Henry Giroux
Henry Giroux
Henry Giroux, is an American and Canadian scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory. In 2002 Routledge named Giroux as one of the top fifty educational thinkers of the modern period...
NationalityAmerican
ProfessionCritic
Date of Birth18 September 1943
CountryUnited States of America
becomes easier material people politics punish
As politics is disconnected from its ethical and material moorings, it becomes easier to punish and imprison young people than to educate them.
capital considered disposable endless grown includes income liability life low number people poor power quest range viewed war
Life is now a war zone, and as such, the number of people considered disposable has grown exponentially, and this includes low income whites, poor minorities, immigrants, the unemployed, the homeless, and a range of people who are viewed as a liability to capital and its endless predatory quest for power and profits.
people battle generations
It has been difficult for [young people in the U.S.] to connect the dots between rising tuition costs and other assaults on their dignity with the ongoing assault on public life and its myriad democratic institutions. Today's generation faces an enormous battle in turning back the current assaults on the social state, higher education, and the social good.
jobs people doe
All that young people are promised today are the rewards of a shallow materialism and a degree that is defined primarily as a job credential, one that ironically does not even live up to its own claims of guaranteeing either decent employment or a better way of life.
art people humanity
Higher educating is defaulting on its obligations to offer young people a quality and broad-based education. This is true in part because the liberal arts and humanities have fallen out of favor in a culture that equates education with training.
media people needs
We need to take on the new media, and in terms of power and public pedagogy, we need to organize a whole range of people outside of the academy.
thinking people age
I think people now live in an age in which the only thing - they don't think about getting ahead. They think about surviving.
fall justice people
Unless you recognize the contradictions within various strata, you fall prey to a really kind of false homogenization that does not do justice to the way in which those contradictions can be both understood and is sometimes actually used to the benefit of people who need them.
thinking people contradiction
I think that's where we can both seize upon the contradictions and push them to limits that these people would not consider, while at the same time in some way you're taking advantage of what these people are saying within a discourse that has some legitimacy.
thinking people violence
Certainly I think the state is more than willing to not only attempt to change the consciousness of people, but to employ violence in ways that make people quite fearful.
good-life people life-is
Getting ahead cannot be the only motive that motivates people. You have to imagine what a good life is.
voice agency people
All too often the worst thing that can happen to the young is to depoliticize them. When that happens, not only are young people told that they do not count - your agency is worthless, your experiences are worthless, and your voice should remain silent - but they are also told that there is no alternative to current state of affairs.
art offering people
As the humanities and liberal arts are downsized, privatized, and commodified, higher education finds itself caught in the paradox of claiming to invest in the future of young people while offering them few intellectual, civic, and moral supports.
technology people needs
We need to educate young people to deal with new modes of education that are emerging with the new electronic technologies and we need to educate them to not only learn how to critically read this ubiquitous screen culture but also how to be cultural producers.