relationship between I.T. departments and library departments

2003
Gave a talk at the Chartered Institute of Library and Information Professionals (CILIP) Umbrella Conference, in Manchester on 4th July 2003.Talk entitled: Building the Essential Bridge: the relationship between library/information departments and computer/information technology departments. Talk based on my article The Essential Bridge.Invited to give talk by Multimedia Information and Technology Group of CILIP


RUTH RIKOWSKI’S INFORMATION TECHNOLOGY SYSTEMS AND LIBRARY WORK EXPERIENCE
I have implemented library management computer systems in two organisations – Clifford Chance London Ltd (a law company) and Havering College of Further and Higher Education. I took Clifford Chance through the initial implementation stages of the Unicorn library management computer system which had then been recently purchased (back in 1999-2000). Whilst at Havering College, I oversaw the complete implementation of the Dynix library management computer system that they had just purchased (back in 1996). The system had to be implemented in a very short space of time – before term started, so it proved to be a very challenging but exciting project. I also assisted with the implementation of Dynix in the London Borough of Newham public library service from 1993-1995.

Finally, I took the library and archive department at the Tate Gallery through a large upgrade of its Unicorn library management system in 1999. I also assisted with the conversion of the card catalogue on to their Unicorn computer system.


FURTHER INFORMATION ABOUT MY WORK ON GLOBALISATION, KNOWLEDGE MANAGEMENT AND INFORMATION TECHNOLOGY
I am endeavouring to place my work, research, writing, publications and talks within the fields of information technology, knowledge management and globalisation into a coherent whole. They are all topics that are at the sharp edge of capitalism – where global capitalism is being driven to go. In my published work, I place all these topics within an Open Marxist theoretical framework and am continually developing my work on these areas. The gender/I.T. area is one that I would particularly like to develop, if time permits, given the serious discrimination that females suffer from in this new I.T. age – an age from which, whilst exciting, there is also really no escape. There is also serious discrimination against females within the whole writing and publishing field. I have found – although some might argue that this is partly of females own making. More accurately, though, I would say it is the socialisation processes which they have undergone, which sometimes undermines their confidence and their willingness to take the necessary risks. But if the necessary risks are taken, other problems still arise – discrimination rears its head in many different guises!

I am also keen to develop my Open Marxist theoretical analysis further in these areas, in general. Once again, though, there are never enough hours in the day!


On a final note if anyone wants any copies of my articles on the I.T. area and/or would like hard copies of selections of my other published works, then just get in contact with me.



B. OTHER NEWS ITEMS


1. TONY WARD FROM NEW ZEALAND AND CRITICAL PEDAGOGY
I received a lovely email from Dr. Tony Ward, Higher Education Facilitator, Academic Programme Developer and Urban Design Consultant in response to my previous Update (20th), which he saw on my blog. He began by saying how grateful he was for the blog item I wrote about the critical pedagogy group at Kingston University (Item 7) – also referred to in Item 2 below. I discovered Tony has over 40 years experience of teaching at top Universities on three continents (including UC, Berkeley in the US). Furthermore, that for 20 years he worked as a Senior Lecturer at the University of Auckland, School of Architecture. He also ran a Community Design Studio programme, working mostly in the indigenous Maori community. He actually taught Community Architecture at Kingston University in 1966 as well.

Tony developed a specific form of Critical Pedagogy for his design studio for many years and students worked collectively on real-world design projects for clients who would not otherwise have been able to afford it. Tony has now retired and has developed a website as a free educational resource, and passes on the knowledge and experience that he has acquired from forty years of practicing Critical Pedagogy. The website comprises more than 60 free and fully-illustrated downloadable PDFs in a range of disciplines covering issues such as: critical theory, critical practice, critical pegagogy, cultural studies, colonisation, postcolonialism, postmodernism, hegemony/education, critical psychology, critical design, critical aesthetics, critical health, critical tourism, indigenous studies, critical education, critical rationality, critical urbanism, critical sustainability, sustainable community, critical space, ideology and design, ethical cleansing and urban design etc. etc.There are also several downloadable bibliographies and glossaries, as well as useful links. The URL is: http://www.tonywardedu.com/

His only request is that visitors to the site leave comments in the “Contact” page so that he can gauge its effectiveness and make regular improvements.


2. SARAH AMSLER AT KINGSTON UNIVERSITY CONNECTING WITH VICTOR RIKOWSKI
I have had some fruitful email communication with Dr Sarah Amsler, Senior Lecturer in Sociology at Kingston University, following on from my write-up about the critical pedagogy group at Kingston University, in News Update No. 20, Item 7. Sarah emphasised how important she thought critical pedagogy was.

Sarah said that she admired our website, and that it was the first time that she had ever seen the whole family involved with “critical thinking and action” in this way. I thanked her, and said that she was the first person to voice this view so clearly and that when I set the website up I had all this very much in mind, and also wanted to provide an outlet for us all. She said that her students will shortly be reading our son Victor’s piece on education, which is entitled ‘Problems in Education Today’, in Information for Social Change, Issue No. 23, Summer 2006 - see http://libr.org/isc/toc.html. She is also hoping to invite Victor Rikowski to go and talk to her students about some of the issues that he raises in his article, and some other related critical pedagogical issues. So, many thanks Sarah for these kind words and let us hope that it will lead to further development of critical pedagogy issues, and in particular, that it will encourage more young people to engage in a critically constructive way.


3 TOM PALMER’S TALK AT A CHARTERED INSTITUTE OF LIBRARY AND INFORMATION PROFESSIONALS (CILIP) LONDON MEETING ON 13TH NOVEMBER, 2007
Victor and I attended a CILIP London meeting on Tuesday 13th November 2007, at ‘The Sekforde Arms’ in EC1, which proved to be very interesting. The speaker was Tom Palmer, and he was talking about a book which he is currently writing, entitled ‘Long Overdue’. He has travelled around the UK visiting various public libraries, talking to people and making extensive notes. The book is about these travels and his passion for the public library. He has travelled from Beleek to Lowestoft, and this included travelling in a mobile that visited farms. He also spent 4-days on his travels in Sheffield.

Tom was very keen to do this project, because libraries have transformed his life, he said, and he wanted to see whether they had benefited some other people in the same sort of way. Indeed, he wanted to explore the extent to which people wanted to celebrate their public libraries. He spoke to someone that had a passion for languages, for example. They used public libraries to develop this passion still further, and this finally resulted in them obtaining an academic job. He also went to Wakefield prison. An interesting discussion followed on from this, and the difficulties that prisoners who are keen on the library and reading can have. In particular, prisoners can usually only have visits from the library once a fortnight. Tom said that the Premier League Reading Star Scheme has been very successful in prisons.

Tom very much enjoyed all these travels and talking to people about the public library, but it proved costly – he actually spent approximately £5000 on it all. So, when he was offered a book contract to write children’s fiction stories, around football themes, he could not refuse! So, at the moment, this is taking priority over ‘Long Overdue’, but he hopes to return to ‘Long Overdue’ before long, and would like it to be published in about one years’ time, if possible. I think the meeting helped to reinforce the importance of his book for Tom. He said that he might even include something about the meeting in the book, especially as there were a lot of fruitful contributions from the audience.

