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Searching for Politics with Henry Giroux: Through Cultural Studies to Public Pedagogy and the “Terror of Neoliberalism”

Henry A. Giroux is recognized as one of the fifty most significant thinkers on education in the twentieth century (Palmer 2001). He is also considered a scholar of immense influence in a number of fields internationally, hardly an inconsequential accolade in a century noted for a glut of educational and social thinkers. Yet, his wide-ranging and ever-expanding thought on education, culture, and politics occupies a strange place in mainstream contemporary U.S. educational thought: It is simultaneously respected and reviled, though in hardly equal measures. It is mostly overlooked in the dominant media and most established academic journals (Harvard Educational Review and Teachers College Record being exceptions), which either ignore his work entirely or grudgingly reference it when it is impossible to ignore—as in mentioning his role in pioneering the field of critical pedagogy, as if Giroux has done little else in his twenty-some odd books and innumerous public engagements since 1988. Some of this peculiar (in)attention to his ideas could be attributable to the fact that U.S. educational thought (and increasingly that of its European counterparts) is either a willing accomplice to or victim of the hyper-instrumentalist logic of the ‘‘accountability’’ complex of a market-driven managerialism, which appears oblivious, if not hostile, to the interpretive function of research and education, especially when it presents The Review of Education, Pedagogy, and Cultural Studies, 31:428–478, 2009 Copyright # Taylor & Francis Group, LLC ISSN: 1071-4413 print=1556-3022 online DOI: 10.1080/10714410903344361