How Amílcar Cabral shaped Paulo Freire’s pedagogy

Frantz Fanon’s influence on Paulo Freire’s thought is well known, but the Brazilian educator also drew considerably from Amílcar Cabral, the revolutionary intellectual from Guinea-Bissau.

This is a lightly edited excerpt from an article originally published by Liberation School on 20 January 2021.

Amílcar L Cabral was born 12 September 1924 in Bafatá, Guinea-Bissau, one of Portugal’s African colonies. He was murdered on 20 January 1973 by fascist Portuguese assassins just months before the national liberation movement, in which he played a central role, won the independence of Guinea-Bissau.

Cabral and the other leaders of the movement understood that they were fighting in a larger anticolonial struggle and global class war and, as such, that their immediate enemies were not only the colonial governments of particular countries, but Portuguese colonialism in general. For 500 years, Portuguese colonialism was built upon the slave trade and the systematic pillaging of its African colonies: Mozambique, Guinea Bissau, São Tomé e Príncipe, Angola and Cape Verde.

Despite the worldwide focus on the struggle in Vietnam at the time, the inspiring dynamism of the campaign waged in Guinea-Bissau – together with the figure of Cabral – captured international attention. In the introduction to an early collection of Cabral’s writings and speeches, Basil Davidson described Cabral as someone who expressed a genuine “enduring interest in everyone and everything that came his way”.

As a result of his role as a national liberation movement leader for roughly 15 years, Cabral had become a widely influential theorist of decolonisation and non-deterministic, creatively applied re-Africanisation. World-renowned critical educator Paulo Freire, in a 1985 presentation about his experiences in liberated Guinea-Bissau as a sort of militant consultant, concludes that Cabral, along with Ché Guevara, represent “two of the greatest expressions of the 20th century”. Freire describes Cabral as “a very good Marxist, who undertook an African reading of Marx”. Cabral, for Freire, “fully lived the subjectivity of the struggle. For that reason, he theorised” as he led.

Although not fully acknowledged in the field of education, Cabral’s anticolonial theory and practice also sharpened and influenced the trajectory of Freire’s thought. Through the revolutionary process led by Cabral, Guinea-Bissau became a world leader in what could now be termed decolonial forms of education, which moved Freire deeply.

Cabral knew that the people must not only abstractly understand the interaction of forces behind the development of society, but they must forge an anticolonial practice that concretely, collectively and creatively see themselves as one of those forces.

Cabral knew that to defeat Portuguese colonialism in Guinea-Bissau, the liberation struggle could not merely reproduce the tactics of struggles from other contexts, like Cuba. Rather, every particular struggle has to base its tactics on an analysis of the specifics of its own context. For example, while acknowledging the value of the general principles Guevara outlined in his Guerrilla Warfare, Cabral commented that “nobody commits the error, in general, of blindly applying the experience of others to his own country. To determine the tactics for the struggle in our country, we had to take into account the geographical, historical, economic and social conditions of our own country.”

Cabral focused on the political developments required for building a united movement for national liberation. In his formulations, he argued that the armed struggle was intimately interconnected with the political struggle, which were both part of a larger cultural struggle.

Resistance, for Cabral, is also a cultural expression. What this means is that “as long as part of that people can have a cultural life, foreign domination cannot be sure of its perpetuation”. In this situation then, “at a given moment, depending on internal and external factors … cultural resistance … may take on new (political, economic, and armed) forms, in order … to contest foreign domination”. In practice, the still living indigenous cultures that led centuries of anticolonial resistance would organically merge with, and emerge from within, the political and national liberation and socialist movements.

In practice, Cabral promoted the development of the cultural life of the people. Cabral encouraged not only a more intensified military effort against the Portuguese, but a more intensified educational effort in liberated areas of Guinea-Bissau. Again, while the anticolonial movement and the educational process of decolonising knowledge are often falsely posed as distinct or even antagonistic, Cabral conceptualised them as dialectically interrelated:

“Create schools and spread education in all liberated areas. Select young people between 14 and 20, those who have at least completed their fourth year, for further training. Oppose without violence all prejudicial customs, the negative aspects of the beliefs and traditions of our people. Oblige every responsible and educated member of our party to work daily for the improvement of their cultural formation.”

A central part of developing this revolutionary consciousness was the process of re-Africanisation. This was not meant as a call to return to the past, but a way to reclaim self-determination and build a new future in the country.

“Oppose among the young, especially those over 20, the mania for leaving the country so as to study elsewhere, the blind ambition to acquire a degree, the complex of inferiority and the mistaken idea which leads to the belief that those who study or take courses will thereby become privileged in our country tomorrow.”

Cabral encouraged a pedagogy of patience and understanding as the correct approach to winning people over and strengthening the movement.

This is one reason why Freire describes Cabral as one of those “leaders always with the people, teaching and learning mutually in the liberation struggle”. As a pedagogue of the revolution, for Freire, Cabral’s “constant concern” was the “patient impatience with which he invariably gave himself to the political and ideological formation of militants”.

This commitment to the people’s cultural development as part of the wider struggle for liberation informed his educational work in the liberated zones. Freire writes that it also informed “the tenderness he showed when, before going into battle, he visited the children in the little schools, sharing in their games and always having just the right word to say to them. He called them the ‘flowers of our revolution’.”

As a pedagogue of the revolution Davidson refers to Cabral as “a supreme educator in the widest sense of the word”.

The importance of education was elevated to new heights by Cabral at every opportunity. It therefore made sense for the Commission on Education of the recently liberated Guinea-Bissau to invite the world’s leading expert on decolonial approaches to education, Freire, to participate in further developing their system of education.

Freire was part of a team from the Institute for Cultural Action of the Department of Education within the World Council of Churches. Their task was to help uproot the colonial residue that remained as a result of generations of colonial education designed to de-Africanise the people. Just as the capitalist model of education will have to be replaced or severely remade, the colonial model of education had to be dismantled and rebuilt anew.

“The inherited colonial education had as one if its principal objectives the de-Africanisation of nationals. It was discriminatory, mediocre and based on verbalism. It could not contribute anything to national reconstruction because it was not constituted for this purpose.”

The colonial model of education was designed to foster a sense of inferiority in the youth. Colonial education with predetermined outcomes seeks to dominate learners by treating them as if they were passive objects. Part of this process was negating the history, culture and languages of the people. In the most cynical and wicked way then colonial schooling sent the message that the history of the colonised really only began “with the civilising presence of the colonisers”.

In preparation for their visit Freire and his team studied Cabral’s works and learned as much as possible about the context. Reflecting on some of what he had learned from Cabral, despite never having met him, Freire offers the following:

“In Cabral, I learned a great many things … But I learned one thing that is a necessity for the progressive educator and for the revolutionary educator. I make a distinction between the two: For me, a progressive educator is one who works within the bourgeois classed society such as ours, and whose dream goes beyond just making schools better, which needs to be done. And goes beyond because what [they] dream of is the radical transformation of a bourgeois classed society into a socialist society. For me this is a progressive educator. Whereas a revolutionary educator, in my view, is one who already finds [themselves] situated at a much more advanced level both socially and historically within a society in process.”

For Freire, Cabral was certainly an advanced revolutionary educator. Rejecting predetermination and dogmatism, Freire’s team did not construct lesson plans or programmes before coming to Guinea-Bissau to be imposed upon the people.

Upon arrival Freire and his colleagues continued to listen and discuss learning from the people. Only by learning about the revolutionary government’s educational work could they assess it and make recommendations. Guidance, that is, cannot be offered outside of the concrete reality of the people and their struggle. Such knowledge cannot be known or constructed without the active participation of the learners as a collective.

Freire was aware that the education that was being created could not be done “mechanically”, but must be informed by “the plan for the society to be created”. Although Cabral had been assassinated, his writings and leadership had helped in the creation of a force with the political clarity needed to counter the resistance emerging from those who still carried the old ideology.

Through their process revolutionary leaders would encounter teachers “captured” by the old ideology who consciously worked to undermine the new decolonial practice. Others, however, also conscious that they are captured by the old ideology, nevertheless strive to free themselves of it. Cabral’s work on the need for the middle class, including teachers, to commit class suicide, was instructive. The middle class had two choices: betray the revolution or commit class suicide.

The work for a reconstituted system of education had already been underway during the war in liberated zones. The post-independence challenge was to improve upon all that had been accomplished in areas that had been liberated before the war’s end. In these liberated areas, Freire concluded, workers, organised through the party, “had taken the matter of education into their own hands” and created, “a work school, closely linked to production and dedicated to the political education of the learners”.

Describing the education in the liberated zones Freire says it “not only expressed the climate of solidarity induced by the struggle itself, but also deepened it. Incarnating the dramatic presence of the war, it both searched for the authentic past of the people and offered itself for their present”.

After the war the revolutionary government chose not to simply shut down the remaining colonial schools while a new system was being created. Rather, they “introduced … some fundamental reforms capable of accelerating … radical transformation”. For example, the curricula that was saturated in colonialist ideology was replaced. Students would therefore no longer learn history from the perspective of the colonisers. The history of the liberation struggle as told by the formerly colonised was a fundamental addition.

However, a revolutionary education is not content with simply replacing the content to be passively consumed. Rather, learners must have an opportunity to critically reflect on their own thought process in relation to the new ideas. For Freire, this is the path through which the passive objects of colonial indoctrination begin to become active subjects.

Freire and his team sought “to see what was really happening under the limited material conditions we knew existed”. The clear objective was therefore “to discover what could be done better under these conditions and, if this were not possible, to consider ways to improve the conditions themselves”.

What Freire and his team concluded was that “the learners and workers were engaged in an effort that was preponderantly creative” despite the many challenges and limited material resources. At the same time, they characterised “the most obvious errors” they observed as the result of “the impatience of some of the workers that led them to create the words instead of challenging the learners to do so for themselves”.

Freire’s work and practice have inspired what has become a worldwide critical pedagogy movement. Cabral is a centrally important, yet mostly unacknowledged, influence of this movement.I n the last prepared book before his death, subtitled Letters to Those who Dare Teach, Cabral’s influence on Freire seems to have remained central, as he insisted that “it is important to fight against the colonial traditions we bring with us”.

Fuente: https://www.newframe.com/how-amilcar-cabral-shaped-paulo-freires-pedagogy/

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Some racial awareness in the classroom could actually be a good thing – but arguing ‘maths is racist’ isn’t going to get us there

By: David Matthews

The woke Left say we must teach kids that everything from maths to history is steeped in ‘white privilege’. The reactionary Right say this is indoctrination with no place in the classroom. But the reality is somewhere in between.

Back in the dark days of 1970s British state education, the bedrock of my primary school instruction was known, alliteratively, as “the three R’s”, aka “reading, writing and arithmetic”. The concept taught oiks like me the basics, namely barely enough language and mathematical skills to stumble into a world of skilled, semi-skilled and occasionally white-collar drudgery.

Education, for my generation, was far from “woke”. The daily grind of school was about equipping pupils with an understanding of core and vocational subjects, which included the now outmoded woodwork and metalwork (how to be a man and bring home the bacon) and home economics (how to be a good little housewife and put the tea on). The implicit aim of state education was to prepare us proles for the long march toward the building site, factory floor or clerks’ office, with a byproduct being maybe you’d be smart enough in later years to hold a conversation with a prospective spouse and thus get married and “settle down”.

And that was about it.

Jump to secondary school in the eighties and there was enough 1984Animal Farm and The Ragged-Trousered Philanthropists type “cultural Marxism” on the curriculum to give the left-wing socks-and-sandals brigade a sense they were creating a “proto-woke” working class – which was something of a British socialist fantasy back then. Today, however, with the unions lacking charismatic leadership, the Labour Party lacking any sort of leadership, and increasing numbers of Britain’s proletariat busily doffing their caps to clown prince of Downing St Boris Johnson, the left has all but given up on class struggle as a vote-winner, preferring instead to focus its blurry attention on climate change, gender politics and other issues far too abstract for the man on the Clapham omnibus.

So it comes as no surprise that the latest diktat on “white privilege” coming from woke educators isn’t designed to improve declining school standards or improve the lot of the great unwashed, but to promote a new form of three R’s: “righteousness, reparations and racism”.

Or at least this is what right-wing grifters will have you believe.

According to the Telegraph, the National Association of Teachers of Religious Education (NATRE) claims it wants to introduce lessons for 8-11-year-olds that teach the “key concept” of white privilege while also getting primary school teachers to face up to their own unconscious bias in the classroom, as unrequited prejudices “can make it hard for some to identify systemic racism”. 

The NATRE learning materials obtained by the Telegraph are also said to contain “key ideas” that include “put-downs and jokes as microaggressions that can ‘reinforce white power’”, adding: “It’s important to engage with the idea that racism is a problem for white people, rather than for black people.”

The document also nails Christianity for “sugar coating” the “shameful stain” of its involvement in the transatlantic slave trade, helpfully informing teachers that “the complicity of Christians in the enslavement of millions is an untold story”.

Predictably, religious detractors and right-wing mouthpieces, from the former Bishop of Rochester Dr Michael Nazir-Ali to Spectator columnist and free-speech warrior Toby Young, have been far from turning the other cheek for what they see as a blasphemous blend of anti-white, anti-British propagandising of the school curriculum.

Nazir-Ali dismissed NATRE’s notion of white privilege, pointing out the factoid that “white working class boys are at the bottom of the pile” while Young rubbished it with the canard, “Britain is one of the least racist countries in the world”.

But if you actually think about what NATRE is proposing as classroom aids for professional teachers as a way of helping them to create stimulating lesson plans that help youngsters to navigate complex social issues, what’s the problem? What are 8-11-year-olds to make of watching EURO 2020 and seeing players take the knee, and get booed for their troubles? Or catch yet another BLM demonstration on the news? Or listen to their parents chuntering on behind their copies of the Sun and, er, the Telegraph about immigration – for the nth time that day?