Tom was asked a number of different questions from the audience. He was asked, for example, how he got the courage to go into libraries to begin with. He said he was frightened first of all, but that he liked the reference library, in particular. He was also asked for his views on ‘Ideas Stores’ in Tower Hamlets in London. Tom said what whilst the stock is good, he did not like the name. Also, that many professional librarians posts have been lost. It was noted that this trend was happening in libraries throughout the country, and that money and performance targets were increasingly driving everything. I made the point that this trend was pervading everywhere, and was not just confined to libraries either. Also, that new universities do not value writing enough as an activity but that instead, they are also too driven by performance targets and money, particularly with the ‘bums on seats’ mentality, re attracting students into the university. Reference was also made to the fact that Tom Coates spoke to the group about a year ago, and there was some discussion about Waterstone bookshops, and the possible impact that these bookshops can have on libraries – given the fact that Tom Coates thinks that public libraries should emulate these bookshops in various ways.

Tom said that if it was not for libraries he would not be in the job that he is in now. So, libraries transformed his life and gave him his professional career and also his writing career. He hated reading until he was 17 years old. He left school at 16 years old with few qualifications and became unemployed. A combination of his mother’s influence and football (he was a Leeds Utd. fan), led him to visit the local library. He particularly enjoyed using Leeds Central Reference library. He became quite obsessed with obscure writers and books by authors with foreign names.

However, as he was a Leeds Utd fan he also became involved with a group of hooligans, and a lot of these people subsequently went to prison. But because of books Tom went to night school instead and then went on to university. He feels that libraries very much ‘saved’ him in this way, and that he has ever such a lot to be thankful to libraries for.

So, one of Tom’s passions has been to get boys that hate reading to learn how to enjoy reading, through football. From my experience, this is a quite a common way for working-class boys to start to enjoy reading and studying – through football. ‘What does that complicated word in The Guardian football column mean?’ – asking such questions can start to lead boys to think about the value of reading and writing. On one occasion Madrid and Leeds were playing away and Tom went to see them, he said. Leading on from this a mainstream publisher gave him a contract to write a children’s fiction book around a football theme, and Leeds library then became involved. Tom never dreamed he would find himself becoming a children’s author but now he is writing these books enthusiastically.

Tom Palmer has now been working for libraries, which began in Bradford, for ten years. He is currently employed by the Reading Agency and the National Literacy Trust on the Reading Partners Project and the Premier League Reading Stars Scheme respectively.
‘Foul Play’ will be the next book of Tom’s to be published, in May 2008. It will be published with Puffin, and will be one of 8 books in a series on football fiction for children, all written by Tom. And then he has ‘Long Overdue’ to write, which will be published by Pomona. So, he is going to be busy!

All in all, this proved to be a very interesting and enjoyable evening. The meeting was also well-attended and there was a good discussion.

For more information about ‘Long Overdue’ see http://www.tompalmer.co.uk/index.php?page_id=29
For more information about Tom’s children’s fiction football books, see
http://thebookaholic.blogspot.com/2006/12/football-reading-and-tom-palmer.html


4 CILIP LONDON FUTURE EVENTS FOR 2008
CILIP London meetings are held on the 2nd Tuesday of every month. Forthcoming CILIP London events for 2008 can be viewed on the CILIP London website. See: http://www.cilip.org.uk/branches/byregion/london/events/default.htm

In particular, the first meeting for 2008, will be held on Tuesday 8 January on the topic of ‘Using librarians' skills sets for knowledge management’ and the talk will be given by Helen Nicol. The next talk will be on Tuesday 12 February, on ‘Why Charter?’ and will be given by Caroline De Bruin.



5. RECENTLY REDESIGNED CHANDOS PUBLISHING WEBSITE
The Chandos Publishing website has recently been redesigned and is looking very good – see http://www.chandospublishing.com/.




6. ‘MARXIST EDUCATIONAL THEORY UNPLUGGED’ BY GLENN RIKOWSKI - PAPER PREPARED FOR THE 4th HISTORICAL MATERIALISM CONFERENCE, 2007
The paper that Glenn Rikowski gave at the 4th Historical Materialism Annual conference on 10th November 2007, School of Oriental and African Studies, University of London, which is entitled Marxist Educational Theory unplugged, is now available on our website – see http://www.flowideas.co.uk/?page=articles&sub=Marxist%20Educational%20Theory%20Unplugged

There were about a dozen people at the session, with some fruitful discussion. Glenn outlined the development of Marxist educational theory over the last 30 years or so in the first half of his talk. In the second half he demonstrated why he thinks the whole topic needs to be looked at afresh and then how he has begun to develop this, focusing particularly on his work on labour-power as a commodity. He says that labour-power is the weakest link in capitalism. This is very much work-in-progress.


7. ‘BLENDED E-LEARNING’ AND UNIVERSITY STAFF USE OF ‘SOCIAL SPACE’
We now have a copy of Allison Littlejohn and Chris Pegler’s book Preparing for blended e-learning,Routlege: Oxon, 2007, ISBN 0 415 40360 X (pbk), part of the ‘Connecting with E-Learning Series’ – see http://www.connecting-with-elearning.com/ (referred to in my News Update No 9, Item 4). This is a very useful book for all those interested in and involved with blended learning. There are chapters on a wide variety of topics, including different approaches to blended e-learning, devising blended e-learning activities, choosing e-tools for blended activities and sustainable blended e-learning designs.

On p. 66 there is reference to Glenn Rikowski’s MySpace profile, which is given as an example of academic’s using computing environments for ‘social space’. The screen dump in the book from Glenn’s MySpace profile is on one of the seminars that Glenn organised (with Tony Green) on ‘Education and Social Class’ – this being one of the ‘Marxism and Education: renewing dialogues’ seminars (IX). Littlejohn and Pegler say that:

“Here, Glenn Rikowski of the University of Northampton uses MySpace to formulate ideas on education and social class. In this example the online environment is being used to extend ideas generated during face-to-face seminar sessions.” (p. 66)

Furthermore that:

“Social computing environments have the potential to shift the locus of control in education. They support the idea of the ‘contributing student approach’…” (p.66)

We wish Allison and Chris all the very best with their book.


8. ‘YES, BUT HOW DO WE GET THERE? ALTERNATIVE VISIONS AND THE PROBLEM OF STRATEGY’ BY RICHARD HATCHER, JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES, (JCEPS), VOL. 5, NO. 2, NOVEMBER 2007,
ISSN 1740 2743. CHIEF AND FOUNDING EDITOR – PROFESSOR DAVE HILL
http://www.jceps.com/index.php?pageID=article&articleID=98

Richard Hatcher does not want to let it rest, it seems. This article, which by the title sounds like it is quite a broad, general piece, instead mainly seems to be an attack on the work of Glenn Rikowski, Paula Allman and Peter McLaren. This could make one cynical about academia, even depressed, if one let it, but let us not go down that path! Still, it gives exposure to their work, I guess.

Yet, we also have to face reality. Hatcher does seem particularly determined to try to lessen, indeed rubbish, Glenn’s work for some reason. On p. 5 of the article, he says, for example that some of Glenn’s work is “utopian and reformist” and that:

“Rikowski’s view is idiosyncratic within the field of education…”

On another occasion he says that some of Glenn’s work “…takes him beyond the terrain of Marxism” (p.8), whilst also arguing that he himself will be developing a discussion in his article that “…will enable [him] to develop, from a Marxist perspective, a different strategic conception.” (p. 3). Yet, Hatcher does not include a single reference to Marx – either in the paper itself, or in the quite extensive bibliography at the end. Whilst anyone that knows Glenn’s work at all will know that he quotes extensively from Marx. We live in strange times, it seems, where those that do not quote from Marx are adopting a ‘correct’ Marxist perspective, whilst those that do include such quotes are not!

