Noah De Lissovoy
Biographic Data
| ID | 3674040 |
|---|---|
| NAME | Noah De Lissovoy |
| GIVEN NAMES | Noah |
| FAMILY NAME | De Lissovoy |
| SIGNATURE | DE LISSOVOY N |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0003-3233-0904 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 145 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Unwinding Capitalism-Coloniality: Starting Points for Theory and Pedagogy
Backwards and Forwards: Walter Rodney, Decoloniality, and the Possibility of a Progressive Praxis
Thinking and teaching beyond the terror of capitalist reason
The contemporary landscape of dread in living and teaching demands a creative and experimental form of investigation that can trace the affective contours of the present and uncover the obscure openings for an oppositional imagination. In a series of interlinked excurses, this essay articulates a poetic probing of the nexus of slow fascism and capitalist realism in the contemporary United States, as this is lived in the waking dreams of pedagogy …
Collective Imagination Against the Given: A Conversation with Noah De Lissovoy
Disclosure StatementNo potential conflict of interest was reported by the author(s
Capitalism, Pedagogy, and the Politics of Being
Through reframing central categories in Western critical thought, this book systematically bridges the theoretical traditions of Marxism, Latin American decolonial thought and critical pedagogy. It investigates the relationship between capitalism and coloniality in society and education, and reconceptualizes emancipatory theory and pedagogy in response. De Lissovoy exposes a logic of violation at the heart of capitalist accumulation and argues th…
La colonialidad del poder y el currículum de la violencia: Comprendiendo el racismo educacional contemporáneo en las Américas
This study shows how the notion of coloniality of power unveils the existence of a curriculum of violence by considering two contemporary cases in the U.S. and Mexico.Current restrictions on the types of content and activities allowed in civics education concerned with race in the U.S., as well as attacks on normalistas' bodies and educational institutions in Mexico, show how racism as an international project is attached to a capital system that…
Colonialidade: Dimensões-chave e implicações críticas
Emergindo da investigação sociológica e filosófica a respeito da história do encontro colonial na América Latina, a noção de colonialidade (assim como a teoria decolonial, campo mais amplo com a qual está agora associada) tornou-se um recurso teórico crucial para estudiosos de várias áreas. Investigações da estrutura e dos processos da colonialidade desafiam ideias amplamente aceitas sobre poder, conhecimento e identidade na modernidade, o que tr…
Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy
Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate this discussion in the context of the rise of radical …
Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri
The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articulated mobilizations, along with the emergence of new decolonizing movements that interrogate the undifferentiated character of the common, partly affirm long-standing critiques of Hardt and Negri’s theses. Rather than rejecting their arguments, we should…
Marxisms and Education
Coloniality: Key Dimensions and Critical Implications
Decoloniality as inversion: Decentring the west in emancipatory theory and pedagogy
This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I ar…
Value and Violation: Toward a Decolonial Analytic of Capital
While the decolonial turn calls into question the broad structure of Western knowledge projects, it also suggests an investigation of the central objects and categories of these projects. This study undertakes this latter investigation in relation to Marxist theory. Starting from the work of Frantz Fanon and contemporary theorists of coloniality, I consider three central figures in the Marxian critique of capital: enclosure, valorization, and rea…
Pedagogy of the anxious: Rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization
Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a politics of the subject as central to its philosophy. However, scholars of critical pedagogy have not adequately attended to the reorganization of subjectivity that neoliberalism itself proposes.…
Against reconciliation: Constituent power, ethics, and the meaning of democratic education
Starting from autonomist theorist Antonio Negri’s concept of constituent power and from decolonial philosopher Enrique Dussel’s notions of obediential power and the ethics of exteriority, this study outlines key principles for democratic education in the present. The article contrasts these philosophical starting points with the work of John Dewey and offers a critique of his theory of democracy, showing that a critical conception of democracy sh…
Scripted Fantasies and Innovative Orientalisms: Media, Youth, and Ideology in the Age of the 'War on Terror
Anxieties associated with global conflict surround youth and ideological narratives mediating these conflicts can be seen in the popular media youth consume. This investigation uses contemporary cultural-theoretical conceptualizations of ideology to analyze several important popular screen-based cultural artifacts created for youth consumption to determine how young audiences are invited into the ideoscapes and discourses of global politics in th…
Inventando la Democracia. Enseñanza y Unión
La democracia liberal formal es ideológicamente falsa y fundamentalmente incorrecta respecto al tipo de comunidad a la que se refiere y la que pretende desarrollar. Por eso, en este artículo se presentan cuatro fuentes para pensar sobre el ser, la democracia y la comunidad: La idea del “ser-con” de Heidegger, El proyecto multitud de Hardt y Negri. La vulnerabilidad de Butler, y El paradigma planetario de Dussel y la idea de coexistencia de Mignol…
Science, Culture, and the Meaning of Objectivity
Race, Reason and Reasonableness: Toward an “Unreasonable” Pedagogy