As a father of three, I run the gamut of daily interrogation about what’s going on in the world. Children are curious, inquisitive and a lot smarter than we give them credit for. Teaching them about former glories or an imperialist past is all well and good; no one is suggesting that they shouldn’t learn about the Romans, the Vikings, the Normans and everyone else who’s conquered the British Isles. Or Shakespeare. Or Isambard Kingdom Brunel. But there’s lots of other stuff that’s been conveniently airbrushed from the curriculum, an act that has been far more detrimental to the education of millions of ordinary kids than introducing a little “racial awareness” here and there. Wrapping kids up in cotton wool and shutting them off from the real world does them no favours. Children soon pick up on contested ideas, such as white working class boys are rubbish or Britain is a racial Disneyland – from in the home, the media and the street – so why not give them some well-thought out context in the classroom?

What reactionaries often claim is classroom propaganda is in fact pedagogy. And they know it. Teaching styles, practice, content, knowledge transfer and delivery must change with the times. However, the right loves nothing more than victim-signalling contested ideas such as “white privilege” as though they’re part of a Marxist brainwashing programme designed to corrupt our youth when more often than not they’re classroom talking points designed to bring more children into the educational mix, not shut down discussion.

Personally, I can’t stand the notion of white supremacy or white privilege. Both convey notions of superiority that flatter rather than undermine their intended targets. Which is why introducing ideas such as “white privilege”, “white supremacy” and the politics of Black Lives Matter into the classroom, left-wing educators run the risk of letting propaganda, psychobabble and anti-Eurocentrism (usually of the dead-white-male variety) get in the way of genuine progressive thinking.

Take the recent brouhaha over “maths is racist” for instance. Educators in California (where else) had debated whether to apply the politics of social justice to teaching mathematics across the state to K-12, or kindergarten to 12th grade students, as a means of eradicating “white supremacy” from the subject. In turn, this would eliminate special classes for gifted students and thus create an idealistic equal academic playing field – presumably by dragging everyone down rather than raising everyone up.

Critics rounded on the proposal, citing the history of maths as a melting pot of cultural ideas and, given its theoretical objectivity, argued that this bedrock of scientific thought is inherently anti-racist by its very definition.

“It is absurd to accuse mathematics of being ‘racist,’” said William Happer, a professor of physics emeritus at Princeton University. “We use Indian numerals that come to us through the Arabs. There are still lots of distinguished mathematicians in India who speak the same worldwide mathematical language as mathematicians in North America, Europe, the Arab world, India, China, Japan, Africa, South America, etc. Greek geometry, much of it borrowed from Egypt and Mesopotamia, is still one of the most sublime human achievements.”

Officials eventually blocked the inclusion of a document on “dismantling racism in mathematics instruction,” which argued, bizarrely, against “upholding the idea that there are always right and wrong answers”. However, ahead of the next round of consultations this summer, classes for gifted students remain doubtful. Educators are still against streaming maths classes by ability or achievement calling for an end to “gifted and talented” programmes because they are “inequitable”.

As whacky as it sounds, the idea that maths, and by extension science as a whole, “is racist” isn’t new, at least in America.

In 2017, Professor Rochelle Gutierrez from the University of Illinois claimed that teaching maths perpetuates “unearned” white privilege, and urged her colleagues to appreciate the “politics that mathematics brings”. Writing in Building Support for Scholarly Practices in Mathematics Methods, Gutierrez argues that the Pythagorean theorem and pi reinforce white supremacy by showing that maths was developed by the Greeks and Europeans.

“On many levels, mathematics itself operates as Whiteness. Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as white,” Gutierrez writes.

In 2019, Seattle Public Schools released a draft of new learning objectives that integrated “ethnic studies” into mathematics, as well as other subjects, raising questions such as, “Where does Power and Oppression show up in our math experiences?” and “How is math manipulated to allow inequality and oppression to persist?

Other states, including Vermont, Oregon and of course California, have also produced K-12 learning materials that promote the classroom experiences of people of colour. Seattle and California, however, have calculated further that rethinking existing courses so that they’re now taught through an anti-racist lens is progress, rather than part of a woketard, BLM, cultural-Marxism conspiracy, which is how reactionaries predictably read it.

The progressive view is that introducing an ethnic lens to traditionally tough subjects such as maths makes them more “inclusive” and thus appealing to students who often see such disciplines as “white”, not least because better-off white parents can hothouse their kids through tough subjects such as maths and the sciences. While maths is “objective” in a “one plus one equals two” sense, many argue that the way it’s taught, the resources given to it and the cultural expectations or unconscious biases that pervade education systems are subjective. The same, of course, can be argued about education and gender. If this wasn’t the case boys would still be learning woodwork and metalwork and girls would still be learning home economics. Change doesn’t happen on its own.

2016 Stanford University report, which examined ethnic-studies classes in San Francisco high schools, found that attendance increased by 21% and GPA (grade point average) increased by 1.4 grade points with significant effects on GPA specific to math and science; boys and Hispanic students improved the most.

“When students can see themselves in curriculum and see diversity in curriculum, they respond better,” Wayne Au, a professor at the University of Washington Bothell, told the Seattle Times. Au has helped lead Seattle’s ethnic-studies initiative. “And, it can help white students understand themselves better. Structural racism in the country has mistaught white people about themselves – that they don’t have culture, that they don’t have roots.”

In his book, Is Science Racist? Jonathan Marks, Professor of Anthropology at the University of North Carolina at Charlotte, argues that the eugenic science of the early twentieth century and the commodified genomic science of today are unified by the mistaken belief that human races are naturalistic categories. Yet their boundaries are founded neither in biology nor in genetics and, not being a formal scientific concept, race is largely not accessible to the scientist.”

In other words, race can only be grasped through the humanities – historically, experientially, politically – so conflating race with hard science is as problematic for woke educators as it is for the eugenic morons who think the colour of someone’s skin influences their intellect or educational ability.

One has to wonder what Katherine Johnson, Dorothy Vaughan and Mary Jackson, NASA’s African-American ‘Hidden Figures’ women, would make of this latest educational ‘race war’. After all, they grew up in an era of segregated education. No doubt they’d think something doesn’t quite add up when it comes to equating maths and other subjects as “racist”. But I bet they’d still want to sit down and work out the problem.

Source and Image: https://www.rt.com/op-ed/526859-maths-racist-racial-awareness-classroom/

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Against Apartheid Pedagogy in the Age of White Supremacy

By; Henry Giroux

The toxic thrust of white supremacy runs through American culture like an electric current. Jim Crow is back without apology suffocating American society in a wave of voter suppression laws, the elevation of racist discourse to the centers of power, and the ongoing attempt by right-wing politicians to implement a form of apartheid pedagogy that makes important social issues that challenge the racial and economic status quo disappear. The cult of manufactured ignorance now works through disimagination machines engaged in a politics of falsehoods and erasure. Matters of justice, ethics, equality, and historical memory now vanish from the classrooms of public and higher education and from powerful cultural apparatuses and social media platforms that have become the new teaching machines.

In the current era of white supremacy, the most obvious version of apartheid pedagogy, is present in attempts by Republican Party politicians to rewrite the narrative regarding who counts as an American. This whitening of collective identity is largely reproduced by right-wing attacks on diversity and race sensitivity training, critical race programs in government, and social justice and racial issues in the schools. These bogus assaults are all too familiar and include widespread and coordinated ideological and pedagogical attacks against both historical memory and critical forms of education.

The fight to censor critical, truth telling versions of American history and the current persistence of systemic racism is part of a larger conservative project to prevent teachers, students, journalists, and others from speaking openly about crucial social issues that undermine a viable democracy. Such attacks are increasingly waged by conservative foundations, anti-public intellectuals, politicians, and media outlets. These include right-wing think tanks such as Heritage Foundation and Manhattan Institute, conservative scholars such as Thomas Sowell, right-wing politicians such as Mitch McConnell, and far-right media outlets such as City JournalThe Daily CallerThe Federalist, and Fox News. The threat of teaching children about the history and systemic nature of racism appears particularly dangerous to Fox News, which since June 5, 2020 has posited “critical race theory” as a threat in over 150 different broadcasts.[1] What is shared by all of these individuals and cultural apparatuses is the claim that critical race theory and other “anti-racist” programs constitute forms of indoctrination that threatens to undermine the alleged foundations of Western Civilization.

The nature of this moral panic is evident in the fact that 15 state legislatures across the country have introduced bills to prevent or limit teachers from teaching about the history of slavery and racism in American society. In doing so, they are making a claim for what one Texas legislator called “traditional history,” which allegedly should focus on “ideas that make the country great.”[2] Idaho’s lieutenant governor, Janice McGeachin, is more forthright in revealing the underlying ideological craze behind censoring any talk by teachers and students about race in Idaho public schools. She has introduced a taskforce to protect young people from what she calls, with no pun intended, “the scourge of critical race theory, socialism, communism, and Marxism.”[3]

Such attacks are about more than censorship and racial cleansing. They make the political more pedagogical in that they use education and the power of persuasion as weapons to discredit any critical approach to grappling with the history of racism and white supremacy. In doing so, they attempt to undermine and discredit the critical faculties necessary for students and others to examine history as a resource in order to “investigate the core conflict between a nation founded on radical notions of liberty, freedom, and equality, and a nation built on slavery, exploitation, and exclusion.”[4] The current attacks on critical race theory, if not critical thinking itself, are but one instance of the rise of apartheid pedagogy. This is a pedagogy in which education is used in the service of dominant power in order to both normalize racism, class inequities, and economic inequality while safeguarding the interests of those who benefit from such inequities the most. In pursuit of such a project, they impose a pedagogy of oppression, complacency, and mindless discipline. They ignore or downplay matters of injustice and the common good, and rarely embrace notions of community as part of a pedagogy that engages pressing social, economic and civic problems. Instead of an education of civic practice that enriches the public imagination, they endorse all the elements of indoctrination central to formalizing and updating a mode of fascist politics.

The conservative wrath waged against critical race theory is not only about white ignorance being a form of bliss but is also central to a struggle over power—the power of the moral and political imagination. White ignorance is crucial to upholding the poison of white supremacy. Apartheid pedagogy is about denial and disappearance–a manufactured ignorance that attempts to whitewash history and rewrite the narrative of American exceptionalism as it might have been framed in the 1920s and 30s when members of a resurgent Ku Klux Klan shaped the policies of some school boards. Apartheid pedagogy uses education as a disimagination machine to convince students and others that racism does not exist, that teaching about racial justice is a form of indoctrination, and that understanding history is more an exercise in blind reverence than critical analysis. Apartheid pedagogy aims to reproduce current systems of racism rather than end them. Organizations such as No Left Turn in Education not only oppose teaching about racism in schools, but also comprehensive sex education, and teaching children about climate change, which they view as forms of indoctrination. Without irony, they label themselves an organization of “patriotic Americans who believe that a fair and just society can only be achieved when malleable young minds are free from indoctrination that suppresses their independent thought.”[5] This is the power of ignorance in the service of civic death and a flight from ethical and social responsibility. Kati Holloway, citing the NYU philosopher Charles W. Mills, succinctly sums up the elements of white ignorance. She writes:

“White ignorance,” according to NYU philosopher Charles W. Mills, is an “inverted epistemology,” a deep dedication to and investment in non-knowing that explains white supremacy’s highly curatorial (and often oppositional) approach to memory, history and the truth. While white ignorance is related to the anti-intellectualism that defines the white Republican brand, it should be regarded as yet more specific. According to Mills, white ignorance demands a purposeful misunderstanding of reality—both present and historical—and then treats that fictitious worldview as the singular, de-politicized, unbiased, “objective” truth. “One has to learn to see the world wrongly,” under the terms of white ignorance, Mills writes, “but with the assurance that this set of mistaken perceptions will be validated by white epistemic authority.”[6]

New York Times columnist Michelle Goldberg reports that right-wing legislators have taken up the cause to ban critical race theory from not only public schools but also higher education. She highlights the case of Boise State University, which has banned dozens of classes dealing with diversity. She notes that soon afterwards, “the Idaho State Senate voted to cut $409,000 from the school’s budget, an amount meant to reflect what Boise State spends on social justice programs.”[7] Such attacks are happening across the United States and are not only meant to curtail teaching about racism, sexism, and other controversial issues in the schools, but also to impose strict restrictions on what non-tenured assistant professors can teach and to what degree they can be pushed to accept being both deskilled and giving up control over the conditions of their labor.

In an egregious example of an attack on free speech and tenure itself, the Board of Trustees at the University of North Carolina denied a tenure position to Pulitzer Prize-winning journalist, Nikole Hannah-Jones because of her work on the New York Times Magazine’s 1619 project, “which examined the legacy of slavery in America.”[8] The failure to provide tenure to Hannah-Jones, who is also the recipient of a MacArthur Foundation “Genius Grant,” and an inductee into the North Carolina Media and Journalism Hall of Fame, is a blatant act of racism and a gross violation of academic freedom. Let’s be clear. Hannah-Jones was denied tenure by the North Carolina Board of Trustees because she brings to the university a critical concern with racism that clashes with the strident political conservatism of the board. It is also another example of a racist backlash by conservatives who wish to deny that racism even exists in the United States, never mind that it should even by acknowledged in the classrooms of public and higher education.