A little further on in the article he says that Glenn’s:

“…thesis begins from the correct premise that labour power is capitalism’s ‘weakest link’, but draws the erroneous conclusion that because labour power is produced by education therefore education is the strategically most important terrain of class struggle.” (p. 8)

He continues, arguing that:

“This is a fundamental misunderstanding of the significance of education as a field of class struggle. Not only is this mechanical economism not shared by any current on the Left today, it cannot be found in the works of Marx himself or in the historical experience of the Marxist movement (In fact, it echoes the classic reformist position that education is the key to resolving social inequality). The strategic conclusion Rikowski draws actually cuts off and isolates education from the struggles against the capitalist state which provide a basis for the sorts of united fronts McLaren advocates, and which, in the curriculum, provide the bridge for both teachers and students to move towards a critical understanding of capitalist society.” (p. 9)

Quite a lengthy quote here then the purpose of which seems to be to completely undermine Glenn’s work. Glenn’s work on labour-power as a commodity, and his analysis of it as being the weakest link in capitalism, is some of his most important and original work. He is breaking completely new ground here, and history will prove this to be the case, I am sure – as it has done with others that have broken new ground down the ages. Thus, for “idiosyncratic” read “original”! But why do we always have to wait until we are dead? It would be nice to think on a personal basis, that we could have a reasonable life-style in this life, and not have to engage with time-wasting exercises (I have had enough of this myself as well!).

What are some of the specifics of these attacks then? Well they are many. Glenn is isolated apparently (“...not shared by any current on the Left today…”). Not that this bothers Glenn particularly – he has never sort popularity in that way. Whilst at the same time Glenn has gone to great lengths to try to reinvigorate Marxism and Education and has very successfully brought many different people together in various discussions of it. This includes the ‘Marxism and Education: renewing dialogues’ seminars that he has organised with Tony Green at the Institute of Education, University of London. These have been successful but have also been a lot of work for Glenn. Glenn also invited Richard Hatcher to speak at one of these seminars incidentally, (MERD VII, on the topic of ‘Education and Alliance for Social Change’ on 26th October 2005), which Hatcher was pleased to be able to do.

Secondly, Glenn has a ‘mechanical economist’ approach apparently. Thirdly, that this work of Glenn’s on labour-power being the weakest link in capitalism, and that education is key in this regard, does not relate to Marx’s work at all. As I have already said, Glenn quotes extensively from Marx. But also, Glenn seeks to develop Marx’s work (as I also do) and does not seek to deify it. But really we cannot spend all our time justifying ourselves in this way! Fourthly, Glenn’s position is ‘classic reformist’. Fifthly, Hatcher is trying to separate Glenn from Professor Peter McLaren – so trying to do quite a thorough job here, re isolating him. And all that from just one paragraph! No wonder Glenn felt driven to write ‘In The Dentist’s Chair’.

In regard to Glenn Rikowski, Paula Allman and Peter McLaren, he says that they:

“…represent in some respects an extreme position which in my view does not provide an answer to the three questions for strategy..” (p. 3) (questions which Hatcher poses at the beginning of the article). He argues that the “…vast majority of teachers in the US and the UK do not share their revolutionary Marxist politics…” (p.5) But they have never suggested that they do, so not quite sure where he is intending to go with that one, or is he just simply arguing that if the majority do not agree with you then your position cannot be right or tenable?

It is also interesting to note that Professors Dave Hill and Mike Cole are largely omitted from these attacks – interesting, because they have both written a lot of material with Glenn, Paula and Peter. So, why are they being spared, one wonders, particularly given the fact that Hatcher attacked Dave and Mike in a British Educational Studies Association (BERA) paper that he gave in the summer – this article in JCEPS is actually a revised version of this paper?

But perhaps, the title of Hatcher’s paper gives the game away – think about it!

Anyway, enough of this!


References

Hatcher, R. (2005) Business Sponsorship of Schools: For-profit takeover or agents of neoliberal change? A Reply to Glenn Rikowski’s ‘Habituation of the Nation: School Sponsors as Precursors to the Big Bang?’ 5th November, available on Glenn Rikowski’s the Volumizer, posted 7th November: http://journals.aol.co.uk/rikowskigr/Volumizer/entries/651

Hatcher, R. (2006) A Reply to Rikowski’s ‘In the Dentist’s Chair’, 12th February, posted to them MASSES e-list, at: http://tech.groups.yahoo.com/group/MarxSIG/message/623

Rikowski, G. (2005a) Habituation of the Nation: School Sponsors as Precursors to the Big Bang? An entry in The Volumizer, 19th October, at: http://journals.aol.co.uk/rikowskigr/Volumizer/entries/566

Rikowski, G. (2005b) In the Dentist's Chair: A Response to Richard Hatcher's Critique of Habituation of the Nation, 31st December, in three parts. Available at: http://www.flowideas.co.uk/?page=articles&sub=In%20the%20Dentist%5ba%5ds%20Chair



9. GUEST LECTURES GIVEN BY RUTH RIKOWSKI AT LONDON SOUTH BANK UNIVERSITY IN NOVEMBER 2007, ON THE TOPICS OF GLOBALISATION, KNOWLEDGE, THE KNOWLEDGE REVOLUTION, KNOWLEDGE MANAGEMENT AND KNOWLEDGE TRANSFER
I am giving some guest lectures at London South Bank University this semester, to masters’ students and third year undergraduates, around some of the topics covered in my published work - which has been rewarding but demanding. Topics covered have included globalisation, knowledge, the knowledge revolution, knowledge management and knowledge transfer. Victor Rikowski also made some of my PowerPoint slides for the presentations colourful and lively.

I have given guest lectures at London South Bank University in the past on topics that I have published material on, including topics such as leadership in the new economy from a Marxist perspective (http://www.flowideas.co.uk/index.php?page=events&sub=Leadership:%20a%20Marxist%20Perspective), globalisation (http://www.flowideas.co.uk/index.php?page=events&sub=Globalisation)
and ‘The way forward for the MBA’, where I have looked at topics such as globalisation, I.T., leadership, knowledge management and knowledge and culture.


10 THE REFEREED INTERNATIONAL EJOURNAL ‘RESEARCH IN COMPARATIVE AND INTERNATIONAL EDUCATION’ – A SYMPOSIUM JOURNAL
Here is some information about another Symposium Journal (Policy Futures in Education being a Symposium Journal). It is very good to see the growing success of refereed ejournals in this way.

This journal is entitled Research in Comparative and International Education (RCIE). It is a peer-reviewed international ejournal, and is edited by Professor David Philips of the University of Oxford and is available at: http://www.wwwords.co.uk/rcie/index.asp. It is assisted by an Editorial Board and an International Advisory Board of international scholars, with a wide range of expertise in comparative and international studies.

As it says on the website:
“RCIE is concerned with research and its methods. It seeks to publish papers of between 5,000 and 10,000 words which report new research in the field of comparative and international education, broadly defined, or which address theoretical and methodological issues in comparative and international education with clear research relevance. Illustrations (including colour) are encouraged. Largely descriptive or solely policy-based papers are unlikely to be accepted for publication. All papers are blind-refereed by members of the International Advisory Board and others.”


An annual subscription to the journal enables the user to be able to obtain current and past issues online. The journal is published four times a year.
The latest issue of the journal is now available at www.wwwords.co.uk/rcie/content/pdfs/2/issue2_3.asp and its contents are listed below.
RESEARCH IN COMPARATIVE AND INTERNATIONAL EDUCATION (ISSN 1745-4999) Volume 2 Number 3 2007 www.wwwords.co.uk/RCIE

SPECIAL ISSUE: Policy, Education and Conflict

Guest Editor: JULIA PAULSONJULIA PAULSON.