Starting from the contemporary critical-theoretical notion of an objective violence that organizes social reality in capitalism, including processes of systemic racism, as well as from phenomenological inquiries into processes of race and identity, this article explores the relationship between racism and reasonableness in education and society. The category of the reasonable connects the content of particular propositions with the inner truth of…
Education and emancipation in the neoliberal era: Being, Teaching, and Power
Pedagogy of the Impossible: Neoliberalism and the Ideology of Accountability
This article analyzes the ideology of accountability in contemporary education within the context of neoliberalism and its reconstruction of social relationships on the basis of the market, competition and efficiency. Drawing on contemporary critical philosophical accounts, it argues that the scholarship on education and accountability has not fully registered the way that ideology in neoliberalism works through modes of fantasy and enclosure, in…
Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities
Conceptualizing the Carceral Turn: Neoliberalism, Racism, and Violation
This article considers the turn to punishment in neoliberalism, and the hardening it marks in the criminal justice system, education, and public life. Examining tensions between neoliberalism's doctrine of equality before the market and its actual reproduction of racial disparities, I specify a concept of violation, as a principle of both material and symbolic domination, that can respond to these tensions. Considering influential analyses of the…
Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum
This article offers a theory of a process of violation that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of …
Economies of racism: Grounding education policy research in the complex dialectic of race, class, and capital
The intent of this paper is to interrogate the current theoretical discourse in education concerning issues of race and class. The authors maintain that in recent years educational theory and critical policy discourse have unintentionally become splintered in such a way that race and class theories are employed separately, without much analysis of the concomitant ways race and racism are both embedded in and productive of the material processes o…
Decolonial pedagogy and the ethics of the global
An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting f…
Pedagogy in Common: Democratic education in the global era
In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentall…
Educational 'accountability' and the violence of capital: A Marxian reading
This article investigates the accountability movement in education in order to discover its meaning within contemporary capitalism. It demonstrates how trends in educational accountability reify the consciousness and creativity of students into simple scores and indices according to a logic of commodification, as well as reinforcing white supremacist ideology by portraying neocolonial representations of student accomplishment and potential as neu…
Economies of racism: Grounding education policy research in the complex dialectic of race, class, and capital
The intent of this paper is to interrogate the current theoretical discourse in education concerning issues of race and class. The authors maintain that in recent years educational theory and critical policy discourse have unintentionally become splintered in such a way that race and class theories are employed separately, without much analysis of the concomitant ways race and racism are both embedded in and productive of the material processes o…
Pedagogy of the anxious: Rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization
Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a politics of the subject as central to its philosophy. However, scholars of critical pedagogy have not adequately attended to the reorganization of subjectivity that neoliberalism itself proposes.…
Conceptualizing the Carceral Turn: Neoliberalism, Racism, and Violation
This article considers the turn to punishment in neoliberalism, and the hardening it marks in the criminal justice system, education, and public life. Examining tensions between neoliberalism's doctrine of equality before the market and its actual reproduction of racial disparities, I specify a concept of violation, as a principle of both material and symbolic domination, that can respond to these tensions. Considering influential analyses of the…
Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities
Staging the Crisis: Teaching, Capital, and the Politics of the Subject
This article proposes a philosophical reconstruction of the subject of the educator as the agent of curriculum. Starting from recent work in critical theory and philosophy, it describes the process of the existential crisis of the educator as the first step toward a truly critical education. The article argues that philosophy of curriculum must be concerned not just with forms of thought but also with forms of being—with the very ground of the su…
Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum
This article offers a theory of a process of violation that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of …
Decoloniality as inversion: Decentring the west in emancipatory theory and pedagogy
This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I ar…
Race, Reason and Reasonableness: Toward an “Unreasonable” Pedagogy
Starting from the contemporary critical-theoretical notion of an objective violence that organizes social reality in capitalism, including processes of systemic racism, as well as from phenomenological inquiries into processes of race and identity, this article explores the relationship between racism and reasonableness in education and society. The category of the reasonable connects the content of particular propositions with the inner truth of…
Conceptualizing Oppression in Educational Theory: Toward a Compound Standpoint