This is a form of “patriotic education” being put in place by a resurgence of those who support Jim Crow power relations and want to impose pedagogies of repression on students in the classroom. This type of retribution is part of a longstanding politics of fear, censorship and academic repression that has been waged by conservatives since the student revolts of the 1960s.[9] It is also part of the ongoing corporatization of the university in which business models now define how the university is governed, faculty are reduced to part-time workers, and students are viewed as customers and consumers.[10]

Equally important, Hannah-Jones’ case is an updated and blatant attack on the ability and power of faculty rather than Boards of Trustees to make decisions regarding both faculty hiring and the crucial question who decides how tenure is handled in a university.[11] Keith E. Whittington and Sean Wilentz are right in stating that the Board’s actions to deny Hannah-Jones a tenured professorship are about more than a singular violation of faculty rights, academic freedom, and an attack on associated discourses relating to critical race theory. They write:

For the Board of Trustees to interfere unilaterally on blatantly political grounds is an attack on the integrity of the very institution it oversees. The perception and reality of political intervention in matters of faculty hiring will do lasting damage to the reputation of higher education in North Carolina — and will embolden boards across the country similarly to interfere with academic operations of the universities that they oversee.[12]

Holding critical ideas has become a liability in the contemporary neoliberal university. Also at risk here is the relationship between critical thinking, civic values, and historical remembrance in the current attempts to suppress not just voting rights but also dangerous memories, especially regarding the attack on Critical Race Theory. David Theo Goldberg has brilliantly outlined how the war on Critical Race Theory and other anti-racist programs is designed largely to eliminate the legacy and persistent effects of systemic racial injustice and its underlying structural, ideological, and pedagogical fundamentals and components. This is apartheid pedagogy with a vengeance. As Goldberg writes:

First, the coordinated conservative attack on CRT is largely meant to distract from the right’s own paucity of ideas. The strategy is to create a straw house to set aflame in order to draw attention away from not just its incapacity but its outright refusal to address issues of cumulative, especially racial, injustice…. Second, the conservative attack on CRT tries to rewrite history in its effort to neoliberalize racism: to reduce it to a matter of personal beliefs and interpersonal prejudice. … On this view, the structures of society bear no responsibility, only individuals. Racial inequities today are …not the living legacy of centuries of racialized systems…. Third, race has always been an attractive issue for conservatives to mobilize around. They know all too well how to use it to stoke white resentment while distracting from the depredations of conservative policies for all but the wealthy.[13]

The public imagination is now in crisis. Radical uncertainty has turned lethal. In the current historical moment, tyranny, fear, and hatred have become defining modes of governance and education. Right-wing politicians bolstered by the power of corporate controlled media now construct ways of thinking and feeling that prey on the anxieties of the isolated, disenfranchised, and powerless. This is a form of apartheid pedagogy engineered to substitute disillusionment and incoherence for a sense of comforting ignorance, the thrill of hyper-masculinity, and the security that comes with the militarized unity of the accommodating masses waging a war on democracy. The public imagination is formed through habits of daily life, but only for the better when such experiences are filtered through the ideals and promises of a democracy. This is no longer true. Under neoliberal fascism, the concentration of power in the hands of a ruling elite has ensured that any notion of change regarding equality and justice is now tainted, if not destroyed, as a result of what Theodor Adorno called a retreat into apocalyptic bombast marked by “an organized flight of ideas.”[14]

Violence in the United States has become a form of domestic terrorism; it is omnipresent and works through complex systems of symbolic and institutional control. It extends from the prison and school to the normalizing efforts of cultural apparatus that saturate an image-based culture. Violence registers itself in repressive policies, police brutality, and in an ongoing process of exclusion and disposability. It is also present in the weaponization of ideas and the institutions that produce them through forms of apartheid pedagogy. Fear now comes in the form of both armed police and repressive modes of education. As the famed artist Isaac Cordal observes, “We live in societies….that use fear in order to make people submissive….Fear bends us [and makes us]vulnerable to its desires….Our societies have been built on violence, and that heritage, that colonial hangover which is capitalism today still remains.”[15] Under gangster capitalism’s system of power, the poverty of the civic and political imagination is taking its last breath.

Authoritarian societies do more than censor and subvert the truth, they also shape collective consciousness and punish those who engage in dangerous thinking.[16] For instance, the current plague of white supremacy fueling neoliberal fascism is rooted not only in structural and economic forms of domination, but also intellectual and pedagogical forces, making clear that education is central to politics. It also points to the urgency of understanding that white supremacy is first and foremost a struggle over agency, assigned meanings, and identity—over what lives count and whose don’t. This is a politics and pedagogy that often leaves few historical traces in a culture of immediacy and manufactured ignorance.

The emergent and expanding presence of white supremacy and fascist politics disappear easily in a culture dominated by the endless images of spectacularized violence that fill screen culture with mass shootings, police violence, and racist attacks on Blacks and Asian Americans in the post-Trump era. Disconnected and decontextualized such images vanish in an image-based culture of shock, entertainment, and organized forgetting. When critical ideas come to the surface, right-wing politicians and pundits attack dissidents as un-American and the oppositional press as “an enemy of the American people.” They also attempt to impose a totalitarian notion of “patriotic education” on public schools and higher education and censor academics who criticize systemic abuses.[17]

As is well known, former President Trump, waged a relentless attack on the media and in ways too similar to ignore echoed written and spoken sentiments that Hitler used in his rise to power.[18] In this instance, culture, increasingly shaped by an apartheid pedagogy, has turned oppressive and must be addressed as a site of struggle while working in tandem with the development of an ongoing massive resistance movement. This suggests the need for a more comprehensive understanding of politics and the power of the educational force of the culture. Such connections necessitate closer attention be given to the educational and cultural power of a neoliberal corporate elite who use their mainstream and social media platforms to shape pedagogically the collective consciousness of a nation in the discourse and relations of hate, bigotry, ignorance, and conformity.

America’s slide into a fascist politics demands a revitalized understanding of the historical moment in which we find ourselves, along with a systemic critical analysis of the new political formations that mark this period. Part of this challenge is to create a new language and mass social movement to address and construct empowering terrains of education, politics, justice, culture, and power that challenge existing systems of racist violence and economic oppression. The beginning of such a political and pedagogical strategy can be found in the Black Lives Matter movement and its alignment with other movements fighting against authoritarianism. The Black Lives Matter movement teaches us “that eradicating racial oppression ultimately requires struggle against oppression in all of its forms…[especially] restructuring America’s economic system.”[19] This is especially important as those groups marginalized by class, race, ethnicity, and religion have become aware of how much in this new era of fascist politics they have lost control over the economic, political, pedagogical, and social conditions that bear down on their lives. Visions have become dystopian, devolving into a sense of being left out, abandoned, and subject to increasing systems of terror and violence. These issues can no longer be viewed as individual problems but as manifestations of a broader failure of politics. Moreover, what is needed is not a series of stopgap reforms limited to particular institutions or groups, but a radical restructuring of the entirety of U.S. society.

The call for a socialist democracy demands the creation of visions, ideals, institutions, social relations, and pedagogies of resistance that enable the public to imagine a life beyond a social order in which racial, class, gender, and other forms of violence produce endless assaults on the environment, systemic police violence, a culture of ignorance and cruelty. Such challenges must also address the assault on the public and civic imagination, mediated through the elevation of war, militarization, violent masculinity, and the politics of disposability to the highest levels of power. Capitalism is a death driven machine that that infantilizes, exploits, and devalues human life and the planet itself. As market mentalities and moralities tighten their grip on all aspects of society, democratic institutions and public spheres are being downsized, if not altogether disappearing, along with the informed citizens without which there is no democracy.

Any viable pedagogy of resistance needs to create the educational and pedagogical tools to produce a radical shift in consciousness, capable of both recognizing the scorched earth policies of neoliberal capitalism, and the twisted ideologies that support it. This shift in consciousness cannot take place without pedagogical interventions that speak to people in ways in which they can recognize themselves, identify with the issues being addressed, and place the privatization of their troubles in a broader systemic context.[20] Niko Block gets it right in arguing for a “radical recasting of the leftist imagination,” in which the concrete needs of people are addressed and elevated to the forefront of public discussion in order to confront and get ahead of the crises of our times. He writes:

the crises of the twenty-first century call for a radical recasting of the leftist imagination. This process involves building bridges between the real and the imaginary, so that the path to achieving political goals is plain to see. Accordingly, the articulation of leftist goals must resonate with people in concrete ways, so that it becomes obvious how the achievement of those goals would improve their day-to-day lives. The left, in this sense, must appeal to people’s existing identities and not condescend the general public as victims of “false consciousness.” All this means building movements of continual improvement and refusing to ask already-vulnerable people for short-term losses on the abstract promise of long-term gains. This project also demands that we understand precisely why right-wing ideology retains a popular appeal in so many spaces.[21]

A pedagogy of resistance must be on the side of hope and civic courage in order to fight against a paralyzing indifference, grave social injustices, and mind deadening attacks on the public imagination. At stake here is the struggle for a new world based on the notion that capitalism and democracy are not the same, and that we need to understand the world, how we think about it and how it functions, in order to change it. In the spirt of Martin Luther King, Jr’s call for a more comprehensive view of oppression and political struggle, it is crucial to address his call to radically interrelate and restructure consciousness, values, and society itself. In this instance, King and other theorists, such as Saskia Sassen, call for a language that ideological ruptures and changes the nature of the debate. This suggests more than simply a rhetorical challenge to the economic conditions that fuel neoliberal capitalism. There is also the need to move beyond abstract notions of structural violence and identify and connect the visceral elements of violence that bear down on and “constrain agency through the hard surfaces of [everyday] life.”[22]

We live in an era in which the distinction between the truth and misinformation is under attack. Ignorance has become a virtue, and education has become a tool of repression that elevates self-interest and privatization to central organizing principles of both economics and politics. The socio-historical conditions that enable racism, systemic inequality, anti-intellectualism, mass incarceration, the war on youth, poverty, state violence, and domestic terrorism must be remembered in the fight against that which now parades as ideologically normal. Historical memory and the demands of moral witnessing must become part of a deep grammar of political and pedagogical resistance in the fight against neoliberal capitalism and other forms of authoritarianism.

A pedagogy of resistance necessitates a language that connects the problems of systemic racism, poverty, militarism, mass incarceration, and other injustices as part of a totalizing structural, pedagogical, and ideological set of condition endemic to capitalism in its updated merging of neoliberalism and fascist politics. Audre Lorde was right in her insistence that “There is no such thing as a single-issue struggle because we do not live single-issue lives.”

We don’t need master narratives, but we do need a recognition that politics can only be grasped as part of a social totality, a struggle rooted in overlapping differences that bleed into each other. We need relational narratives that bring together different struggles for emancipation and social equality.

Central to any viable notion of pedagogical resistance is the courage to think about what kind of world we want—what kind of future we want to build for our children. These are questions that can only be addressed when we address politics and capitalism as part of a general crisis of democracy. This challenge demands the willingness to develop an anti-capitalist consciousness as the basis for a call to action, one willing to dismantle the present structure of neoliberal capitalism. Chantal Mouffe is correct in arguing that “before being able to radicalize democracy, it is first necessary to recover it,” which means first rejecting the commonsense assumptions that capitalism and democracy are synonymous.[23]

Clearly, such a project cannot combat poverty, militarism, the threat of nuclear war, ecological devastation, economic inequality, and racism by leaving capitalism’s system of power in place. Nor can resistance be successful if it limits itself to the terrain of critique, criticism, and the undoing of specific oppressive systems of representation. Pedagogies of resistance can teach people to say no, become civically literate, and create the conditions for individuals to develop a critical political consciousness. The challenge here is to make the political more pedagogical. This suggests analyzing how the forces of gangster capitalism impact consciousness, shape agency, and normalize the internalization of oppression. Such a project suggest a politics willing to transcend the fragmentation and politicized sectarianism all too characteristic of left politics in order to embrace a Gramscian notion of “solidarity in a wider sense.”[24] There is ample evidence of such solidarity in the policies advocated by the progressive Black Lives Matter protest, the call for green socialism, movements for health as a global right, growing resistance against police violence, emerging ecological movements such as the youth-based Sunrise movement, the Poor People’s Campaign, the massive ongoing strikes waged by students and teachers against the defunding and corporatizing of public education, and the call for resistance from women across the globe fighting for reproductive rights.

What must be resisted at all costs, is an “apartheid pedagogy,” rooted in the notion that a particular mode of oppression, and those who bear its weight, offers political guarantees.[25] Identifying different modes of oppression is important, but it is only the first step in moving from addressing the history and existing mechanisms that produce such trauma to developing and embracing a politics that unites different identities, individuals, and social movements under the larger banner of democratic socialism. This is a politics that refuses the easy appeals of ideological silos which “limits access to the world of ideas and contracts the range of tools available to would-be activists.”[26]

The only language provided by neoliberalism is the all-encompassing discourse of the market and the false rhetoric of unencumbered individualism, making it difficult for individuals to translate private issues into broader systemic considerations. Mark Fisher was right in claiming that capitalist realism not only attempts to normalize the notion that there is not only no alternative to capitalism, but also makes it “impossible even to imagine a coherent alternative to it.” [27] This is a formula for losing hope because it insists that that the world cannot change. It also has the hollow ring of slow death.

The urgency of the historical moment demands new visions of social change, an inspired and energized sense of social hope, and the necessity for diverse social movements to unite under the collective struggle for democratic socialism. The debilitating political pessimism of neoliberal gangster capitalism must be challenged as a starting point for believing that rather than being exhausted, the future along with history is open and now is the time to act. It is time to make possible what has for too long been declared as impossible.

Notes.

1) Adam Harris, “The GOP’s ‘Critical Race Theory’ Obsession,” The Atlantic (May 7, 2021). Online: https://www.theatlantic.com/politics/archive/2021/05/gops-critical-race-theory-fixation-explained/618828/ 

2) Kate McGee, “Texas’ Divisive Bill Limiting How Students Learn About Current Events And Historic Racism Passed By Senate,” Texas Public Radio (May 23, 2021). Online: https://www.tpr.org/education/2021-05-23/texas-divisive-bill-limiting-how-students-learn-about-current-events-and-historic-racism-passed-by-senate 

3) Julie Carrie Wong, “The fight to whitewash US history: ‘A drop of poison is all you need’,” The Guardian (May 25, 2021). Online: https://www.theguardian.com/world/2021/may/25/critical-race-theory-us-history-1619-project 

4) George Sanchez and Beth English, “OAH Statement on White House Conference on American History,” Organization of American History (September 2020). Online: https://www.oah.org/insights/posts/2020/september/oah-statement-on-white-house-conference-on-american-history/#:~:text=History%20is%20not%20and%20cannot%20be%20simply%20celebratory.&text=The%20history%20we%20teach%20must,slavery%2C%20exploitation%2C%20and%20exclusion

5) Editorial, “Mission goals and objectives,” No Left Turn in Education, (2021). Online: https://noleftturn.us/ 

6) Kali Holloway, “White Ignorance Is Bliss—and Power,” Yahoo! News (May 24, 2021). Online: https://news.yahoo.com/white-ignorance-bliss-power-080232025.html 

7) Michelle Goldberg, “The Social Justice Purge at Idaho College,” New York Times. (March 26, 2021). Online: https://www.nytimes.com/2021/03/26/opinion/free-speech-idaho.html 

8) Katie Robertson, “Nikole Hannah-Jones Denied Tenure at University of North Carolina,” New York Times (May 19, 2021). Online: https://www.nytimes.com/2021/05/19/business/media/nikole-hannah-jones-unc.html 

9) Michelle Goldberg, “The Campaign to Cancel Wokeness,” New York Times. (February 26, 2021). Online: https://www.nytimes.com/2021/02/26/opinion/speech-racism-academia.html 

10) Henry A. Giroux, Neoliberalism’s War on Higher Education (Chicago: Haymarket Press, 2020). 