Introduction. Policy, Education and Conflict, pages 172-175

LYNDSAY BIRD. Learning about War and Peace in the Great Lakes Region of Africa, pages 176-190

MAGALI CHELPI-DEN HAMER. How to Certify Learning in a Country Split into Two by a Civil War: governmental and non-governmental initiatives in Côte d'Ivoire, 2002-06, pages 191-209

KARIN DOOLAN & MLADEN DOMAZET. Political Education in Croatian Secondary Schools: an emergency reaction to a chaotic context, pages 210-221

CLARE A. IGNATOWSKI. Framing Youth within the Politics of Foreign Assistance, pages 222-229

MIKAELA LUTTRELL-ROWLAND. Gangs, Soldiers and 'Idle Girls': constructions of youth and development in World Bank discourse, pages 230-241

Z.E. KARPINSKA, RACHEL YARROW & L.M.A. GOUGH. Education and Instability: avoiding the policy-practice gap in an emerging field, pages 242-251

JEREMY RAPPLEYE & JULIA PAULSON. Educational Transfer in Situations Affected by Conflict: towards a common research endeavour, pages 252-271

11 DENISE NICHLSON’S INFORMATION SERVICE: STUDENTS AND OPEN ACCESS PUBLISHING
Denise Nicholson provides a very useful news information service. Here I focus on one of the latest ones she sent round, as a way of illustrating their value, and in case some others might then want to subscribe.

This issue focused on students and open access publishing, and included items such as the following:
1. Student stakes and student action in the open access movement
http://www.earlham.edu/~peters/fos/2007/11/student-stakes-and-student-action-in.html
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/november07/Student_activism.cf
2. Using open-access articles for student projects
http://www.plos.org/cms/node/271


3. Benefits of Open Access Publishing for students in higher education
http://eprints.rclis.org/archive/00011421/01/Benefits_of_AO_Publishing.pdf


This free online service provided by Denise Nicholson covers various topics such as “copyright, plagiarism and other IP related matters; WIPO and WTO matters; Free Trade Agreements and TRIPS Plus; issues affecting access to knowledge, particularly in developing countries; access for sensory-disabled persons; digitization and library issues, open access; open publishing; scholarly communication; useful websites; conference alerts, etc.”

If anyone wants to subscribe to the service, just email their names and contact details to Denise.Nicholson@wits.ac.za



Many thanks to Tom Ward, Sarah Amsler, Ralph Adam and Denise Nicholson for providing information for items 1,2,4 and 11 respectively.

Best
Ruth

25th November 2007

Ruth Rikowski's 20th News Update





RUTH RIKOWSKI
News Update No.20

This Update (as promised) also includes a lot of items. It includes information about a new ejournal, Information, Society and Justice; Mike Cole’s latest book on ‘Marxism and Educational Theory’, more information about the books ‘Full of Volcanoes’ and ‘On Marx’ and the Critical Pedagogy Working Group at Kingston University. There are also a wide variety of other items, including information about book reviews and an exciting musical workshop, leading to the performance of an opera.


1. AN EXPLORATION OF PAULA ALLMAN’S APPROACH (THE DEVELOPMENT OF CRITICAL/REVOLUTIONARY PRAXIS) IN HER BOOK ‘ON MARX: AN INTRODUCTION TO THE REVOLUTIONARY INTELLECT OF KARL MARX’ (pp. 58-67), SENSE PUBLISHERS: ROTTERDAM: THE NETHERLANDS, ISBN 978 90 8790 192 9 (pbk); 978 90 8790 193 6 (hdbk)
PART OF THE SERIES ‘KEY CRITICAL THINKERS IN EDUCATION’ EDITED BY PROFESSOR MICHAEL PETERS AND TINA (A.C.) BESLEY


I spoke about this very important, albeit slim, book in my last Update (19) – item 4. But here I would like to focus on Paula Allman’s particular contribution, the approach that she adopts in regard to challenging traditional education that I referred to, where Paula focuses on the development of critical/revolutionary praxis through a Marxist approach, and through an application of the whole of Marx’s work. The depth and insightfulness of her writing in this area is breath-taking. It is something that all those that are concerned with the development of humanity through education should take seriously and do whatever they can to try to help to bring to fruition, in however small a way that might be.

Paula explains that the ideas presented in her book ‘On Marx’ are explored more fully in her book Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education, 2001. She very much draws on the work of Marx, Paulo Freire and Antonio Gramsci (having read all the works of these great thinkers in real depth) in this regard and is of the opinion that Freire and Gramsci:

….have gone the furthest in applying Marx in their thinking about educational practice. (2007, p. 58)

Firstly, though, I thought it would be useful to consider the concept of ‘Praxis’. The ‘Oxford Dictionary of Philosophy’, (1994) has this to say:

But it is in Marx that that the concept [praxis] becomes central to the new philosophical ideal of transforming the world through revolutionary activity. The subordination of theory to practice is connected with the inability of reason to solve contradictions, which are instead removed by the dialectical progress of history. Praxis is connected with genuinely free, self-conscious, authentic activity as opposed to the alienated labour demanded under capitalism.

Basically, ‘Praxis’ involves getting theory and practice working together – one feeds off the other, and this way enables significant progress to be made. This is a far more holistic approach, than defining, inventing and applying theory, or largely abandoning theory, and just focusing on practice and action.

In regard to ‘Praxis’ Paula Allman says that it is Marx’s philosophy:

…of internal relations that enabled him to formulate the revolutionary theory of consciousness/praxis which provides the foundational framework for the philosophical approach to education, that is being/becoming and knowledge/knowing… (2007, p. 58-9)

She refers to ‘internal relations’, saying that entities are ‘internally related’ and that they ‘mutually and reciprocally shape and determine one another’ (p. 58). Our sensuous experience and consciousness as human beings is ‘internally related’, and this is also comprised of ‘internally related dialectical contradictions’ (p.59) in capitalism.

Marx’s theory of consciousness shows that unity of thought and sensuous human experience are inseparable. For this reason, it is a ‘theory of praxis’, Paula Allman argues and within this there are 2 very different forms of praxis. One form is uncritical/reproductive praxis, which simply reproduces the “existing socio-economic relations” (p.59), and can help to enhance capitalism. Whilst a critical/revolutionary praxis aims to transform social relations and:

…ultimately to negate the socio-economic relations of capitalism, in order to create the possibility for the harmonious development of all humanity. (p. 59)

This “…opens up possibilities for critical agency in education…[and is]…premised upon an alternative, internally related (unity of) epistemology and ontology.” (p.59)

But in order to understand the alternative theories a general understanding of epistemology and ontology in educational practice and policy is necessary, Paula argues, particularly given the fact that most educators and policy makers do not recognise that these theories are implicit in their thinking. Within this conformist framework, knowledge is often seen as being unchangeable; it is a thing that is acquired and accumulated. It is this knowledge that teachers have to impart to students. Yet, the epistemology and ontology that arises from Marxist thinking is quite different, and as Paula says:

Marx’s epistemology begins with recognising that knowledge is historically specific and also never complete or finished. (p. 60)

Also, within this framework there are dialectical contradictions. Furthermore:

… these internally related contradictions produce mediations, such as the value form, which not only moves between the internally related opposites from which it has originated and the other contradictions that constitute the capitalist system but does so by metaphorising into other forms, such as the commodity, money and capital. (pp. 60-61)

Paula Allman says that with all this constant movement “…knowledge/knowing must move and develop accordingly.” (p. 61) Knowledge must be tested rather than acquired, it is the beginning rather than the end of learning and in this way it should be seen as a tool.

