Lew Zipin
Biographic Data
| ID | 764105 |
|---|---|
| NAME | Lew Zipin |
| GIVEN NAMES | Lew |
| FAMILY NAME | Zipin |
| SIGNATURE | ZIPIN L |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0002-0135-6733 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 219 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Bourdieu’s philosophical anthropologies
Philosophical anthropologies (PAs) – ontological assumptions about human species-nature – have long faced Foucauldian post-structural rejection of their value and legitimacy in explaining sociological problematics. In this article I endorse Bourdieu’s resistance to a post-PA momentum, arguing that PAs need assuming in sociological research. In the process, I explore PAs within Bourdieu’s research framework, including how his key empirical-analyti…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Young people pursuing futures
Young people’s processes of forming identities, linked to the work of anticipating futures, involve significant labors of thought, feeling, ethics and imagination. These labors proceed across both life-worlds and school-worlds, often in tension, especially for those from marginalized positions in social-structural power relations. This paper explores such identity labors, drawing on rich ethnographic data from research, during 2013–2014, that eng…
Aggravating Students’ Structural Vulnerabilities
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
The long read
At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Middle-class school choice in urban spaces
There are particular histories by which power inequalities take structural form in given nations. For most of Australia’s federated history, economic class (but not ‘race’) stratifications were les
Conjuring optimism in dark times
This paper analyses how the discursive construction, valuation and subjective experience of human capital is evolving in parallel with crises of capital as a world-system. Ideology critique provides tools for analysing policy ‘fictions’ that aim to sustain investment in human capital through education. Foucauldian analytical tools enable analysis of how human capital has become a project of self-appreciation and cultivation of positive psychologi…
Critical realism for Marxist sociology of education
In Critical realism for Marxist sociology of education (CRMSE), Grant Banfield addresses what he sees as a fraught problem for the field of critical sociologies of education (‘critical’ here signif
Identity, neoliberalism and aspiration
Every now and then you find a new book that you wish you had read before starting out on educational research. Now it may be around 40 years too late for some, including this reviewer, but this is
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
Analysing Secondary School Strategies in Changing Times
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Dark funds of knowledge, deep funds of pedagogy
Among social justice efforts to make curriculum more engaging and achieving for ‘less advantaged’ learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 2005 Buck, P. and Sylvester, P.S. 2005. “Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education”. In Funds of knowledge: Theorizing practices in households, com…
The Sage Handbook of Education for Citizenship and Democracy
Post‐humanism and the problem of theorizing coherence
In A. S. Byatt's novel Possession: a Romance (1990), Roland, a British doctoral student in literature, and Maud, a feminist literature professor, come together through odd career convergences. Rola
Simplistic Fictions in Australian Higher Education Policy Debates
(1999). Simplistic Fictions in Australian Higher Education Policy Debates: a Bourdieuan analysis of complex power struggles. Discourse: Studies in the Cultural Politics of Education: Vol. 20, No. 1, pp. 21-39
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
Dark funds of knowledge, deep funds of pedagogy
Among social justice efforts to make curriculum more engaging and achieving for ‘less advantaged’ learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 2005 Buck, P. and Sylvester, P.S. 2005. “Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education”. In Funds of knowledge: Theorizing practices in households, com…
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
Conjuring optimism in dark times
This paper analyses how the discursive construction, valuation and subjective experience of human capital is evolving in parallel with crises of capital as a world-system. Ideology critique provides tools for analysing policy ‘fictions’ that aim to sustain investment in human capital through education. Foucauldian analytical tools enable analysis of how human capital has become a project of self-appreciation and cultivation of positive psychologi…
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Post‐humanism and the problem of theorizing coherence
In A. S. Byatt's novel Possession: a Romance (1990), Roland, a British doctoral student in literature, and Maud, a feminist literature professor, come together through odd career convergences. Rola
Simplistic Fictions in Australian Higher Education Policy Debates
(1999). Simplistic Fictions in Australian Higher Education Policy Debates: a Bourdieuan analysis of complex power struggles. Discourse: Studies in the Cultural Politics of Education: Vol. 20, No. 1, pp. 21-39
Post‐humanism and the problem of theorizing coherence
In A. S. Byatt's novel Possession: a Romance (1990), Roland, a British doctoral student in literature, and Maud, a feminist literature professor, come together through odd career convergences. Rola
The Sage Handbook of Education for Citizenship and Democracy
Analysing Secondary School Strategies in Changing Times
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Dark funds of knowledge, deep funds of pedagogy
Among social justice efforts to make curriculum more engaging and achieving for ‘less advantaged’ learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 2005 Buck, P. and Sylvester, P.S. 2005. “Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education”. In Funds of knowledge: Theorizing practices in households, com…
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
Critical realism for Marxist sociology of education
In Critical realism for Marxist sociology of education (CRMSE), Grant Banfield addresses what he sees as a fraught problem for the field of critical sociologies of education (‘critical’ here signif
Identity, neoliberalism and aspiration
Every now and then you find a new book that you wish you had read before starting out on educational research. Now it may be around 40 years too late for some, including this reviewer, but this is
Conjuring optimism in dark times
This paper analyses how the discursive construction, valuation and subjective experience of human capital is evolving in parallel with crises of capital as a world-system. Ideology critique provides tools for analysing policy ‘fictions’ that aim to sustain investment in human capital through education. Foucauldian analytical tools enable analysis of how human capital has become a project of self-appreciation and cultivation of positive psychologi…
Middle-class school choice in urban spaces
There are particular histories by which power inequalities take structural form in given nations. For most of Australia’s federated history, economic class (but not ‘race’) stratifications were les
The long read
At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Young people pursuing futures
Young people’s processes of forming identities, linked to the work of anticipating futures, involve significant labors of thought, feeling, ethics and imagination. These labors proceed across both life-worlds and school-worlds, often in tension, especially for those from marginalized positions in social-structural power relations. This paper explores such identity labors, drawing on rich ethnographic data from research, during 2013–2014, that eng…
Aggravating Students’ Structural Vulnerabilities
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Bourdieu’s philosophical anthropologies
Philosophical anthropologies (PAs) – ontological assumptions about human species-nature – have long faced Foucauldian post-structural rejection of their value and legitimacy in explaining sociological problematics. In this article I endorse Bourdieu’s resistance to a post-PA momentum, arguing that PAs need assuming in sociological research. In the process, I explore PAs within Bourdieu’s research framework, including how his key empirical-analyti…
Sociology (21 works) · Political science (18 works) · Law (14 works) · Social science (13 works) · Pedagogy (11 works) · Global Educational Policies and Reforms (7 works) · Politics (7 works) · Curriculum (6 works) · Epistemology (6 works) · Gender Studies (6 works)