11) Silke-Marie Weineck, “The Tenure Denial of Nikole Hannah-Jones Is Craven and Dangerous,” The Chronicle of Higher Education (May 20, 2021). Online: https://www.chronicle.com/article/the-tenure-denial-of-nikole-hannah-jones-is-craven-and-dangerous 

12) Keith E. Whittington and Sean Wilentz, “We Have Criticized Nikole Hannah-Jones. Her Tenure Denial Is a Travesty,” The Chronicle of Higher Education (May 24, 2021). Online: https://www.chronicle.com/article/we-have-criticized-nikole-hannah-jones-her-tenure-denial-is-a-travesty?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2377858_nl_Afternoon-Update_date_20210524&cid=pm&source=ams&sourceId=11167 

13) David Theo Goldberg, “The War on Critical Race Theory,” Boston Review (May 7, 2021). Online: http://bostonreview.net/race-politics/david-theo-goldberg-war-critical-race-theory 

14) Volker Weiss, “afterword,” in Theodor W. Adorno, Aspects of the New Right-Wing Extremism (London: Polity, 2020), p. 61. 

15) Brad Evans and Isaac Cordal, “Histories of Violence: Look Closer at the World, There You Will See,” Los Angeles Review of Books,” December 28, 2020). Online: https://lareviewofbooks.org/article/histories-of-violence-look-closer-at-the-world-there-you-will-see/ 

16) Henry A. Giroux, Dangerous Thinking in the Age of the New Authoritarianism (New York: Routledge, 2015). 

17) Charlotte Klein, “Mitch McConnell: Don’t Teach Our Kids That America Is Racist,” Vanity Fair (May 4, 2021). Online: https://www.vanityfair.com/news/2021/05/mitch-mcconnell-dont-teach-our-kids-that-america-is-racist; Michael Crowley, “Trump Calls for ‘Patriotic Education’ to Defend American History From the Left,” New York Times (September 17, 2020). Online: https://www.nytimes.com/2020/09/17/us/politics/trump-patriotic-education.html 

18) Editorial, “Trump’s crusade against the media is a chilling echo of Hitler’s rise,” Las Vegas Sun (August 14, 2017). Online: https://lasvegassun.com/news/2017/aug/14/trumps-crusade-against-the-media-is-a-chilling-ech/; for a larger examination of this issue, see Federico Finchelstein, A Brief History of Fascist Lies (Oakland: University of California Press, 2020). 

19) Lacino Hamilton, “This is going to Hurt,” The New Inquiry (April 11, 2017). Online: https://thenewinquiry.com/this-is-going-to-hurt/ 

20) See Robert Latham, A. T. Kingsmith, Julian von Bargen and Niko Block, eds Challenging the Right, Augmenting the Left–Recasting Leftist Imagination (Winnipeg, Canada: Fernwood Publishing, 2020). 

21) Nico Block, “Augmenting the Left: Challenging the Right, Reimagining Transformation,” Socialist Project: the Bullet (August 31, 2020). Online: https://socialistproject.ca/2020/08/augmenting-the-left-challenging-the-right-reimagining-transformation/ 

22) David Graeber, “Dead Zones of the Imagination,” HAU: Journal of Ethnographic Theory 2 (2012), p. 105 

23) Chantal Mouffe, For a Left Populism, [London: Verso, 2018], p. 37. 

24) Institute for Critical Social Analysis, “A Window of Opportunity for Leftist Politics?” Socialist Project: the Bullet (August 3, 2020). Online: https://socialistproject.ca/2020/08/window-of-opportunity-for-leftist-politics/ 

25) I have taken the notion of “apartheid pedagogy” from Adam Shatz, “Palestinianism” London Review of Books (43:9 (May 6, 2021), p. 28. Online: https://www.lrb.co.uk/the-paper/v43/n09/adam-shatz/palestinianism 

26) Robin D.G. Kelley, “Black Study, Black Struggle – final response,” Boston Review, (March 7, 2016). Online: http://bostonreview.net/forum/black-study-black-struggle/robin-d-g-kelley-robin-d-g-kelleys-final-response 

27) Mark Fisher, Capitalist Realism: Is There No Alternative? (Winchester, UK: Zero Books, 2009), p. 2. I would be useful on this issue to read the brilliant Stanley Aronowitz, especially The Death and rebirth of American Radicalism (New York: Routledge, 1996), 

Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and is the Paulo Freire Distinguished Scholar in Critical Pedagogy. His most recent books are America’s Education Deficit and the War on Youth (Monthly Review Press, 2013), Neoliberalism’s War on Higher Education (Haymarket Press, 2014), The Public in Peril: Trump and the Menace of American Authoritarianism (Routledge, 2018), and the American Nightmare: Facing the Challenge of Fascism (City Lights, 2018), On Critical Pedagogy, 2nd edition (Bloomsbury), and Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis (Bloomsbury 2021):His website is www. henryagiroux.com.

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When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto

By. Henry Giroux

calling to speak is often a vocation of agony, but we must speak. We must speak with all the humility that is appropriate to our limited vision, but we must speak.

Martin Luther King, Jr.

If the right-wing billionaires and apostles of corporate power have their way, public schools will become “dead zones of the imagination,” reduced to anti-public spaces that wage an assault on critical thinking, civic literacy and historical memory.1 Since the 1980s, schools have increasingly become testing hubs that de-skill teachers and disempower students. They have also been refigured as punishment centers where low-income and poor minority youth are harshly disciplined under zero tolerance policies in ways that often result in their being arrested and charged with crimes that, on the surface, are as trivial as the punishment is harsh. 2 Under casino capitalism’s push to privatize education, public schools have been closed in cities such as, Philadelphia, Chicago and New York to make way for charter schools. Teacher unions have been attacked, public employees denigrated and teachers reduced to technicians working under deplorable and mind-numbing conditions. 3

Corporate school reform is not simply obsessed with measurements that degrade any viable understanding of the connection between schooling and educating critically engaged citizens. The reform movement is also determined to underfund and disinvest resources for public schooling so that public education can be completely divorced from any democratic notion of governance, teaching and learning. In the eyes of billionaire un-reformers and titans of finance such as Bill Gates, Rupert Murdoch, the Walton family and Michael Bloomberg, public schools should be transformed, when not privatized, into adjuncts of shopping centers and prisons. 4

Like the dead space of the American mall, the school systems promoted by the un-reformers offer the empty ideological seduction of consumerism as the ultimate form of citizenship and learning. And, adopting the harsh warehousing mentality of prison wardens, the un-reformers endorse and create schools for poor students that punish rather than educate in order to channel disposable populations into the criminal justice system where they can fuel the profits of private prison corporations. The militarization of public schools that Secretary Arnie Duncan so admired and supported while he was the CEO of the Chicago School System was not only a ploy to instill authoritarian discipline practices against students disparagingly labeled as unruly, if not disposable. It was also an attempt to design schools that would break the capacity of students to think critically and render them willing and potential recruits to serve in senseless and deadly wars waged by the American empire. And, if such recruitment efforts failed, then students were quickly put on the conveyor belt of the school-to-prison pipeline.  For many poor minority youth in the public schools, prison becomes part of their destiny, just as public schools reinforce their status as second-class citizens. As Michelle Alexander points out, “Instead of schools being a pipeline to opportunity, [they] are feeding our prisons.” 5

Market-driven educational reforms, with their obsession with standardization, high-stakes testing, and punitive policies, also mimic a culture of cruelty that neoliberal policies produce in the wider society. They exhibit contempt for teachers and distrust of parents, repress creative teaching, destroy challenging and imaginative programs of study and treat students as mere inputs on an assembly line. Trust, imagination, creativity, and a respect for critical teaching and learning are thrown to the wind in the pursuit of profits and the proliferation of rigid, death-dealing accountability schemes. As John Tierney points out in his critique of corporate education reforms in The Atlantic, such approaches are not only oppressive – they are destined to fail. He writes:

Policies and practices that are based on distrust of teachers and disrespect for them will fail. Why? ‘The fate of the reforms ultimately depends on those who are the object of distrust.’ In other words, educational reforms need teachers’ buy-in, trust, and cooperation to succeed; ‘reforms’ that kick teachers in the teeth are never going to succeed. Moreover, education policies crafted without teacher involvement are bound to be wrongheaded. 6

The situation is further worsened in that not only are public schools being defunded and public school teachers attacked as the new welfare queens, but social and economic policies are being enacted by Republicans and other right-wingers to ensure low-income and poor minority students fail in public schools. For instance, many Tea Party-elected governors in states such as Wisconsin, North Carolina and Maine, along with right-wing politicians in Congress, are enacting cruel and savage policies (such as the defunding of the food stamp program) that directly impact on the health and well-being of poor students in schools. 7 Such policies shrink, if not destroy, the educational opportunities of poor youth by denying them the basic provisions they need to learn and then utilizing the consequent negative educational outcomes as one more illegitimate rationale for turning public schools over to private interests.

To read more articles by Henry A. Giroux and other authors in the Public Intellectual Project, click here.

When billionaire club members, such as Bill Gates and right-wing donors such as Art Pope, are not directly implementing policies that defund schools, they are funding research projects that turn students into test subjects for a world that even George Orwell would have found hard to imagine8 For instance, the Bill and Melinda Gates Foundation has provided a $500,000 grant to Clemson University to do a pilot study in which students would wear galvanic skin bracelets with wireless sensors that would track their physiological responses to various stimuli in the schools. A spokesperson for the foundation argues in defense of this creepy obsession with measuring students’ emotional responses by claiming that the biometric devices are a help to teachers who can measure “‘real-time’ (reflective feedback), kind of like a pedometer.” 9

It is not the vagueness of what this type of research is trying to achieve that is the most ludicrous and ethically offensive part of this study: It is the notion that reflective feedback can be reduced to measuring emotional impulses rather than produced through engaged dialogue and communication between actual teachers and students. How can bracelets measure why students are acting out if they are hungry, bored, fearful, sick or lack sleep because their parents might be homeless? How do such studies address larger structural issues such as the 50 million people in the United States who go hungry every night, one-third of whom are children?  And how do they manage to ignore their own connection to the rise of the surveillance state and the ongoing destruction of the civil rights of children and others? Research of this kind cannot speak to the rise of a Jim Crow society in which the mass incarceration of poor minorities is having a horrible effect on children. As Michelle Alexander points out, these are children “who have a parent or loved one, a relative, who has either spent time behind bars or who has acquired a criminal record and thus is part of the under-caste – the group of people who can be legally discriminated against for the rest of their lives.” 10 And the effect of such daily struggle is deadly. She writes:

. . . For these children, their life chances are greatly diminished. They are more likely to be raised in severe poverty; their parents are unlikely to be able to find work or housing and are often ineligible even for food stamps. For children, the era of mass incarceration has meant a tremendous amount of family separation, broken homes, poverty, and a far, far greater level of hopelessness as they see so many of their loved ones cycling in and out of prison. Children who have incarcerated parents are far more likely themselves to be incarcerated. 11

In contrast to the socially and ethically numb forms of educational research endorsed by so-called reformers, a recent study has linked high-stakes testing to lower graduation rates and higher incarceration rates, indicating that such testing plays a significant role in expanding “the machinery of the school-to-prison pipeline,” especially for low-income students and students of color.12  Most critics of the billionaires’ club ignore these issues. But a number of critics, such as New York University education professor Diane Ravitch, have raised significant questions about this type of research. Ravitch argues that Gates should “devote more time to improving the substance of what is being taught . . . and give up on all this measurement mania.” 13 Such critiques are important, but they could go further. Such reform efforts are about more than collapsing teaching and learning into an instrumental reductionism that approximates training rather than education. As Ken Saltman points out, the new un-reformers are political counter-revolutionaries and not simply misguided educators. 14

Noam Chomsky gets it right in arguing that we are now in a general period of regression that extends far beyond impacting education alone15 This period of regression is marked by massive inequalities in wealth, income and power that are fueling a poverty and ecological crisis and undermining every basic public sphere central to both democracy and the culture and structures necessary for people to lead a life of dignity and political participation16 The burden of cruelty, repression and corruption has broken the back of democracy, however weak, in the United States. America is no longer a democracy, nor is it simply a plutocracy. It has become an authoritarian state steeped in violence and run by the commanding financial, cultural and political agents of corporate power17

Corporate sovereignty has replaced political sovereignty, and the state has become largely an adjunct of banking institutions and financial service industries. Addicted to “the political demobilization of the citizenry,” the corporate elite is waging a political backlash against all institutions that serve democracy and foster a culture of questioning, dialogue and dissent. 18 The apostles of neoliberalism are concerned primarily with turning public schools over to casino capitalism in order to transform them into places where all but the privileged children of the 1% can be disciplined and cleansed of any critical impulses. Instead of learning to become independent thinkers, they acquire the debilitating habits of what might be called a moral and political deficit disorder that renders them passive and obedient in the face of a society based on massive inequalities in power, wealth and income. The current powerful corporate-based un-reform movement is wedded to developing modes of governance, ideologies and pedagogies dedicated to constraining and stunting any possibility for developing among students those critical, creative, and collaborative forms of thought and action necessary for participating in a substantive democracy.

At the core of the new reforms is a commitment to a pedagogy of stupidity and repression that is geared toward memorization, conformity, passivity, and high stakes testing. Rather than create autonomous, critical, and civically engaged students, the un-reformers kill the imagination while depoliticizing all vestiges of teaching and learning. The only language they know is the discourse of profit and the disciplinary language of command. John Taylor Gatto points to some elements of this pedagogy of repression in his claim that schools teach confusion by ignoring historical and relational contexts. 19  Every topic is taught in isolation and communicated by way of sterile pieces of information that have no shared meanings or context.