Paula says that Marx’s ontological vision:

…was for human beings to become the critically conscious creators, the ‘makers’, of human history. (p. 61)

She also talks about humans becoming themselves, in the essence of their ‘being’ – becoming humanised, and that this is achieved through a collective social process.

In future communist/socialist societies, infinite humanisation would be a major objective, fully supported such that individuals would be able to develop all the potentials of which they were capable. (p. 62)

Furthermore, that:

Any attempt to develop critical/revolutionary praxis within the context of capitalism is motivated by the understanding that the future possibility of a socially and economically just society depends on the unity, and thus reciprocity, of self and social/economic transformation. (p. 63)

Paula argues that critical/revolutionary praxis in education today is concerned with humanising the relation between ‘knowing’ and ‘being’. In this way it can be seen to be ‘on the road’ to the development of the whole person. Leading on from this, there is a need to end the division between teaching and learning, she says. Furthermore, in this regard, teachers need to change their understanding of and relation to, authority.

Through critical/revolutionary praxis the oppressed (that is those whose humanisation is thwarted) can see alternative ways of both ‘being’ and ‘becoming’. As Paula Allman says:

What it means to be a human being and for all people to be able not only to live as human beings but also to be able to develop their potentials more fully is also at stake, but then it always has been. (p. 66)

In conclusion, this section of Paula Allman’s book is very short (just 9 pages), but it is very important. It sends out a very clear message to all those educators that want to really contribute something towards the good of humanity and want to help to enable people through knowledge, learning, education and critical pedagogy to find lasting self-fulfilment. To achieve this, the adoption of an alternative epistemological and ontological frame of reference is necessary, Paula argues, and dialectical relationships need to be recognised and explored, and the traditional view of knowledge and understanding needs to be challenged. In sum, then, Paula provides a key, original and essentially optimistic contribution to the field of critical pedagogy, through her Marxist analysis of education.




2. ‘FULL OF VOLCANOES: LIBRARIES AND SOCIAL COMMITMENT’ (DE VOLCANES ILENA: BIBLIOTECA Y COMPROMISO SOCIAL)
CO-ORDINATED BY JAVIER GIMENO PERELLÓ, PEDRO LÓPEZ LÓPEZ AND MARIA JESŰS MORILLO CALERO, PUBLISHED BY EDICIONES TREA, SPAIN, 2007, ISBN 978-84-9704-317-5

http://www.trea.es/

PRESENTATION, CONTRIBUTORS AND ABSTRACTS

Leading on from item 16 in my last Update (19), here is some more information about this book. ‘Full of Volcanoes’ was successfully presented on Wednesday 17th October, at the Historic Library "Marqués de Valdecilla", Complutense University, Spain.

The following people participated in the presentation:

Jose Antonio Magan, Complutense University Library Director, introduced all the participants

Pedro López López and María Jesús Morillo - coordinators of the book
María Jesús del Olmo, - Alternative Library Movement Member
Blanca Calvo - Guadalajara Public Library Director
Carlo Frabetti - Spanish writer and a great friend and defender of public libraries.



Listed here are the names of all the contributors to the book.

Prologue: José Saramago
Presentation: Rosa Regás

Maria Jesús Morillo Calero, Rita Candame, Tatiana Carsen, Oscar Maya, Martin Vera, Ann Sparanese, Maria Jesús del Olmo Garcia, Javier Gimeno Perelló, Ruth Rikowski, Fernando Báez, Ramón Salaberria Lizarazu, Blanca Calvo Alonso-Cortés, Rosa San Segundo Manuel, Genaro Luis Garcia López, José Antonia Gómez Hernández, Javier Pérez Iglesias, Felipe Meneses Tello, Zapopan Martin Muela Meza, Pedro López López and Blanca Calvo


María Jesús Morillo also kindly provided me with abstracts in English for the different chapters in the book for these Updates, so that readers know a little more about the book – as unfortunately I cannot speak or read Spanish at all! These abstracts are below.

I: ETHICS AND SOCIAL COMMITMENT

1. The Commitment of Libraries and Librarians by Mª Jesús Morillo Calero (Spain)
This starts with an analysis about neutrality in librarianship as a position that lets some librarians obviate social commitment. However, far removed from this there is a progressive librarianship, almost unknown in Spain, that fights back against it.

2. Responsibility and Social Commitment of Information Professionals (Librarians, Information Managers, Archivists): a Latin American Perspective by Rita Candame (Argentina), Tatiana Carsen (Argentina), Oscar Maya (Mexico) y Martín Vera (Mexico).
The professional experiences of two autonomous and independent library communities from Mexico and Argentina are presented, with the creation of joint initiatives for the development of progressive librarianship in Latin America.
3. Some Reflections on Librarian Activism in the USA by Ann Sparanese (USA).
This chapter analyzes some of the lines and trends of the progressive activism among the American librarians, including the fight against racism, the war and censorship and in favour of democratic values.
4. Panorama of Web Resources on Progressive Librarianship by Mª Jesús del Olmo García (Spain).
This is a compilation of progressive librarianship internationally networked resources.

II: PRIVATIZATION OF KNOWLEDGE
5. Knowledge is Not a Commodity by Javier Gimeno Perelló (Spain)
This chapter considers how the birth of the WIPO (World Organization of the Intellectual Property) in 1996 supported the review of the Berne Convention, and consolidated the privatization and marketing of knowledge as a product.
6. Globalization, Libraries, Information and Social Commitment by Ruth Rikowski (Great Britain)
This chapter draws on some of the key aspects in her book Globalisation, Information and Libraries: the Implications of the World Trade Organisation’s GATS and TRIPS Agreements (2005), looking at issues such as the privatisation of public services and the commodification of services and intellectual property rights.


III: WAR DISASTERS

7. Libraries in War by Fernando Báez (Venezuela)
A historical tour is undertaken, revising the destruction of books, libraries, files and documentary patrimony in the warlike conflicts, from the most remote antiquity to the last plunders and destructions of libraries in Iraq and The Lebanon.

8. Libraries of a Republic in War or When the Gun of Today is a Guarantee for the Library of Tomorrow by Ramón Salaberría Lizarazu y Blanca Calvo Alonso-Cortés (Spain)
This chapter analyzes the librarian activity that began with the II Spanish Republic and continued during the Spanish Civil War, across the labor of institutions as Popular Culture and the Patronage of Pedagogic Missions, and of librarians as Juan Vicens, Tomás Navarro Tomás, Teresa Andrés, etc. All this immense labor was truncated with Franco's victory, which supposed the exile of hundreds of persons linked to these activities, as well as the destruction of an enormous diffusion of the culture and the libraries.
9. The 1939 Spanish Republican Exile of Librarians to Mexico by Rosa San Segundo Manuel (Spain).
When the Spanish Civil War finished, the Mexican president Lázaro Cárdenas said that Mexico would take in exiled Spanish republicans. Approximately 50,000 Spanish exiles came to Mexico. A great number of Spanish librarians, bibliographers and bibliophiles went into exile to this country and developed an enormous labor practically unknown in Spain, with the foundation of publishing houses, presses and bookshops. In addition, Information Science's Schools were created, in which teachers of Spanish origin developed their work. Republican exiled librarians published great works in the area of Librarianship and Information Studies in Mexico.

10. The Right of Access to the Information of the Victims of Franco’s Regime: Does the Spanish Government Respect the Human Rights? by Genaro Luis García López (Spain)
This chapter studies the existing limitations in Spain to exercise in an effective way the right of free access to the public information on the part of the victims of the Franco's regime and the civil war, their relatives and representative associations.