This article analyzes three paradigms of oppression that are influential in progressive approaches in educational research: oppression as cultural hegemony, oppression as capitalist accumulation, and oppression as discursive effect. It argues that these different models, and their strengths and weaknesses, are connected to different philosophical standpoints (ways of understanding reality and criteria of truth that are historically and socially s…
Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy
Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate this discussion in the context of the rise of radical …
Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri
The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articulated mobilizations, along with the emergence of new decolonizing movements that interrogate the undifferentiated character of the common, partly affirm long-standing critiques of Hardt and Negri’s theses. Rather than rejecting their arguments, we should…
Against reconciliation: Constituent power, ethics, and the meaning of democratic education
Starting from autonomist theorist Antonio Negri’s concept of constituent power and from decolonial philosopher Enrique Dussel’s notions of obediential power and the ethics of exteriority, this study outlines key principles for democratic education in the present. The article contrasts these philosophical starting points with the work of John Dewey and offers a critique of his theory of democracy, showing that a critical conception of democracy sh…
La colonialidad del poder y el currículum de la violencia: Comprendiendo el racismo educacional contemporáneo en las Américas
This study shows how the notion of coloniality of power unveils the existence of a curriculum of violence by considering two contemporary cases in the U.S. and Mexico.Current restrictions on the types of content and activities allowed in civics education concerned with race in the U.S., as well as attacks on normalistas' bodies and educational institutions in Mexico, show how racism as an international project is attached to a capital system that…
Value and Violation: Toward a Decolonial Analytic of Capital
While the decolonial turn calls into question the broad structure of Western knowledge projects, it also suggests an investigation of the central objects and categories of these projects. This study undertakes this latter investigation in relation to Marxist theory. Starting from the work of Frantz Fanon and contemporary theorists of coloniality, I consider three central figures in the Marxian critique of capital: enclosure, valorization, and rea…
Scripted Fantasies and Innovative Orientalisms: Media, Youth, and Ideology in the Age of the 'War on Terror
Anxieties associated with global conflict surround youth and ideological narratives mediating these conflicts can be seen in the popular media youth consume. This investigation uses contemporary cultural-theoretical conceptualizations of ideology to analyze several important popular screen-based cultural artifacts created for youth consumption to determine how young audiences are invited into the ideoscapes and discourses of global politics in th…
Dialectic of Emergency/Emergency of the Dialectic *I am very grateful to Prof. Joel Kovel for his useful comments on an earlier draft of this paper
(2008). Dialectic of Emergency/Emergency of the Dialectic *I am very grateful to Prof. Joel Kovel for his useful comments on an earlier draft of this paper. . Capitalism Nature Socialism: Vol. 19, No. 1, pp. 27-40
History, Histories, or Historicity? The Time of Educational Liberation in the Age of Empire
In approaches to education in the tradition of critical theory, and particularly in the philosophical tradition following Paulo Freire, the idea of history as a space of possibility allows for hope
Educational 'accountability' and the violence of capital: A Marxian reading
This article investigates the accountability movement in education in order to discover its meaning within contemporary capitalism. It demonstrates how trends in educational accountability reify the consciousness and creativity of students into simple scores and indices according to a logic of commodification, as well as reinforcing white supremacist ideology by portraying neocolonial representations of student accomplishment and potential as neu…
History, Histories, or Historicity? The Time of Educational Liberation in the Age of Empire
In approaches to education in the tradition of critical theory, and particularly in the philosophical tradition following Paulo Freire, the idea of history as a space of possibility allows for hope
Dialectic of Emergency/Emergency of the Dialectic *I am very grateful to Prof. Joel Kovel for his useful comments on an earlier draft of this paper
(2008). Dialectic of Emergency/Emergency of the Dialectic *I am very grateful to Prof. Joel Kovel for his useful comments on an earlier draft of this paper. . Capitalism Nature Socialism: Vol. 19, No. 1, pp. 27-40
Conceptualizing Oppression in Educational Theory: Toward a Compound Standpoint
This article analyzes three paradigms of oppression that are influential in progressive approaches in educational research: oppression as cultural hegemony, oppression as capitalist accumulation, and oppression as discursive effect. It argues that these different models, and their strengths and weaknesses, are connected to different philosophical standpoints (ways of understanding reality and criteria of truth that are historically and socially s…
Staging the Crisis: Teaching, Capital, and the Politics of the Subject
This article proposes a philosophical reconstruction of the subject of the educator as the agent of curriculum. Starting from recent work in critical theory and philosophy, it describes the process of the existential crisis of the educator as the first step toward a truly critical education. The article argues that philosophy of curriculum must be concerned not just with forms of thought but also with forms of being—with the very ground of the su…
Pedagogy in Common: Democratic education in the global era
In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentall…