A pedagogy of repression defines students largely by their shortcomings rather than by their strengths, and in doing so convinces them that the only people who know anything are the experts – increasingly drawn from the ranks of the elite and current business leaders who embody the new models of leadership under the current regime of neoliberalism. Great historical leaders who exhibited heightened social consciousness such as Martin Luther King Jr., Rosa Parks, Nelson Mandela, John Dewey, Paulo Freire and Mahatma Ghandi are relegated to the dustbin of history. Students are taught only to care about themselves and to view any consideration for others as a liability, if not a pathology. Ethical concerns under these circumstances are represented as hindrances to be overcome. Narcissism along with an unchecked notion of individualism is the new normal.

Under a pedagogy of repression, students are conditioned to unlearn any respect for democracy, justice, and what it might mean to connect learning to social change. They are told that they have no rights and that rights are limited only to those who have power. This is a pedagogy that kills the spirit, promotes conformity, and is more suited to an authoritarian society than a democracy. What is alarming about the new education un-reformers is not only how their policies have failed, but the degree to which such policies are now embraced by liberals and conservatives in both the Democratic and Republican Parties despite their evident failure20 The Broader, Bolder Approach to Education study provides a list of such failures that are instructive. The outcomes of un-reform measures noted in the study include:

Test scores increased less, and achievement gaps grew more, in “reform” cities than in other urban districts. Reported successes for targeted students evaporated upon closer examination. Test-based accountability prompted churn that thinned the ranks of experienced teachers, but not necessarily bad teachers. School closures did not send students to better schools or save school districts money.  Charter schools further disrupted the districts while providing mixed benefits, particularly for the highest-needs students. Emphasis on the widely touted market-oriented reforms drew attention and resources from initiatives with greater promise.  The reforms missed a critical factor driving achievement gaps: the influence of poverty on academic performance. Real, sustained change requires strategies that are more realistic, patient and multipronged. 21

The slavish enthusiasm of the cheerleaders for market-driven educational policies becomes particularly untenable morally and politically in light of the increasing number of scandals that have erupted around inflated test scores and other forms of cheating committed by advocates of high stakes testing and charter schools. 22 David Kirp offers an important commentary on the seriousness and scope of the scandals and the recent setbacks of market-oriented educational reform. He writes:

In the latest Los Angeles school board election, a candidate who dared to question the overreliance on test results in evaluating teachers and the unseemly rush to approve charter schools won despite $4 million amassed to defeat him, including $1 million from New York City Mayor Michael Bloomberg and $250,000 from Rupert Murdoch’s News Corp. Former Atlanta superintendent Beverly Hall, feted for boosting her students’ test scores at all costs, has been indicted in a massive cheating scandal. Michelle Rhee, the former Washington D.C. school chief who is the darling of the accountability crowd, faces accusations, based on a memo released by veteran PBS correspondent John Merrow, that she knew about, and did nothing to stop, widespread cheating. In a Washington Post op-ed, Bill Gates, who has spent hundreds of millions of dollars promoting high-stakes, test-driven teacher evaluation, did an about-face and urged a kinder, gentler approach that teachers could embrace. And parents in New York State staged a rebellion, telling their kids not to take a new and untested achievement exam. 23

While pedagogies of repression come in different forms and address different audiences in various contexts, they all share a commitment to defining pedagogy as a set of strategies and skills to use in order to teach prescribed subject matter. In this context, pedagogy becomes synonymous with teaching as a technique or the practice of a craft-like skill. There is no talk here of connecting pedagogy with the social and political task of resistance, empowerment or democratization. Nor is there any attempt to show how knowledge, values, desire and social relations are always implicated in power.  Any viable notion of critical pedagogy must reject such definitions of teaching and their proliferating imitations even when they are claimed as part of a radical discourse or project.  In opposition to the instrumentalized reduction of pedagogy to a mere method that has no language for relating the self to public life, social responsibility or the demands of citizenship, critical pedagogy works to illuminate the relationships among knowledge, authority and power. 24 For instance, it raises questions regarding who has control over the conditions for producing knowledge such as the curricula being promoted by teachers, textbook companies, corporate interests or other forces?

Central to any viable notion of what makes a pedagogy critical is, in part, the recognition that pedagogy is always a deliberate attempt on the part of educators to influence how and what forms of knowledge and subjectivities are produced within particular sets of social relations. In this case, critical pedagogy draws attention to the ways in which knowledge, power, desire, and experience are produced under specific conditions of learning, and in doing so rejects the notion that teaching is just a method or is removed from matters of values, norms, and power – or, for that matter, the struggle over agency itself and the future it suggests for young people. Rather than asserting its own influence in order to wield authority over passive subjects, critical pedagogy is situated within a project that views education as central to creating students who are socially responsible and civically engaged citizens. This kind of pedagogy reinforces the notion that public schools are democratic public spheres, education is the foundation for any working democracy and teachers are the most responsible agents for fostering that education.

This approach to critical pedagogy does not reduce educational practice to the mastery of methodologies. It stresses, instead, the importance of understanding what actually happens in classrooms and other educational settings by raising questions such as:  What is the relationship between learning and social change?  What knowledge is of most worth?  What does it mean to know something? And in what direction should one desire?  Yet the principles and goals of critical pedagogy encompass more. Pedagogy is simultaneously about the knowledge and practices teachers and students might engage in together and the values, social relations and visions legitimated by such knowledge and practices. Such a pedagogy listens to students, gives them a voice and role in their own learning, and recognizes that teachers not only educate students but also learn from them.

In addition, pedagogy is conceived as a moral and political practice that is always implicated in power relations because it offers particular versions and visions of civic life, community, the future, and how we might construct representations of ourselves, others, and our physical and social environment.  Pedagogy provides a discourse for agency, values, social relations, and a sense of the future. It legitimates particular ways of knowing, being in the world, and relating to others. As Roger Simon observed, it also “represents a version of our own dreams for ourselves, our children, and our communities. But such dreams are never neutral; they are always someone’s dreams and to the degree that they are implicated in organizing the future for others they always have a moral and political dimension.” 25 It is in this respect that any discussion of pedagogy must begin with a discussion of educational practice as a particular way in which a sense of identity, place, worth, and above all, value is informed by practices that organize knowledge and meaning.

Central to my argument is the assumption that politics is not only about power, but also, “has to do with political judgements and value choices,” 26 indicating that questions of civic education and critical pedagogy (learning how to become a skilled citizen) are central to the struggle over political agency and democracy.  Critical pedagogy rejects the notion of students as passive containers who simply imbibe dead knowledge. Instead, it embraces forms of teaching that offer students the challenge to transform knowledge rather than simply “processing received knowledges.” 27 Under such circumstances, critical pedagogy becomes directive and intervenes on the side of producing a substantive democratic society. This is what makes critical pedagogy different from training. And it is precisely the failure to connect learning to its democratic functions and goals that provides rationales for pedagogical approaches that strip what it means to be educated from its critical and democratic possibilities. 28

Critical pedagogy becomes dangerous in the current historical moment because it emphasizes critical reflection, bridging the gap between learning and everyday life, understanding the connection between power and difficult knowledge, and extending democratic rights and identities by using the resources of history.  Rather than viewing teaching as technical practice, pedagogy in the broadest critical sense is premised on the assumption that learning is not about memorizing dead knowledge and skills associated with learning for the test but engaging in a more expansive struggle for individual rights and social justice. The fundamental challenge facing educators within the current age of neoliberalism, militarism, and religious fundamentalism is to provide the conditions for students to address how knowledge is related to the power of both self-definition and social agency. In part, this suggests providing students with the skills, ideas, values and authority necessary for them to nourish a substantive democracy, recognize antidemocratic forms of power and fight deeply rooted injustices in a society and world founded on systemic economic, racial and gendered inequalities.

Any viable notion of critical pedagogy must be understood as central to politics itself and rather than disconnect public education from larger social, economic and political issues, it must connect them to such forces as part of a wider crisis of both education and democracy. At the very least, education must be viewed as part of an emancipatory project that rejects the privatization and corporatization of public schools and the tax and finance forces that support iniquitous schools systems. For pedagogy to matter, it must support a culture and the relations of power that provide teachers with a sense of autonomy and control over the conditions of their labor. Teachers must be viewed as public intellectuals and a valuable social resource, and the conditions of their labor and autonomy must be protected. In this instance, the fight to preserve labor unions must be viewed as central to preserving the rights and working conditions necessary for public school teachers to teach with dignity under conditions that respect rather than degrade them.

Critical pedagogy must reject teaching being subordinated to the dictates of standardization, measurement mania and high stakes testing. The latter are part of a pedagogy of repression and conformity and have nothing to do with an education for empowerment.  Central to the call for a critical pedagogy and the formative and institutional culture that makes it possible is the need to reconfigure government spending and to call for less spending on death and war and more on funding for education and the social programs that make it possible as a foundation for a democratic society. Schools are about more than measurable utility, the logic of instrumentality, abject testing, and mind-numbing training. In fact, the latter have little to do with critical education and pedagogy and must be rejected as part of an austerity and neoliberal project that is deeply anti-intellectual, authoritarian, and antidemocratic.

As a moral and political project, pedagogy is crucial for creating the agents necessary to live in, govern and struggle for a radical democracy.  Moreover, it is important to recognize how education and pedagogy are connected to and implicated in the production not only of specific agents, a particular view of the present and future, but also how knowledge, values and desires, and social relations are always implicated in power. Power and ideology permeate all aspects of education and become a valuable resource when critically engaged around issues that problematize the relationship between authority and freedom, ethics and knowledge, language and experience, reading texts differently, and exploring the dynamics of cultural power. Critical pedagogy address power as a relationship in which conditions are produced that allow students to engage in a culture of questioning, to raise and address urgent, disturbing questions about the society in which they live, and to define in part the questions that can be asked and the disciplinary borders that can be crossed.

Education as a democratic project is utopian in its goal of expanding and deepening the ideological and material conditions that make a democracy possible. Teachers need to be able to work together, collaborate, work with the community, and engage in research that informs their teaching.  In this instance, critical pedagogy refuses the atomizing structure of teaching that informs traditional and market-driven notions of pedagogy. Moreover, critical pedagogy should provide students with the knowledge, modes of literacy, skills, critique, social responsibility, and civic courage needed to enable them to be engaged critical citizens willing to fight for a sustainable and just society.

Critical pedagogy is a crucial antidote to the neoliberal attack on public education, but it must be accompanied and informed by radical political and social movements willing to make educational reform central to democratic change. 29 The struggle over public education is inextricably connected to a struggle against poverty, racism, violence, war, bloated defense budgets, a permanent warfare state, state sanctioned assassinations, torture, inequality, and a range of other injustices that reveal a shocking glimpse of what America has become and why it can no longer recognize itself through the moral and political visions and promises of a substantive democracy. And such a struggle demands both a change in consciousness and the building of social movements that are broad-based and global in their reach.

The struggle to reclaim public education as a democratic public sphere needs to challenge the regressive pedagogies, gated communities, and cultural and political war zones that now characterize much of contemporary America. These sites of terminal exclusion demand more than making visible and interrogating critically the spectacle of cruelty and violence used to energize the decadent cultural apparatuses of casino capitalism. They demand an encounter with new forms of pedagogy, modes of moral witnessing, and collective action, and they demand new modes of social responsibility. As Martin Luther King, Jr. insisted, “We are called to speak for the weak, for the voiceless, for victims of our nation and for those it calls enemy, for no document from human hands can make these humans any less our brothers.” 30  We can update King’s speech to encompass the weak, voiceless, and victims of our nation who are now represented by the low-income and poor minority youth who inhabit both the public schools and increasingly the prisons. These are the throwaway youth of an authoritarian America; they are the excess who painfully remind the elite of the need for social provisions, the viability of the public good, and those principles of economic life in need of substantial rethinking.

Under neoliberalism, it has become more difficult to respond to the demands of the social contract, public good, and the social state, which have been pushed to the margins of society – viewed as both an encumbrance and a pathology. And yet such a difficulty must be overcome in the drive to reform public education. The struggle over public education is the most important struggle of the 21st century because it is one of the few public spheres left where questions can be asked, pedagogies developed, modes of agency constructed and desires mobilized, in which formative cultures can be developed that nourish critical thinking, dissent, civic literacy and social movements capable of struggling against those antidemocratic forces that are ushering in dark, savage and dire times. We are seeing glimpses of such a struggle in Chicago and other states as well as across the globe and we can only hope that such movements offer up not merely a new understanding of  the relationship among pedagogy, politics, and democracy, but also one that infuses both the imagination and hope for a better world.



[1] I have taken this term from David Graeber, “Dead Zones of the Imagination,” HAU: Journal of Ethnographic Theory 2 (2012): 105-128.

[2] I address this issue in great detail in Henry A. Giroux, Youth in a Suspect Society: Democracy or Disposability (New York: Palgrave, 2010).

[3] See Michael D. Yates, “Public School Teachers: New Unions, New Alliances, New Politics,” http://truth-out.org/opinion/item/17756-public-school-teachers-new-unions-new-alliances-new-politics Truthout (July 24, 2013). Online: See also the June 2013 special issue of Monthly Review, edited by Michael Yates, on “Public School Teachers Fighting Back.”

[4] For an excellent critique of this type of corporate educational un-reform, see Kenneth J. Saltman, The Failure of Corporate School Reform (Boulder: Paradigm Publishers, 2013).

[5]  Jody Sokolower, “Schools and the New Jim Crow: An Interview with Michelle Alexander,” Truthout (June 4, 2013). Online:

http://www.truth-out.org/news/item/16756-schools-and-the-new-jim-crow-an-interview-with-michelle-alexander.  These themes are more fully developed in Michelle Alexander, Jim Crow: Mass Incarceration in the Age of Colorblindness(New York: New Press, 2012).

[8] For two examples of the appropriation of culture by corporate power and their donors and foundations, see Katherine Stewart, “The Right-wing Donors Who Fuel America’s Culture Wars,” The Guardian (April 23, 2013), online:   http://www.theguardian.com/commentisfree/2013/apr/23/rightwing-donors-fuel-america-culture-wars; and John Nichols and Robert W. McChesney, Dollarocracy: How the Money and Media Election Complex is Destroying America (New York: Nation Books, 2013).

[10]     Sokolower, “Schools and the New Jim Crow.”

[11] Sokolower, “Schools and the New Jim Crow.”

[14] Kenneth Saltman, The Gift of Education: Public Education and Venture Philosophy (New York: Palgrave Macmillan, 2012).