IV: LIBRARIES FOR DIFFERENCE

11. Library and Integration: From Library Extension Work to the Processes of Social and Digital Inclusion by José Antonio Gómez Hernández (Spain)

This chapter provides a tour of the evolution of the extension work to coming to the current concept of the library as an element of social integration.

12. Libraries and immigrants: or how to look at our users without blinders by Javier Pérez Iglesias (Spain)

From the directives and definitions of institutions like IFLA and UNESCO, this chapter talks about the role of the library as public space open to all and working for the peace and the understanding of the people, as well as for the promotion of democratic values.

V: LIBRARIANSHIP FOR DEMOCRACY

13. Librarian-Political Analysis: Libraries, Democracy and Citizenship by Felipe Meneses Tello (Mexico)
This chapter articulates the library institution with the political phenomena of democracy and citizenship. It analyzes libraries and democracy across three complex interrelationships: 1] democracy, education and libraries, 2] democracy, educated citizenship and libraries and 3] democracy, active citizenship, common good and libraries.



14. Ehical Contradictions of the Social Responsibilities in Librarianship by Zapopan Martín Muela Meza (Mexico)

This work aims to be a critical analysis of some ethics and ethical contradictions and social responsibilities in the bosom of Librarianship. Information Professionals should assume social responsibilities towards the transformation of society, looking towards social equality, justice, and democracy, and away from the favours bestowed on the dominant, upper class.

15. Citizenship Education in Librarianship and Information Science: Spain and the European Space for Higher Education by Pedro López López (Spain)

This chapter defends the need to attend to the dimension of citizenship in the education of the students of Library Science.

APPENDIX:

The New Role of Librarians (Fernando Báez Speech)



3. ‘INFORMATION, SOCIETY AND JUSTICE’: A NEW PEER-REVIEWED OPEN-ACCESS E-JOURNAL, EDITED BY SHIRAZ DURRANI

A new e-journal has just been started up, which is entitled ‘Information, Society and Justice’. It is edited by Shiraz Durrani. See:http://www.londonmet.ac.uk/depts/dass/research/studentjournal/
(currently still under construction)Shiraz circulated the following information about the journal:
“Information, Society and Justice is a peer-review, open-access electronic journal based in the Department of Applied Social Sciences (DASS) at the London Metropolitan University. The journal is governed by an Editorial Board drawn from UK and overseas. It seeks to provide a proactive space for critical discussion of the linkages between social information, justice and democracy. It will focus on issues of equality, human rights, social inclusion, economic justice, and struggles for liberation and democratic expansion.The central role of information in these areas will be explored in depth. It will focus on the role that librarians and information workers together with libraries and information services can play in safeguarding, highlighting and communicating on issues such as equality, human rights, social/economic justice, social policy, and liberation. Creative work on these themes will also be considered.The journal will publish original research, communiqués, interviews, reports and other material on these and other fields. It is not limited to any one disciplinary perspective and will accept contributions from academics, professionals and information workers working in any disciplines.The journal invites relevant articles from academicians, policy practitioners, and civil society activists. It also encourages submission from students and their participation in the administration of the journal.ISJ is expected to be published twice a year. The first issue is expected to be published in November 2007.Manuscript requirements:Articles submitted to the journal should be your original work. Authors sending any work to us at the same time guarantee that the work does not break any copyrights laws or rules. You retain the copyright. We welcome the articles to be based on your personal experience and real-life stories. Work submitted should normally be between 1000-5000 words, but shorter summaries and reports will also be accepted. Please sign it with your full name and give contact address and e-mail. Every article should have a short title which indicates the scope of the article. Work can be submitted by e-mail as MS Word documents. Photographs and chartsillustrating the content are also welcome. The editorial board reserves the right to make changes to your work before publishing it. All submissions should meet requirements of London Metropolitan University’s policies on Equality and Diversity and plagiarism.


Articles should be submitted to Shiraz Durrani at s.durani@londonmet.ac.uk.”


The Editorial Board consists of Shiraz Durrani, Catherine Closet-Crane, Pawel Dziedzic, Nick Jones, Professor Ali Memon, Dave Percival, Mark Perkins and Usman Tar
This journal, then, should provide a very useful and welcome addition to the field, raising and promoting further issues related to information and social justice.



4. PAUL CATHERALL HAS STARTED UP A BLOG
http://journals.aol.co.uk/catherallp/praxis/

Paul Catherall has just started up a new AOL blog. He has called it “ ‘Praxis’: translating an idea into action”.

He introduces his blog in the following way:

“Firstly, welcome to my new Blog, where I hope to comment on issues of social justice as they arise. In the current UK climate, we must maintain a vigil on developments of domestic and foreign government policy which are shaped by the Neo-Conservative politic - characterised by the aggressive spread of global capitalism (as 'democracy') and the invasive transformation of society into a myriad of profit-based experiences. I am not a traditional socialist, but I hope that others reading this blog will wake up to the sheer injustices caused by the commodification agenda - transforming traditional tax-funded services like schools and hospitals into complex profit-based systems - leading to less accessible, less accountable, less affordable systems and ultimately the degeneration of society back to the dark ages of inequality, ignorance and servility.”


5. MARXISM AND EDUCATIONAL THEORY: ORIGINS AND ISSUES BY PROFESSOR MIKE COLE, ROUTLEDGE, 978 0 415 33171 5 9 (pbk) (£22.99); 978 0 415 33170 8 (hdbk) (£75.00)
http://www.amazon.co.uk/Marxism-Educational-Theory-Origins-Issues/dp/0415331706/ref=sr_1_3/202-4988115-3920669?ie=UTF8&s=books&qid=1192365909&sr=1-3

Professor Mike Cole, a writing colleague and friend of Glenn Rikowski’s has a new book out on ‘Marxism and Educational Theory’. As it says in the publicity flyer:
“We live in a world where thousands make massive profits out of the labours of others, while those others exist as wage slaves, millions of whom die of starvation and poverty-related illness every year. The fundamental aim of Marxism is the overthrow of the anarchic, exploitative and eco-destructive system of world capitalism and its replacement by world socialism and equality.”
The following key areas are addressed: utopian socialism, poststructuralism and postmodernism, transmodernism, globalisation, neo-liberalism and environmental destruction, the new imperialism and critical race theory.

There is also a Foreword by Professor Peter McLaren.


6. UNIVERSITY OF THE AGEAN, RHODES, GREECE: WORKSHOPS FOR THE MA ‘GENDER, NEW FORMS OF EDUCATION, NEW FORMS OF EMPLOYMENT AND NEW TECHNOLOGIES IN THE INFORMATION AGE’
http://www.rhodes.aegean.gr/genderstudies/postgrad/general-en.html

Dr Dionyssios Gouvias, Lecturer in Education Policy, Department of Pre-School Education and Educational Planning, University of the Agean, Rhodes, Greece, informed me about an interesting new innovative MA that has been set up at the university, which is entitled: “Gender, New Forms of Education, New Forms of Employment and New Technologies in the Information Age.”

The programme has as least three innovative features, thereby bringing the Greek academic and professional world on a par with other European institutions. These innovations cover: the Content (interdisciplinary approach to knowledge), the Organisation and the Teaching Methodology (combination of e-learning and conventional meetings).

The university is running a series of thematically organised workshops on special topics relating to the programme’s main areas of study. This is being organised and run by recognised scholars specialising in each topic.

The workshops focus on the following topics:
1. Gender and New Forms of Employment in the Age of Globalisation
2. Gender and New forms of Education in the Age of Globalisation
3. Gender and New Technologies in the Information Age

The workshops consist of presentations, discussions, group work and various other activities (decided by the presenters themselves) and covers both theoretical and empirical research.