Decolonial pedagogy and the ethics of the global
An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting f…
Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum
This article offers a theory of a process of violation that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of …
Economies of racism: Grounding education policy research in the complex dialectic of race, class, and capital
The intent of this paper is to interrogate the current theoretical discourse in education concerning issues of race and class. The authors maintain that in recent years educational theory and critical policy discourse have unintentionally become splintered in such a way that race and class theories are employed separately, without much analysis of the concomitant ways race and racism are both embedded in and productive of the material processes o…
Pedagogy of the Impossible: Neoliberalism and the Ideology of Accountability
This article analyzes the ideology of accountability in contemporary education within the context of neoliberalism and its reconstruction of social relationships on the basis of the market, competition and efficiency. Drawing on contemporary critical philosophical accounts, it argues that the scholarship on education and accountability has not fully registered the way that ideology in neoliberalism works through modes of fantasy and enclosure, in…
Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities
Conceptualizing the Carceral Turn: Neoliberalism, Racism, and Violation
This article considers the turn to punishment in neoliberalism, and the hardening it marks in the criminal justice system, education, and public life. Examining tensions between neoliberalism's doctrine of equality before the market and its actual reproduction of racial disparities, I specify a concept of violation, as a principle of both material and symbolic domination, that can respond to these tensions. Considering influential analyses of the…
Education and emancipation in the neoliberal era: Being, Teaching, and Power
Inventando la Democracia. Enseñanza y Unión
La democracia liberal formal es ideológicamente falsa y fundamentalmente incorrecta respecto al tipo de comunidad a la que se refiere y la que pretende desarrollar. Por eso, en este artículo se presentan cuatro fuentes para pensar sobre el ser, la democracia y la comunidad: La idea del “ser-con” de Heidegger, El proyecto multitud de Hardt y Negri. La vulnerabilidad de Butler, y El paradigma planetario de Dussel y la idea de coexistencia de Mignol…
Science, Culture, and the Meaning of Objectivity
Race, Reason and Reasonableness: Toward an “Unreasonable” Pedagogy
Starting from the contemporary critical-theoretical notion of an objective violence that organizes social reality in capitalism, including processes of systemic racism, as well as from phenomenological inquiries into processes of race and identity, this article explores the relationship between racism and reasonableness in education and society. The category of the reasonable connects the content of particular propositions with the inner truth of…
Against reconciliation: Constituent power, ethics, and the meaning of democratic education
Starting from autonomist theorist Antonio Negri’s concept of constituent power and from decolonial philosopher Enrique Dussel’s notions of obediential power and the ethics of exteriority, this study outlines key principles for democratic education in the present. The article contrasts these philosophical starting points with the work of John Dewey and offers a critique of his theory of democracy, showing that a critical conception of democracy sh…
Scripted Fantasies and Innovative Orientalisms: Media, Youth, and Ideology in the Age of the 'War on Terror
Anxieties associated with global conflict surround youth and ideological narratives mediating these conflicts can be seen in the popular media youth consume. This investigation uses contemporary cultural-theoretical conceptualizations of ideology to analyze several important popular screen-based cultural artifacts created for youth consumption to determine how young audiences are invited into the ideoscapes and discourses of global politics in th…
Value and Violation: Toward a Decolonial Analytic of Capital
While the decolonial turn calls into question the broad structure of Western knowledge projects, it also suggests an investigation of the central objects and categories of these projects. This study undertakes this latter investigation in relation to Marxist theory. Starting from the work of Frantz Fanon and contemporary theorists of coloniality, I consider three central figures in the Marxian critique of capital: enclosure, valorization, and rea…
Pedagogy of the anxious: Rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization
Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a politics of the subject as central to its philosophy. However, scholars of critical pedagogy have not adequately attended to the reorganization of subjectivity that neoliberalism itself proposes.…
Marxisms and Education
Coloniality: Key Dimensions and Critical Implications
Decoloniality as inversion: Decentring the west in emancipatory theory and pedagogy
This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I ar…
Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy
Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate this discussion in the context of the rise of radical …
Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri
The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articulated mobilizations, along with the emergence of new decolonizing movements that interrogate the undifferentiated character of the common, partly affirm long-standing critiques of Hardt and Negri’s theses. Rather than rejecting their arguments, we should…
Political science (25 works) · Sociology (24 works) · Epistemology (20 works) · Politics (19 works) · Law (18 works) · Philosophy (17 works) · Law (16 works) · Philosophy (13 works) · Global Educational Policies and Reforms (12 works) · Critical theory (11 works)