Giroux (2015). Marketing the University – Corporate Power and the Academic Factory.

“The consequence of the substitution of technology for pedagogy is that instrumental goals replace ethical and political considerations, diminishing classroom control by teachers while offering a dehumanizing pedagogy for students.”

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Giroux (2015). Introduction – Challenging the Military-Industrial-Academic Complex After 9/11.

“… many educators have lost a meaningful language for linking schooling to democracy, convinced that education is now about job training, competitive market advantage, patriotic correctness, and a steady supply of labor for the national security state.”

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Greenwald (2013). NSA collecting phone records of millions of Verizon customers daily.

Edward Snowden. Photo by Bryan Bedder/Getty Images for The New Yorker. October 11, 2014, New York City.

“The document shows for the first time that under the Obama administration the communication records of millions of US citizens are being collected indiscriminately and in bulk — regardless of whether they are suspected of any wrongdoing.” (ΒΆ3)

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Justice & Stanley (2016). Teaching in the Time of Trump.

“Public schools exist, in part, for the political purpose of instilling the principal values of a democratic republic, training students in the skills and knowledge requisite to healthy democratic life. In a time when a major political candidate threatens the fundamental values of the nation, educators are called to explain the nature of the present threat, that is, to explain one of the oldest problems in Western philosophy, the problem of demagoguery.” (p 38)

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Francis (2010). Perspectives on Technology. (The Technological Imperative in Canada)

“From Bacon onward, a host of social reformers and utopianists alike have seen in technology the panacea to the multiplicity of ills besetting society, many of which are, ironically, the direct results of the very technology that has become the object of faith.” (p 16)

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Levinson (2005). The First Digital Medium. (“The Soft Edge”, Chapter 2)

“Literacy probably constitutes the most significant monopoly of knowledge in human history. Our public education system is in effect predicated on breaking that monopoly of knowledge, or making sure it does not arise in the first place. Our open democratic society believes, quite rightly, that having access to knowledge of the day — not only via broadcast media available in this century, but to older, printed modes of communication that still provide the most depth of detail and analysis — is a cornerstone of healthy political existence.” (p 12)

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