[17] See, more recently, Norman Pollack, “Toward a Definition of Fascism,” CounterPunch (August 6, 2012), online: http://www.counterpunch.org/2013/08/06/toward-a-definition-of-fascism/

[18] Sheldon S. Wolin, Democracy Incorporated: Managed Democracy and the Specter of Inverted Totalitarianism (Princeton University Press, 2008), p. ix.

[19] John Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, second revised edition (Gabriola Island, Canada: New Society Publishers, 2002).

[20] On the predatory nature of such reforms, see Henry A. Giroux, Education and the Crisis of Public Values (New York: Peter Lang, 2012); and Michael Gecan, “How Predatory Reformers Are Destroying Education and Profiting at Our Children’s Expense,” AlterNet (June 14, 2013), online: http://www.alternet.org/education/how-predatory-reformers-are-destroying-education-and-profiting-our-childrens-expense. On the failure of such reforms, see the work of Kenneth Saltman, Diane Ravitch, Henry A. Giroux, Jonathan Kozol, Shirley Steinberg, bell hooks, and others.

[21] Elaine Weiss and Don Long, Market-oriented education reforms’ rhetoric trumps reality: The impacts of test-based teacher revaluations, school closures, and increased charter school access on student outcomes in Chicago, New York City, and Washington, D.C. (Washington, DC: Broader, Bolder Approach to Education (April 22, 2013). Online: http://www.epi.org/files/2013/bba-rhetoric-trumps-reality.pdf

[24]  For examples of this tradition, see Maria Nikolakaki (ed.), Critical Pedagogy in the Dark Ages: Challenges and Possibilities (New York: Peter Lang, 2012); and Henry A. Giroux, On Critical Pedagogy (New York: Continuum, 2011).

[25] Roger Simon, “Empowerment as a Pedagogy of Possibility,” Language Arts 64:4 (April 1987), p. 372.

[26] Cornelius Castoriadis, “Institutions and Autonomy.” In Peter Osborne (ed.), A Critical Sense (New York: Routledge, 1996), p. 8.

[27] Chandra Mohanty, “On Race and Voice: Challenges for Liberal Education in the 1990s,” Cultural Critique (Winter 1989-1990), p. 192.

[28] Amy Gutman, Democratic Education (Princeton: Princeton University Press, 1999).

[29] Stanley Aronowitz, “Education Rediscovered,” The Indypendent, Issue #155 (September 9, 2010). Online:

http://www.indypendent.org/2010/09/09/education-rediscovered/

[30] Martin Luther King, Jr., “Beyond Vietnam: A Time to Break Silence.” Information Clearing House. Speech delivered on April 4, 1967 at a meeting of Clergy and Laity Concerned at Riverside Church in New York City. Online: http://www.informationclearinghouse.info/article2564.htm

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Public Pedagogy and Manufactured Identities in the Age of the Selfie Culture

By: Henry Giroux

Education in society occurs across both formal and informal spheres of communication exchange. It extends from schools to diverse cultural apparatuses such as the mainstream media, alternative screen cultures, the Internet, and other spaces actively involved in the construction of knowledge, values, modes of identification, and agency itself. The modern era is shaped by a public pedagogy rooted in neoliberal capitalism that embraces consumer culture as the primary mechanism through which to express personal agency and identity. Produced and circulated through a depoliticizing machinery of fear and consumption, the cultural focus on the pursuit of individual desires rather than public responsibilities has led to a loss of public memory, democratic dissent, and political identity. As the public sphere collapses into the realm of the private, the bonds of mutual dependence have been shredded along with the public spheres that make such bonds possible. Freedom is reduced to a private matter divorced from the obligations of social life and politics only lives in the immediate. The personal has become the only sphere of politics that remains.

The rise of the selfie as a mode of public discourse and self-display demands critical scrutiny in terms of how it is symptomatic of the widespread shift toward market-driven values and a surveillance culture, increasingly facilitated by ubiquitous, commercial forms of digital technology and social media. Far from harmless, the unexamined “selfie” can be viewed as an example of how predatory technology-based capitalism socializes people in a way that encourages not only narcissism and anti-social indifference, but active participation in a larger authoritarian culture defined by a rejection of social bonds and cruelty toward others. As with other forms of cultural and self-expression, the selfie—when placed in alternative, collective frameworks—can also become a tool for engaging in struggles over meaning. Possibilities for social change that effectively challenges growing inequality, atomization, and injustice under neoliberalism can only emerge from the creation of new, broad-ranging sites of pedagogy capable of building new political communities and drawing attention to anti-democratic structures throughout the broader society.

Keywords: neoliberalism, pedagogy, public sphere, social media, individualism, identity, agency, community, surveillance, mass culture, selfie.

Neoliberalism and the Crisis of Agency

The most important forms of domination are not only economic but also intellectual and pedagogical, and lie on the side of belief and persuasion.

Pierre Bourdieu and Gunter Grass (2002)

Under the reign of neoliberalism, a particularly savage form of capitalism, the blight of rampant consumerism, unregulated finance capital, and weakened communal bonds increasingly promote what may be called a crisis of identity, memory, and agency. In part, such a crisis is directly related to neoliberalism’s production of an individualism that embodies a pathological disdain for community and, in doing so, furthers the creation of atomized, isolated, and utterly privatized individuals who have lost sight of the fact that, as Hannah Arendt (2013) once expressed, “humanity is never acquired in solitude” (p. 37). Nothing appears to escape the reach of predatory capitalism as even space, time, and language have been subject to the forces of privatization and commodification. Commodified and privatized, public spaces are replaced by malls and entertainment spheres that infantilize almost everything they touch. As one’s humanity is more and more defined by the ability to consume, exchange values are given priority over public values, just as communal values are replaced by atomizing and survival-of-the fittest market values. Hence, it is not surprising that, at this historical moment, individual and collective agency is more and more overwhelmed by a tsunami of information, the ubiquity of market values, the ravages of inequality in income, power, and wealth, and the absence of space and time, which allow for contemplation, dialogue, and shared responsibilities. Within this brutal logic of neoliberalism, the social becomes regressive, emptied of democratic values, and reduced to the dustbin of history by a politics that in the famous words of the late Margaret Thatcher declares with no apologies: “There is no such thing as society, there are only individuals and families.”

The crisis of agency is further reproduced through an ongoing assault on public spaces, where identities that once could be constructed, both in shared spaces and in dialogue with others, are under siege and withering in absence of a vibrant set of democratic public spheres. As more and more public spheres and modes of public pedagogy are defined by the logic of the market, individuals can only recognize themselves within settings—whether the school or the mass media—whose ultimate fidelity is to expanding market values and profit margins. In this instance, the public collapses into the personal, and the symbolic and affective dimensions of social existence begin to erode. One consequence is that political life disintegrates into private obsessions, and the triumph of the personal over the political becomes evident in the rise of the confessional society. Even worse, the only condition of agency is the ongoing desire to survive in a period of social breakdown, uncertainty, massive unemployment, and the collapse of the social contract. Under such circumstances, the only control that many people, especially youth, have over their identities is through the production of self-representations organized through the manufactured images they post on social media.

With the destruction of public spaces and communal bonds, coupled with the ongoing ideology of privatization, the production of identity appears to be wedded almost entirely to the invention of an isolated self. One consequence is that agency is now deeply embedded in the process of self-fashioning and an endless performance of freedom, which becomes an exercise in self-development rather than social responsibility. This primarily takes place through the boundless production of images that stand in for some control over depictions of the self. Moreover, sharing such images becomes the vehicle by which to exit from any notion of privacy and to render representations of the self as the only viable way to enable a sense of agency, however limited.

Under the auspices of casino capitalism, there is an ongoing attempt by the apostles of neoliberalism to remove politics from the ideals of the common good, social contract, and democracy. Shared responsibilities are now replaced by shared fears, reinforced by a market driven culture that celebrates privatization, deregulation, consumerism, choice, the spectacle of celebrity, and a revival of the ethics of Social Darwinism. Abstracted from the ideal of public commitment, neoliberalism, or what might be called market fundamentalism, represents a political, economic, and ideological practice that loosens the connection between substantive democracy, critical agency, and progressive education. It does so, however, not simply by disconnecting power from politics. As Samir Amin (2001) suggests, it does so by “gaining control of the expansion of markets, the looting of the earth’s natural resources, [or] the super exploitation of the labor reserves” (p. 6). One of the most important new weapons of global capitalism is that it constitutes a form of public pedagogy. While a number of theorists extending from Antonion Gramsci to C. Wright Mills have talked about culture as an educational force, it was Raymond Williams (1967) who first articulated the notion of culture as a form of permanent education. That is, the educational force of dominant culture, in all of its diversity, represents one of the primary conditions for spreading values, ideologies, and social relations. Culture today increasingly defines global citizenship as a private affair, a solitary act of consumption, and a war against all competitive ethos rather than as a practice of social and political engagement performed by critical agents acting collectively to shape social, political, and economic forces.

Neoliberal Public Pedagogy

Economic structures alone cannot account for the success of neoliberalism or any other mode of oppression. Shaping public consciousness is crucial to enforcing repressive values and social relations. In large part, this is done by keeping the American public absorbed in privatized orbits of consumption, commodification, and display, verifying the conviction that there is no democracy without an informed public. In this instance, pedagogy becomes central to the very meaning of politics, because it is crucial in understanding how culture deploys power and produces those desires, values, and modes of identity that support and mimic the demands of a market-fundamentalism in which exchange value becomes the only value that matters.

In the institutions of both public and higher education and the neoliberal mainstream cultural apparatuses of screen and print culture, the American polity is continuously commercially carpet-bombed with a form of public pedagogy the promotes narcissism, obsessive self-interest, and a libidinal economy in which consuming is defined as the only obligation of citizenship. As Joseph E. Stiglitz (2013) explains, neoliberal common sense insists that it is better “to trust in the in the pursuit of self-interest than in the good intentions of those who pursue the general interest”; looking out for oneself in the age of selfie culture is transformed from a principle of embedded self-development and growth to the belief that “selfishness [is] the ultimate form of selflessness.” Looking out for oneself in the best sense morphs into looking at oneself.

Under neoliberalism, as Jonathan Crary (2013) observes, time is now defined by “the non-stop operation of global exchange and circulation” (p. 5), including the endless perpetuation of an impoverished celebrity and consumer culture that both depoliticizes people and narrows their potential for critical thought, agency, and social relations to an investment in shopping, and other market-related activities. It is also subject to an algorithm of speed designed to intensify the labor of working people to the point of sheer exhaustion. Time is a luxury only for the rich and well off. For those engaged in the ongoing battle to survive, what the Occupy Movement called the 99%, it is largely a deprivation. Yet, it is a deprivation that has not provoked the public outrage it deserves. One reason might be that ethical paralysis and disposability are the new signposts of a society in which historical memory and social agency are diminished in part because care for the other is not only under assault by conservatives but is also derided as figments of liberal past.

As Frank B. Wilderson III (2012) has argued, as public trust and values are derided the discourses necessary to draw attention to the ethical grammars of suffering, state violence, and disposability begin to disappear, leaving only a “discourse of embodied incapacity” (p. 30). Unsurprisingly, as public values, the common good, and civic life are devalued, what emerges in its place is a culture of cruelty dominated by hyper-individualism, a survival-of-the fittest ethos, brutal forms of competition, and the non-stop production of celebrity culture, the spectacle of violence, and the reduction of agency to isolated and often anxiety-ridden and traumatized notions of the self. What emerges from this culture of narcissism and obsessive self-interest is both a callous disregard for human life and a notion in which consumption largely focuses on the consuming self at the expense of caring for others.

Dispossession, infantilization, and depoliticization are central to the discourse of neoliberalism in which language is central to moulding identities, desires, values, and social relationships. Within this fog of market-induced paralysis, language is subject to the laws of the capitalism, reduced to a commodity, and subject to the “tyranny of the moment, . . . emaciated, impoverished, vulgarized, and squeezed out of the meanings it was resumed to carry” (Bauman & Donskis, 2013, p. 46). As Doreen Massey (2013) observes, within the discourse of neoliberalism, the public are urged to become highly competitive consumers and customers, while taught that the only interests that matter are individual interests, almost always measured by monetary considerations. Under such circumstances, social and communal bonds are shredded, important modes of solidarity attacked, and a war is waged against any institution that embraces the values, practices, and social relations endemic to a democracy. Neoliberal public pedagogy, in this instance, functions as what Hannah Arendt (1968) calls a form of “totalitarian education,” one whose aim “has never been to instill convictions but to destroy the capacity to form any” (p. 468). One outcome has been a heightening of the discourse of narcissism and the retreat from public life and any viable sense of worldliness.

The retreat into private silos has resulted in the inability of individuals to connect their personal suffering with larger public issues. Thus detached from any concept of the common good or viable vestige of the public realm, they are left to face alone a world of increasing precariousness and uncertainty, in which it becomes difficult to imagine anything other than how to survive. In addition, there is often little room for thinking critically and acting collectively in ways that are imaginative and courageous. Surely, as Bauman and Donskis (2013) argue, the celebration and widespread prevalence of ignorance in American culture does more than merely testify “to human backwardness or stupidity”; it also “indicates human weakness and the fear that it is unbearably difficult to live beset by continuous doubts” (p. 7). Yet, what is often missed in analysis of political and civic illiteracy as the new normal is the degree to which these new forms of illiteracy not only result in an unconscious flight from politics, but also produce a moral coma that supports modern systems of terror and authoritarianism. Civic illiteracy is about more than the glorification and manufacture of ignorance on an individual scale: it is producing a nation-wide crisis of agency, memory, and thinking itself.

The Crisis of Civic Literacy

Clearly, the attack on reason, evidence, science, and critical thought has reached perilous proportions in the United States, and any discussion of the rise of a narcissistic selfie culture must include this growing threat to democracy. A number of political, economic, social, and technological forces now work to distort reality and keep people passive, unthinking, and unable to act in a critically engaged manner. Politicians, right-wing pundits, and large swaths of the American public embrace positions that support Creationism, capital punishment, torture, and the denial of human-engineered climate change, any one of which not only defies human reason but also stands in stark opposition to evidence-based scientific arguments. Reason now collapses into opinion, as thinking itself appears to be both dangerous and antithetical to understanding ourselves, our relations to others, and the larger state of world affairs. Under such circumstances, literacy disappears not just as the practice of learning skills, but also as the foundation for taking informed action. Divorced from any sense of critical understanding and agency, the meaning of literacy is narrowed to completing basic reading, writing, and numeracy tasks assigned in schools. Literacy education is similarly reduced to strictly methodological considerations and standardized assessment, rooted in test taking and deadening forms of memorization, and becomes far removed from forms of literacy that would impart an ability to raise questions about historical and social contexts.

