In Critical Marxism in Mexico, Stefan Gandler, coming from the tradition of the Frankfurt School, reveals the contributions that Adolfo Sánchez Vázquez and Bolívar Echeverría have made to universal thought. While in recent times Latin America has taken its distance from global power centers, and reorganised its political and economic relations, in philosophy the same tendency is barely visible. Critical Marxism in Mexico is a contribution to the reorganisation of international philosophical discussion, with Critical Theory as the point of departure. Despite having studied in Europe, where philosophical Eurocentrism remains virulent, Gandler opens his eyes to another tradition of modernity and offers an account of the life and philosophy of Adolfo Sánchez Vázquez and Bolívar Echeverría, former senior faculty members at the Universidad Nacional Autónoma de México (UNAM).
In this comprehensive collection of essays, three generations of international scholars examine Mexican muralism in its broad artistic and historical contexts, from its iconic figuresÑDiego Rivera, JosŽ Clemente Orozco, and David Alfaro SiquierosÑto their successors in Mexico, the United States, and across Latin America. These muralists conceived of their art as a political weapon in popular struggles over revolution and resistance, state modernization and civic participation, artistic freedom and cultural imperialism. The contributors to this volume show how these artistsÕ murals transcended borders to engage major issues raised by the many different forms of modernity that emerged throughout the Americas during the twentieth century.
In Translating Marx, Martín Cortés ponders José Aricó's contributions towards the constitution of Latin American Marxism. Accordingly, he studies Aricó in terms of his trajectory as a publisher and translator, while considering his thoughts on Marxism's fundamental theoretical problems.
“An excellent account and analysis of the Mexican Revolution, its background, its course, and its legacy . . . an important contribution [and] a must read!” (Samuel Farber, author of Cuba Since the Revolution of 1959). The most significant event in modern Mexican history, the Mexican Revolution of 1910-20 remains a subject of debate and controversy. Why did it happen? What makes it distinctive? Was it even a revolution at all? In The Mexican Revolution, Stuart Easterling offers a concise chronicle of events from the fall of the longstanding Díaz regime to Gen. Obregón’s ascent to the presidency. In a comprehensible style, aimed at students and general readers, Easterling sorts through the revolution’s many internal conflicts, and asks whether or not its leaders achieved their goals.
This is a study of the reciprocal relationship between Mexican muralism and the three major Mexican museums&—the Palace of Fine Arts, the National History Museum, and the National Anthropology Museum.
Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.
“Excellent. . . .The book gives one a clear understanding of the relationship of Guevara's thought to traditional Russian and Marxist philosophy.” —Choice Reviews In this seminal exploration of Che Guevara’s contributions to Marxist thinking, Michael Löwy traces Che's ideas about Marxism both as they related to Latin America and to more general philosophical, political, and economic issues. Now revised and updated, this edition includes a chapter on Guevara's search for a new paradigm of socialism and a substantive essay by Peter McLaren on Che’s continued relevance today. Löwy portrays Guevara as a revolutionary humanist who considered all political questions from an internationalist viewpoint. For him, revolutionary movements in Latin America were part of a world process of emancipation. Löwy considers especially Che's views on the contradiction between socialist planning and the law of value in the Cuban economy and his search for an alternative road to the “actually existing socialism” of the Stalinist and post-Stalinist Soviet bloc. Che’s varied occupations—doctor and economist, revolutionary and banker, agitator and ambassador, industrial organizer and guerrilla fighter—were expressions of a deep commitment to social change. This book eloquently captures his views on humanity, his contributions to the theory of revolutionary warfare, and his ideas about society’s transition to socialism, offering a cohesive, nuanced introduction to the range of Guevara's thought. “An excellent classroom tool for anyone teaching about Latin America or revolution.” ―Science & Society “[This book] provides us with the picture of [Guevara’s] great, flexible, and searching mind.” —Carleton Beals “Michael Löwy’s brief but penetrating book takes Che Guevara not as a romantic adventurer but as a serious revolutionary militant.” ―Telos
David Alfaro Siqueiros was perhaps the most important communist painter of the twentieth century. This book, the first sustained engagement with Siqueiros’s work in the English language, focuses on the artist’s late murals, which are both aesthetically innovative and politically provocative. It places Siqueiros in an international context, revealing that the dogmatism he has been charged with was in reality a complex phenomenon. It provided a foundation for – rather than an obstacle to – his efforts to create an art embedded in the day-to-day concerns and theoretical debates of the world-wide mass movement he saw himself as a part of.
The SAGE Handbook of Frankfurt School Critical Theory expounds the development of critical theory from its founding thinkers to its contemporary formulations in an interdisciplinary setting. It maps the terrain of a critical social theory, expounding its distinctive character vis-a-vis alternative theoretical perspectives, exploring its theoretical foundations and developments, conceptualising its subject matters both past and present, and signalling its possible future in a time of great uncertainty. Taking a distinctively theoretical, interdisciplinary, international and contemporary perspective on the topic, this wide-ranging collection of chapters is arranged thematically over three volumes: Volume I: Key Texts and Contributions to a Critical Theory of Society Volume II: Themes Volume III: Contexts This Handbook is essential reading for scholars and students in the field, showcasing the scholarly rigor, intellectual acuteness and negative force of critical social theory, past and present.