N.B. Dr Dionyssios Gouvias gave a paper at a ‘Marxism and Education: Renewing Dialogues’ seminar, held on 3rd May 2006 on the theme ‘Universities plc?’, that Glenn Rikowski ran with Tony Green at the Institute of Education, University of London.


7. CRITICAL PEDAGOGY WORKING GROUP BASED AT THE INSTITUTE FOR SOCIAL SCIENCE, KINGSTON UNIVERSITY
http://fass.kingston.ac.uk/schools/social_science/ISS/critical_pedagogies/index.shtml

An important working group on Critical Pedagogy has been set up at the University of Kingston. As it says on the website:

“ ‘Critical Pedagogies’ is a working group based in the Institute for Social Science [University of Kingston] that aims to explore the meaning, practice and possibilities of critical pedagogies in the classroom and beyond. It grew out of a movement within the Faculty of Arts and Social Sciences to revitalise traditions of critical social science within the university. It is also part of a wider, international project to re-imagine what undergraduate education is and is for, and to reconnect pedagogical debates to political and ethical concerns.”
We were very pleased to discover that the section of this website entitled ‘External Resources’ includes a link to our website, ‘The Flow of Ideas’. It also includes links to the individual contributions of Henry Giroux, Ilan Gur-Ze’ev, Douglas Kellner and Peter McLaren. See:
http://fass.kingston.ac.uk/schools/social_science/ISS/critical_pedagogies/resources/index.shtml
Meetings, reading circles, symposia and discussion papers are held regularly. The meetings are open and all are welcome to join the ‘Critical Pedagogies’ group.
For more information, contact Dr. Sarah Amsler at s.amsler@kingston.ac.uk



8. CHANDOS CATALOGUE
Chandos Publishing has a new catalogue out on books for ‘Library and Information Management’ – Autumn 2007. If anyone would like an electronic copy of this, do contact me, and I will email you one.


9. PAUL CATHERALL’S REVIEW OF RUTH RIKOWSKI’S BOOK ‘GLOBALISATION, INFORMATION AND LIBRARIES’, OXFORD: CHANDOS PUBLISHING, 2005, ISBN 1 854334 084 4 (pbk); 1 84334 092 5 (hdbk)
Paul Catherall has written a very positive, detailed and, in my view, insightful review of my globalisation book, which was published in New Library World: charting new developments, International Library Education, Vol. 108, No. 1/2, 2007 (http://www.emeraldinsight.com/Insight/viewContainer.do;jsessionid=D219B5C267221FBD471074471CB10E86?containerType=Issue&containerId=24514)
Paul says that: “This book provides an in-depth and yet accessible treatise on the implications of globalisation as represented by the impact of the World Trade Organisation (WTO) on public services.” (p. 92).
Paul also considers my work on the knowledge economy and intellectual labour saying that I illustrate “…how in the modern world, intellectual labour is central to our economic system … [and] … links the ‘knowledge revolution’ of intellectual production and modern information industries to the success of the global economy, illustrating how the WTO is attempting to transform intellectual property and public services into international tradable commodities.” (p. 93).
He concludes by saying that “The book is very ambitious and attempts to provide us with ‘the big picture’ on the forces at work on the international scene that are driving the corporate takeover of public services.” (p. 96)


Another hard copy version was also published in Impact, the journal for the Career Development Group of CILIP (Chartered Institute of Library and Information Professionals) in 2006 and Paul wrote a short piece for Ymlaen, the Career Development Wales Group of CILIP’s newsletter (Issue 8, Summer 2006) .


10. ‘NEW TECHNOLOGICAL TOOLS ON ACADEME’ – A REVIEW OF ‘TEACHING WITH TECHNOLOGY: AN ACADEMIC LIBRARIAN’S GUIDE’ BY J.M. WILLIAMS AND S. GOODWIN, OXFORD: CHANDOS PUBLISHING, ISBN 978 1 84334 172 7 (PPBK); 978 1 84334 173 4 (HDBK), £39.95 – REVIEWED BY RALPH ADAM

Ralph Adam (on CILIP London Committee) has written a positive review of a book that I commissioned for Chandos publishing, which has been published in this months issue of CILIP Update – November 2007, Vol 6 (11), p. 44. Ralph Adam says: “This book has appeared at just the right moment – and is very welcome. It describes technologies for enhancing library education (in both formal teaching and enquiry-desk work), filling the gap between teaching manuals and technology guides.”


11. POLICY FUTURES IN EDUCATION – GROWING SUCCESS: TO BE PUBLISHED 6 TIMES A YEAR!
Policy Futures in Education grows from strength to strength, with more and more high quality articles being submitted. So much so that it will now be published six times a year, starting from next year (2008). This is in contrast to the four issues a year that have been published since it started, in 2003. Three issues for 2008 are already in production (which obviously includes the issue that I am co-editing with Isaac Hunter Dunlap on ‘Digital Libraries’).


12. HISTORICAL MATERIALISM FOURTH ANNUAL CONFERENCE

Historical Materialism Conference 2007: School of Oriental & African Studies, University of London, WC1, 9-11 November 2007


This is the Fourth Annual Historical Materialism Conference held in conjunction with the Isaac and Tamara Deutscher Prize Committee and the Socialist Register. It will take place between 9-11 November, 2007 at the School of Oriental and African Studies, London. The conference continues its interdisciplinary thread and allows the participants to choose among a wide range of parallel workshops from different disciplines and topics which include, among others:


Labour (Comparative Case Studies of Working Class and Trade Unions, Theoretical Debates on Mobilisation and Labour Process Theories, Rural Labour Relations, Social Movements)History (Russian Revolution, Spanish Revolution, Absolutism and Bourgeois State, Pre-capitalist Modes of Production)Political Economy (Finance and Capital, Value Theory and Capital, Grundrisse Anniversary, Contemporary Capitalism, Borders and Political Economy of Development, Africa and Dispossession, World Economy, Neoliberalism and Resistance, Commodity Chains)Philosophy (Materialism and Philosophy, Modalities of Political Power, Althusser, Re-reading Gramsci)Culture (Marxism, Art and Institutions, Critical Film Studies, Debord and Society of Spectacle, Ideology and Utopia, Art and Politics)International Relations (Defining the International, Geopolitics, IR and Gramsci, Israel-Palestine)Marxism and.... (Marxism and Postcolonialism, Marxism and Law, Marxism and Psychoanalysis, Marxism, Class and Education) A special room will be devoted to selected film screenings which will take place during three days of the conference. Confirmed speakers include:Bashir Abu-Manneh, Gilbert Achcar, Christine Achinger, Edward Acton, Aijaz Ahmad, Brian Alleyne, Sabah Alnasseri, Christopher J. Arthur, Sam Ashman, Maurizio Atzeni, Sedat Aybar, Sarah Badcock, Giorgio Barratta, Luca Basso, Asef Bayat, Jonathan Beller, Riccardo Bellofiore, Ana Cecilia Bergene, Henry Bernstein, Rakesh Bhandari, Andreas Bieler, Sophie Béroud, Jacques Bidet, Robin Blackburn, Chris Bolsmann, Paola Bonifazio, Derek Boothman, Atilio Boron, Mark Bould, Stephen Bouquin, Robert Brenner, Andrew Brown, Tom Bunyard, Ray Bush, Alex Callinicos, Paul Cammack, Liam Campling, Gavin Capps, Giuseppe Caruso, John Chalcraft, Lorenzo Chiesa, Andrew Chitty, Simon Clarke, Alex Colas, Gareth Dale, Neil Davidson, Gail Day, Tim Dayton, Massimo de Angelis, Radhika Desai, Ana Dinerstein, Paolo dos Santos, Antoni Domenech, Albert Domingo, Fernando Duran, Andy Durgan, Steve Edwards, Tony Elger, Gregory Elliott, Ferdan Ergut, Mauro Farnesi, Ben Fine, Donald Filtzer, Roberto Fineschi, Carl Freedman, Alan Freeman, Gregor Gall, Heide Gerstenberger, Melanie Gilligan, Andrew Glyn, Hugh Goodacre, Jonathan Goodhand, Jamie Gough, Peter Gowan, Volker Gransow, Diego Guerrero, Peter Hallward, Jane Hardy, Chris Harman, Graham Harrison, Barbara Harriss-White, David Harvie, Owen Hatherley, Mike Haynes, Micheal Head, Michael Heinrich, Renate Holub, Richard Hyman, Makoto Itoh, Peter Ives, Donna Jones, Patrick Keiller, John Kelly, Mick Kennedy, Laleh Khalili, Jim Kincaid, Jeff Kinkle, Gal Kirn, Sharon Kivland, Sam Knafo, Onur Suzan Komurcu, Michael Kraetke, John Kraniauskas, Hannes Lacher, Rocco Lacorte, Mark Laffey, Spiros Lapatsioras, Costas Lapavitsas, Ching Kwan Lee, Esther Leslie, Norman Levine, William Lewis, Renzo Llorente, Dic Lo, Domenico Losurdo, David Mandel, Giacomo Marramao, David McNally, George Meramveliotakis, Alessandra Mezzadri, Keir Milburn, John Milios, Owen Miller, Toby Miller, Dimitris Milonakis, Kim Moody, Fred Moseley, Rastko Mocnik, Simon Mohun, Adam Morton, Kevin Murphy, Mike Neary, Michael Neocosmos, Paolo Novak, Benjamin Noys, Carlos Oya, Bryan Palmer, Silke Panse, Ilan Pappé, Simon Pirani, Anna Pollert, Moishe Postone, Nina Power, Ozren Pupovac, Devi Sacchetto, Mõkkel Bol Rasmussen, Mike Richards, Glenn Rikowski, Spyros Sakellaropoulos, Jyoti Saraswati, Hajime Sato, Ben Selwyn, Helena Sheehan, Stuart Shields, Subir Sinha, Bev Skeggs, John Smith, Tony Smith, Panagiotis Sotiris, Gaspar Tamas, Benno Teschke, Adrien Thomas, Peter Thomas, Massimilano Tomba, Alberto Toscano, Greg Tuck, Vanessa Ushie,Kees van der Pijl, Elisa van Waeyenberge, Fabio Vighi, Mike Wayne, Tunde Zack Williams, Paul Willis, Jane Wills, Frieder Otto Wolf, Tony Wood, Owen Worth, Leo Zelig, Slavoj Zizek.


The conference has become an important event on the Left, providing an annual forum to discuss recent developments on the agenda of historical materialist research by scholars, researchers, students and activists from different continents. Online registration is now available. Prices are suggested donations but as the conference receives no other funding they encourage all - including paper givers - to register now. See: http://mercury.soas.ac.uk/hm/conference2007.htm

Glenn Rikowski will be speaking at the conference on Marxist Educational Theory Unplugged.


13. LIBRARY MANAGEMENT SUPPLIERS (LMS) AT CILIP
On Friday 9 November 2007, from 09.00am - 16.00pm, 12 library management suppliers (LMS) will be talking about their library computer management systems, providing demonstrations and responding to questions from participants at the HQ of the Chartered Institute of Library and Information Professionals (CILIP), at 7 Ridgmount Street, London WC1E 7AE.A list of the suppliers is available at:http://www.cilip.org.uk/training/suppliers/sss/lms207.htm
The session is free. To register, click here:http://fs3.formsite.com/cilip/form822887713/index.html
All visitors on the day will also be entered into a free prize draw to win a New Apple iPod nano 8GB kindly donated by IS Oxford, designer of the Heritage Library Management System.

This seems like a very good opportunity to me, to compare and contrast the advantages, disadvantages, level of customer support and functionality of different library computer management systems. LMS’s are costly, so the more information that can be gathered prior to making that all-important decision can surely only be to the good, particularly given that I.T. is now so much part of our everday life. Saying ‘no’ to the purchase of a library management system is not a possibility for most library managers today. The advantages to be gained are tremendous of course, but there is still much room for improvement, particularly in regard to customer support. This applies to the computer industry in general, in fact. This is something that we all need to be more aware of and seek to make companies more accountable. We must always be mindful of the fact that organisations in capitalism are essentially about value creation and profit-making, and customer care and support is and always will be, very much secondary (at least) to this agenda. But by exercising some pressure, we can improve the situation in some ways.


14. STATISTICS ON OUR WEBSITE, ‘THE FLOW OF IDEAS’ – DOING WELL, AND CONTRIBUTIONS WELCOMED
http://www.flowideas.co.uk/

The statistics on our website are doing well (by our standards anyway!), averaging over 100 visits a day, and were up to around 150 a day in the summer. If anyone is interested in writing a piece for it, or contributing in some other way, then do let us know!


15. JOHN BOND’S FUNERAL
A very dear friend of mine passed away a few weeks ago (on 22nd September 2007). His name was John Thomas Bond. He was 91 years old, so in that way, something to celebrate, I guess, rather than feel sad about. But obviously, it is still difficult when one loses someone like that. I went to the lovely, personal and open funeral service that took place on Thursday, 11th October 2007, at the Friary, The House of the Divine Compassion, where he lived for the last few years of his life. Some of the service was held in the spirit of the Society of Friends – the Quakers. There were some 70 people there. John’s favourite saying was ‘The best is yet to be’. John – we wish you well on your journey. You are irreplaceable, a light in our life, seeking social justice and providing hope, joy and peace as well as being a magnet to so many.

I spoke about John in the piece I wrote about my parents, that is now available on our website. It is entitled ‘Stanley and Mabel Turney and the Peace Pledge Union: experiences of being bought up in a family advocating peace’ and is available at:
http://www.flowideas.co.uk/?page=articles&sub=Turney%5ba%5ds%20and%20PPU



16. MUSIC4PEOPLE SUMMER SCHOOL
Finally, to end on a nice, cheerful note, here is some uplifting musical news!
Virginia Rushton, who runs the ‘Second Chance’ choir that I am now a member of, has been involved in writing a new opera, entitled ‘Brushwork’ for ‘Music4People’. ‘Music4People’ is a new organisation that was set up in 2007 to widen access to quality musical activities for adults. The focus, in particular, is to provide musical opportunities for those people who, for whatever reason, were not able to engage more fully with musical activities earlier in their lives.

‘Music4People’ will be having annual, weekly residential Summer Schools (to be held in the first week of August) and the first one will be held next summer at Giggleswick School in the Yorkshire Dales, from 2nd-9th August 2008. ‘Brushwork’ which is a comic opera and was inspired by a variety of historical portraits in the National Portrait Gallery, will be performed at this workshop.

This sounds like a very exciting project to me - opening up musical creativity and enabling more people to be able to enjoy and participate in music. If you want to know/find out more – do contact me.


Many thanks to Maria Jesús Morillo Calero, Shiraz Durrani, Paul Catherall, Mike Cole,
Dionyssios Gouvias, Clare Hardcastle and Virginia Rushton for providing information for items 2, 3, 4, 5, 6, 13 and 16 respectively.

Thanks also to Paula Allman for reading the draft version of this, and for her comments in regard to item 1.


Best wishes,
Ruth


30th October 2007