Literacy, in a critical sense, should always ask what it might mean to use knowledge and theory as a resource to address social problems and events in ways that are meaningful and expand democratic relations. Needless to say, as John Pilger (2014) has pointed out, what is at work in the death of literacy and the promotion of ignorance as a civic virtue is a “confidence trick” in which “the powerful would like us to believe that we live in an eternal present in which reflection is limited to Facebook, and historical narrative is the preserve of Hollywood.” Among the “materialized shocks” of the ever-present spectacles of violence, the expanding states of precariousness, and the production of the atomized, repressed, and disconnected individual, narcissism reigns supreme. As Frankfurt School theorist Leo Lowenthal’s important essay “The Atomization of Man” (1987) states, “personal communication tends to all meaning,” even as moral decency and the “agency of conscience” wither (p. 183).

How else to explain the endless attention-seeking in our self-absorbed age; a culture that accepts cruelty toward others as a necessary survival strategy; a growing “economics of contempt” (St. Claire, 2014), that maligns and blames the poor for their condition rather than acknowledging injustices in the social order; or the paucity of even the most rudimentary knowledge among the American public about history, politics, civil rights, the Constitution, public affairs, politics, and other cultures, countries, and political systems? Political ignorance now exists in the United States on a scale that seems inconceivable: for example, “only 40 percent of adults know that there are 100 Senators in the U.S. Congress” (Werleman, 2014), and a significant number of Americans believe that the Constitution designated English as the country’s official language and Christianity as its official religion.

Zygmunt Bauman and David Lyons (2013) have connected the philosophical implications of experiencing a reality defined by constant measurement to how most people now allow their private expressions and activities to be monitored by the authoritarian security-surveillance state. No one is left unscathed. In the current historical conjuncture, neoliberalism’s theater of cruelty joins forces with new technologies that can easily “colonize the private” even as it holds sacrosanct the notion that any “refusal to participate in the technological innovations and social networks (so indispensable for the exercise of social and political control) . . . becomes sufficient grounds to remove all those who lag behind in the globalization process (or have disavowed its sanctified idea) to the margins of society” (Bauman & Lyons, 2013, p. 7). Inured to data gathering and number crunching, the country’s slide into authoritarianism has become not only permissible, but “participatory” as John Feffer (2014) claims—bolstered by a general ignorance of how a market-driven culture induces all of us to sacrifice our secrets, private lives, and very identities to social media, corporations, and the surveillance state.

Ignorance finds an easy ally in various elements of mass and popular culture, such as the spectacle of reality TV, further encouraging the embrace of a culture in which it is no longer possible to translate private troubles into public concerns. On the contrary, reveling in private issues now becomes the grounds for celebrity status, promoting a new type of confessional in which all that matters is interviewing oneself endlessly and performing private acts as fodder for public consumption. Facebook “likes,” lists of “friends,” and other empty data reduce our lives to numbers that now define who we are. Technocratic rationality rules while thoughtful communication withers, translated into data without feeling, meaning, or vision. Lacking any sense of larger purpose, it is not surprising that individuals become addicted to outrageous entertainment and increasingly listen to and invest their hopes in politicians and hatemongers who endlessly lie, trade in deceit, and engage in zombie-like behavior, destroying everything they touch.

As I have stressed previously, American society is in the grip of a paralyzing infantilism. Everywhere we look, the refusal to think, to engage troubling knowledge, and to welcome robust dialogue and engaged forms of pedagogy are now met by the fog of rigidity, anti-intellectualism, and a collapse of the public into the private. A politics of intense privatization and its embrace of the self as the only viable unit of agency appears to have a strong grip on American society as can be seen in the endless attacks on reason, truth, critical thinking, and informed exchange, or any other relationship that embraces the social and the democratic values that support it. This might be expected in a society that has become increasingly anti-intellectual, given its commitment to commodities, violence, privatization, the death of the social, and the bare bones relations of commerce. But it is more surprising when it is elevated to a national ideal and, like a fashion craze, wrapped in a kind of self-righteous moralism marked by an inability or reluctance to imagine what others are thinking. This type of ideological self-righteousness, fueled by a celebrity culture and elevation of self-interest as the only values that matter, is especially dispiriting when it accommodates rather than challenges the rise of the surveillance state and the demise of the public good along with those modes of solidarity that embrace a collective sense of agency.

Surveillance and the Flight from Privacy

Surveillance has become a growing feature of daily life wielded by both the state and the larger corporate sphere. This merger registers both the transformation of the political state into the corporate state as well as the transformation of a market economy into a criminal economy. One growing attribute of the merging of state and corporate surveillance apparatuses is the increasing view of privacy on the part of the American public as something to escape from rather than preserve as a precious political right. The surveillance and security-corporate state is one that not only listens, watches, and gathers massive amounts of information through data mining necessary for monitoring the American public—now considered as both potential terrorists and a vast consumer market—but also acculturates the public into accepting the intrusion of surveillance technologies and privatized commodified values into all aspects of their lives. Personal information is willingly given over to social media and other corporate based websites such as Instagram, Facebook, MySpace, and other media platforms, and is harvested daily as people move from one targeted website to the next across multiple screens and digital apparatuses.

As Ariel Dorfman (2014) points out, “social media users gladly give up their liberty and privacy, invariably for the most benevolent of platitudes and reasons,” all the while endlessly shopping online and texting. While selfies may not lend themselves directly to giving up important private information online, they do speak to the necessity to make the self into an object of public concern, if not a manifestation of how an infatuation with selfie culture now replaces any notion of the social as the only form of agency available to many people. Under such circumstances, it becomes much easier to put privacy rights at risk, as they are viewed less as something to protect than to escape from in order to put the self on public display.

When the issue of surveillance takes place outside of the illegal practices performed by government intelligence agencies, critics most often point to the growing culture of inspection and monitoring that occurs in a variety of public spheres through ever present digital technologies used to amass information, most evident in the use of video cameras that inhabit every public space from the streets, commercial establishments, and workplaces, to the schools our children attend, as well as in the myriad scanners placed at the entry points of airports, stores, sporting events, and the like. Rarely do critics point to the emergence of the selfie as another index of the public’s need to escape from the domain of what was once considered to be the cherished and protected realm of the private and personal. Privacy rights in the not too distant past were viewed as a crucial safeguard in preventing personal and important information from becoming public. Privacy was also seen as a sphere of protection from the threat of totalitarianism made infamous in George Orwell’s 1984. In the present oversaturated information age, the right to privacy has gone the way of an historical relic and, for too many Americans, privacy is no longer a freedom to be cherished and by necessity to be protected. Of course, there is a notable exception here regarding people of color, especially poor dissenting blacks, for whom privacy has never been an assumed right. The right to privacy was violated in the historical reality of slavery, the state terrorism enacted under deep surveillance programs such as COINTELPRO, the current wave of mass incarcerations, and in the surveillance of the Black Lives Matter movement. What has changed, particularly since 9/11 is that the loss of privacy has been intensified with the rise of the surveillance state, which appears to monitor most of the electronic media and digital culture (Greenwald, 2015). Unfortunately, in some cases the loss of privacy is done voluntarily rather than imposed by the repressive or secret mechanisms of the state.

Rise of Selfie Culture

This is particularly true for many young people who cannot escape from the realm of the private fast enough, though this is not surprising given neoliberalism’s emphasis on branding, a “contextless and eternal now of consumption” (D. L. Clark, personal correspondence, February 10, 2015) and the undermining of any viable social sphere or notion of sociability. The rise of the selfie offers one index of this retreat from privacy rights and thus another form of legitimation for devaluing these once guarded rights altogether. One place to begin is with the increasing presence of the selfie, that is, the ubiquity of self-portraits being endlessly posted on various social media. One BBC News commentary on the selfie reports that:

A search on photo sharing app Instagram retrieves over 23 million photos uploaded with the hashtag #selfie, and a whopping 51 million with the hashtag #me. Rihanna, Justin Bieber, Lady Gaga, and Madonna are all serial uploaders of selfies. Model Kelly Brook took so many she ended up “banning” herself. The Obama children were spotted posing into their mobile phones at their father’s second inauguration. Even astronaut Steve Robinson took a photo of himself during his repair of the Space Shuttle Discovery. Selfie-ism is everywhere. The word “selfie” has been bandied about so much in the past six months it’s currently being monitored for inclusion in the Oxford Dictionary Online.

(BBC News, 2013)

What this new politics of digital self-representation suggests is that the most important transgression against privacy may be happening not only through the unwarranted watching, listening, and collecting of information by the state. What is also taking place through the interface of state and corporate modes of the mass collecting of personal information is the practice of normalizing surveillance by upping the pleasure quotient and enticements for young people and older consumers. These groups are now constantly urged to use the new digital technologies and social networks as a mode of entertainment and communication. Yet, there is, in mainstream culture, an ongoing attempt, not only to transform any vestige of real community into site, not only to harvest information for corporate and government agencies, but also to socialize young people into a regime of security and commodification in which their identities, values, and desires are inextricably tied to a culture of private addictions, self-help, and consuming.

A more general critique of selfies by Anita Biressi and Heather Nunn (2014) points to their affirmation as a mass-produced form of vanity and narcissism in a society in which an unchecked capitalism promotes forms of rampant self-interests that legitimize selfishness and corrode individual and moral character. In this view, a market-driven moral economy of increased individualism and selfishness has supplanted any larger notion of caring, social responsibility, and the public good. For example, one indication that Foucault’s notion of self-care has now moved into the realm of self-obsession can be seen in what Patricia Reaney (2014) has observed as the “growing number of people who are waiting in line to see plastic surgeons to enhance images they post of themselves on smartphones and other social media sites.”

The merging of neoliberalism and selfie culture is on full display in the upsurge in the number of young women between the ages of 20 and 29 who are altering their facial contours through surgical procedures such as nose jobs, eye lid lifts, plumped up lips, puffer-fish cheeks, and laser facials. As Sabrina Maddeaux (2015) points out:

The American Society of Plastic Surgeons last year reported that, in female patients aged 20 to 29, face-shaping cosmetic procedures were on the rise: Requests for hyaluronic acid fillers were up by almost 10 per cent, while Botox and chemical peels saw similar upticks. What’s more, according to dermatologists, young patients aren’t looking for subtle results; they want the “work” to be noticeable. That’s because the puffed and plumped “richface” aesthetic is the new Louis Vuitton handbag in certain circles—an instant, recognizable marker of wealth and status.

(Maddeaux, 2015)

Maddeaux argues that selfie culture “fuels this over-the-top approach to grooming” and (quoting Melissa Gibson, a senior artist for MAC Cosmetics) supports the view that “The selfie has turned an extreme aesthetic that wouldn’t normally be acceptable into something people want on a daily basis” (Maddeaux, 2015). Social media now becomes a site where selfie culture offers women an opportunity to display not only their altered looks, but also their social status and wealth. It appears that selfies are not only an indication of the public’s descent into the narrow orbits of self-obsession and individual posturing but are also good for the economy, especially plastic surgeons, who generally occupy the one percent that constitutes the upper class. The unchecked rise of selfishness is now partly driven by the search for new forms of capital, which recognize no boundaries and appear to have no ethical limitations.

The Plague of Narcissism

The plague of narcissism has a long theoretical and political history extending from Sigmund Freud in 1914 (Sandler, Person, & Fonagy, 1991) to Christopher Lasch (1991). Freud analyzed narcissism in psychoanalytic terms as a form of self-obsession that ran the gamut from being an element of normal behavior to a perversion that pointed to a psychiatric disorder. According to Lasch, narcissism was a form of self-love that functioned less as a medical disorder than as a disturbing cultural trait and political ideology deeply embedded in a capitalist society, one that disdained empathy and care for the other and promoted a cut-throat notion of competition. Lasch argued that the culture of narcissism promoted an obsession with the self under the guise of making selfishness and self-interest a cherished organizing principle of a market-based society. For Lasch, the fictional character megalomaniac and utterly narcissistic Gordon Gekko, the main character in Oliver Stone’s 1987 film Wall Street, has become immortalized with his infamous “greed is good” credo. Both theorists saw these psychological and cultural traits as a threat to one’s mental and political health. What neither acknowledged was that, in the latter part of the 20th century, they would become normalized, common-sense principles that shaped the everyday behavior of a market-driven society in which they were viewed less as an aberration than as a virtue.

In the current historical moment, Gordon Gekko looks tame. The new heroes of contemporary American capitalism are now modeled after a marriage of John Galt, the character from the infamous Ayn Rand novel Atlas Shrugged (1957), who transforms the pursuit of self-interest into a secular religion for the ethically bankrupt and Patrick Bateman, the more disturbing character in Bret Easton Ellis’s 1991 novel and the film American Psycho (2000) who literally kills those considered disposable in a society in which only the strong survive. Today, fiction has become reality, as the characters Gordon Gekko, John Galt, and Patrick Bateman, are personified in the real life figures of the Koch brothers, Lloyd Blankfein, and Jamie Dimon, among others. The old narcissism looks mild compared to the current retreat into the narrow orbits of privatization, commodification, and self-interest. Lynn Stuart Parramore gets it right in her insightful comment:

If Lasch had lived to see the new millennium, marked by increased economic inequality and insecurity, along with trends like self-involved social networking and celebrity culture, he would not have been surprised to hear that the new normal is now pretty much taken for granted as the way things are in America. Many even defend narcissism as the correct response to living with increased competition and pressure to win. According to one study, Americans score higher on narcissism than citizens of any other country. Researchers who study personality find that young Americans today score higher on narcissism and lower on empathy than they did 30 years ago.

(Parramore, 2014)

Under the regime of neoliberalism, narcissism not only becomes the defining characteristic of spoiled celebrities, brutish and cruel CEOs, and fatuous celebrities, it also speaks to a more comprehensive notion of deformed agency, an almost hysterical sense of self-obsession, a criminogenic need for accumulating possessions, and a pathological disdain for democratic social relations. Selfie culture may not be driven entirely by a pathological notion of narcissism, but it does speak to the disintegration of those public spheres, modes of solidarity, and sense of inclusive community that sustain a democratic society. In its most pernicious forms, it speaks to a flight from convictions, social responsibility, and the rational and ethical connections between the self and the larger society. Selfie culture pushes against the constructive cultivation of fantasy, imagination, and memory allowing such capacities to deteriorate in a constant pursuit of commodified pleasure and the need to heighten the visibility and performance of the self. The culture of atomization and loneliness in neoliberal societies is intensified by offering the self as the only source of enjoyment, exchange, and wonder. How else to explain the bizarre behavior of individuals who have their faces altered in order to look good in their selfies? Reaney (2014) quotes one individual after having plastic surgery: “I definitely feel more comfortable right now with my looks, if I need to take a selfie, without a doubt, I would have no problem.”

In a society in which the personal is the only politics there is, there is more at stake in selfie culture than rampant narcissism or the swindle of fulfillment offered to teenagers and others whose self-obsession and insecurity takes an extreme, if not sometimes dangerous, turn. What is being sacrificed is not just the right to privacy, the willingness to give up the self to commercial interests, but the very notion of individual and political freedom. The atomization that, in part, promotes the popularity of selfie culture is nourished not only by neoliberal fervor for unbridled individualism, but also by the weakening of public values and the emptying out of collective and engaged politics.

The Contradictions of Selfie Culture

The political and corporate surveillance state is not just concerned about promoting the flight from privacy rights but also attempts to use that power to canvass every aspect of one’s life in order to suppress dissent, instill fear in the populace, and repress the possibilities of mass resistance against unchecked power (Evans & Giroux, 2015). Selfie culture is also fed by a spiritually empty consumer culture, which Jonathan Crary (2013) characterizes as driven by never-ending “conditions of visibility . . . in which a state of permanent illumination (and performance) is inseparable from the non-stop operation of global exchange and circulation.” Crary’s insistence that entrepreneurial excess now drives a 24/7 culture points rightly to a society driven by a constant state of producing, consuming, and discarding objects as disposable—a central feature of selfie culture. Selfie culture is increasingly shaped within a mode of temporality in which quick turnovers and short attention spans become the measure of how one occupies the ideological and affective spaces of the market with its emphasis on speed, instant gratification, fluidity, and disposability. Under such circumstances, the cheapening of subjectivity and everyday life are further intensified by social identities now fashioned out of brands, commodities, relationships, and images that are used up and discarded as quickly as possible. Under such circumstances, pleasure is held hostage to the addiction of consuming with its constant discharging of impulses, fast consumption, and quick turnovers, at the expense of purposeful thought and reflection.

Once again, too many young people succumb to the influence of neoliberalism and its relentless refiguring of the public sphere as a site for displaying the personal by running from privacy, by making every aspect of their lives public. Or they limit their presence in the public sphere to posting endless images of themselves. In this instance, community becomes reduced to the sharing of a nonstop production of images in which the self becomes the only source of agency worth validating. At the same time, the popularity of selfies points beyond a pervasive narcissism, or a desire to collapse the public spheres into endless and shameless representations of the self.

Selfies and the culture they produce cannot be entirely collapsed into the logic of domination. More specifically, I don’t want to suggest that selfie culture is only a medium for various forms of narcissistic performance. Some commentators have suggested that selfies enable people to reach out to each other, present themselves in positive ways, and use selfies to drive social change. And there are many instances in which transgender people, people with disabilities, women of color, undocumented immigrants, and other marginalized groups are using selfies in proactive ways that do not buy into mainstream corporate selfie culture. In contrast to the market driven economy that encourages selfies as an act of privatization and consumption, some groups are using selfie culture to expand public dialogue rather than turn it over to commercial interests.

At the same time, there is considerable research indicating that “the reality of being watched results in feelings of low self-esteem, depression, and anxiety. Whether observed by a supervisor at work or by Facebook friends, people are inclined to conform and demonstrate less individuality and creativity” (Murphy, 2014). Moreover, the more people give away about themselves whether through selfies or the emptying out of their lives on other social media such as Facebook, “the more dissatisfaction with what they got in return for giving away so much about themselves” (Murphy, 2014). Is it any wonder that so many college students in the age of the selfie are depressed?

What is missing from this often romanticized and depoliticized view of the popularity of selfies is that the mass acceptance, proliferation, and commercial appropriation of selfies suggests that the growing practice of producing representations that once filled the public space that focused on important social problems and a sense of social responsibility are in decline among the American public, especially among the many young people whose identities and sense of agency are now shaped largely through the lens of a highly commodified celebrity culture. Ironically, there is an element of selfie culture that does not fall into this trap but is barely mentioned in mainstream media.

We now live in a market-driven age defined as heroic by the conservative Ayn Rand, who argued in her book The Virtue of Selfishness (1964) that self-interest was the highest virtue, and that altruism deserved nothing more than contempt. Of course, this is an argument that now dominates the discourse of the Republican Party, especially the extremist wing that now controls it and can be seen in the bluster and bloviating rhetoric of Donald Trump, a contender for the Republican Party nomination for the presidency of the United States. This retreat from the public good, compassion, and care for the other, and movement toward the legitimation of a culture of cruelty and moral indifference is often registered in strange signposts and popularized in the larger culture. For instance, one expression of this new celebrity-fed stupidity can be seen less in the endless prattle about the importance of selfies than in the rampant posturing inherent in selfie culture, most evident in the widely marketed fanfare over reality TV star Kim Kardashian’s appropriately named 450-page book Selfish (2015), the unique selling feature of which is that it contains 2,000 selfies. Stephen Burt’s (2015) description of the book is too revealing to ignore. He writes that the book:

collects photos of Kim by Kim, from a 1984 Polaroid of little Kim putting an earring on little Khloé to shots from Kim and Kanye’s epic wedding. Most are headshots—in limos, in hotel rooms, in low light at nightclubs; dozens are come-hither photos or revealing full-body shots. We see Kim getting dressed or undressed, lounging poolside or couchant on beds or “in my closet in Miami trying on clothes.” Kim dons a fur hat fit for a chic Russian winter, poses with a flashbulb above a toilet (“I love bathroom selfies”), models huge amber sunglasses, blows us a kiss. Often she does snap pics in bathrooms, where other photographers may not dare to tread.

(Burt, 2015)

There is more at work here than the marketing of a form of civic illiteracy and retrograde consumer consciousness in which the public is taught to mimic the economic success of alleged “brands,” there is also the pedagogical production of a kind of insufferable idiocy that remakes the meaning of agency, promoted endlessly through the celebration of celebrity culture as the new normal of mass entertainment. As Mark Fisher (2009) points out, this suggests a growing testimony to a commodified society in which “in a world of individualism everyone is trapped within their own feelings, trapped within their own imaginations, . . . and unable to escape the tortured conditions of solipsism” (p. 74). But there is more. Kim Kardashian (2015) makes a startling and important comment at one point in the book when she writes, “Since choice or chance gave me a way of life without privacy, I’ll violate my privacy myself, and I’ll have a good time doing it, too”(quoted in Burt) At a time when the surveillance state, corporations, and social media track our comings and goings, the voluntary giving up of privacy by so many people is barely registered as a threat to dissent and freedom.

Rethinking the Flight from Privacy as an Attack on Freedom

Under the surveillance state, the greatest threat one faces is not simply the violation of one’s right to privacy, but the fact that the public is subject to the dictates of authoritarian modes of governance it no longer seems interested in contesting. It is precisely this existence of unchecked power and the wider culture of political indifference that puts at risk the broader principles of liberty and freedom, which are fundamental to democracy itself. According to Quentin Skinner and Richard Marshall (2013):

The response of those who are worried about surveillance has so far been too much couched, it seems to me, in terms of the violation of the right to privacy. Of course it’s true that my privacy has been violated if someone is reading my emails without my knowledge. But my point is that my liberty is also being violated, and not merely by the fact that someone is reading my emails but also by the fact that someone has the power to do so should they choose. We have to insist that this in itself takes away liberty because it leaves us at the mercy of arbitrary power. It’s no use those who have possession of this power promising that they won’t necessarily use it, or will use it only for the common good. What is offensive to liberty is the very existence of such arbitrary power.

(Skinner & Marshall, 2013)

The rise of the mainstream appropriation of selfies under the surveillance state is only one register of the neoliberal-inspired flight from privacy. As I have argued elsewhere (Giroux, 2015), the dangers of the surveillance state far exceed the attack on privacy or warrant simply a discussion about balancing security against civil liberties. The critique of the flight from privacy fails to address how the growth of the surveillance state and its appropriation of all spheres of private life are connected to the rise of the punishing state, the militarization of American society, secret prisons, state-sanctioned torture, a growing culture of violence, the criminalization of social problems, the depoliticization of public memory, and one of the largest prison systems in the world, all of which, according to Michael Hardt and Antonio Negri (2012) “are only the most concrete, condensed manifestations of a diffuse security regime, in which we are all interned and enlisted” (p. 23). The authoritarian nature of the corporate-state surveillance apparatus and security system, notable for what Tom Engelhardt (2013) describes as its “urge to surveil, eavesdrop on, spy on, monitor, record, and save every communication of any sort on the planet,” can only be fully understood when its ubiquitous tentacles are connected to wider cultures of control and punishment, including security-patrolled corridors of public schools, the rise in super-max prisons, the hyper-militarization of local police forces, the rise of the military-industrial-academic complex, and the increasing labeling of dissent as an act of terrorism in the United States (see Giroux, 2011, 2012, 2014). Moreover, it must be recognized that the surveillance state is at its most threatening when it convinces the public to self-monitor themselves so that self-tracking becomes a powerful tool of the apparatus of state spying and control.

Selfies may be more than an expression of narcissism gone wild, the promotion of privatization over preserving public and civic culture with their attendant practice of social responsibility. They may also represent the degree to which the ideological and affective spaces of neoliberalism have turned privacy into mimicry of celebrity culture that both abets and is indifferent to the growing surveillance state and its totalitarian revolution, one that will definitely be televised in an endlessly repeating selfie that owes homage to George Orwell. Once again, it must be stressed that there are registers of representation in selfie culture that point in a different direction.

There are elements of selfie culture that neither subscribe to the Kardashian model of self-indulgence nor limit the potential of an alternative selfie culture to comments by a handful of mainstream feminists talking about photos being self-esteem builders. There is another trajectory of selfie culture at work that refuses the retreat into a false sense of empowerment and embraces modes of self-representation as a political act intent on redefining the relationship between the personal and the social in ways that are firmly wedded to social change. There are non-mainstream groups that are concerned with far more than building self-esteem in the superficial sense. For example, there are women of color, transgender and disabled people, who are using selfies to promote communities of healing and empowerment while also challenging a culture of cruelty that marks those who are different by virtue of their age, disability, gender identity, sexual orientation, and race as disposable. These activities have received increased attention from alternative media sites such as Browntourage, The Daily Dot, Fusion, and Viva La Feminista

Selfie Culture as a Site of Struggle

What is crucial to recognize here is that selfie culture itself can be a site of struggle, one that refuses to become complicit either with the politics of narcissism or the growing culture of surveillance. In this case, various individuals and groups are using selfie culture to expand the parameters of public dialogue, public issues, and the opportunity for different political identities to be seen and heard. This is a growing movement whose public presence has largely been ignored in the mainstream press because it connects the personal to the task of rewriting notions of self-presentation that stress matters of difference, justice, and shared beliefs and practices aimed at creating more inclusive communities. But this is a small movement when compared to the larger selfie culture caught in the endless display of a kind of depoliticized and unthinking flight from privacy.

Hannah Arendt (1968) has written that “Totalitarian domination as a form of government is new in that it is not content with . . . isolation and destroys private life as well. It bases itself on loneliness, on the experience of not belonging to the world at all, which is among the most radical and desperate experiences of man” (p. 475). Selfie culture cannot be viewed as synonymous with totalitarian politics; however, it reorganizes and rearranges private life, and in some instances fights such a political attitude. Yet, under the shadow of an authoritarian state, selfie culture can be used to denigrate the incarcerated, sell dangerous drugs, shame immigrants, promote bullying, and sexually oppress young girls.

The good news is that there is growing evidence that selfie culture can also be used to rewrite the relationship between the personal and the political and, in doing so, can expand the vibrancy of public discourse and work to prevent the collapse of public life. In this case, selfie culture moves away from the isolation and privatization of neoliberal culture and further enables those individuals and groups working to create a formative critical culture that better enables the translation of private troubles into public issues and promotes a further understanding of how public life affects private experiences. In contrast to the mainstream appropriation of selfie culture, this more empowering use of selfies becomes part of an emergent public, dedicated to undermining what Alex Honneth (2009) has called “an abyss of failed sociality” (p. 188). What selfie culture will become, especially under the force of neoliberal public pedagogy, presents a crucial site of struggle to address both the collapse of the public into the private and the rise of the punishing and surveillance state—a fight desperately worth waging.

At the same time, it is crucial to stress that digital promiscuity is not a virtue or an unproblematic attempt to establish connections with others. On the contrary, it is, within the current reign of the national security state, a free pass for state and corporate power to spy on its citizens by encouraging their flight from privacy. Privacy rights are crucial as one bulwark against the surveillance state. When the public is forced to police the realm of the private, the suppression of dissent becomes all the more formidable and paves the way for a range of anti-democratic practices, policies, and modes of governance. As long as selfie culture lacks a self-consciousness and political understanding about what the implications are in a surveillance state for giving up one’s privacy, in the effort to produce a new politics of representation, this culture will speak less to new modes of resistance than to the practice of becoming complicitous with a new mode of state terrorism and a neoliberal reign of oppression.

Any attempt to address the rise of selfie culture globally has to recognize the larger and more comprehensive politics and modes of public pedagogy that shape a given society. Matters of power, inequality, and politics are crucial in determining the values, practices, and impact any given technology will have on a social order. The struggle over how one fashions the self, constructs a viable identity, produces representations of oneself, and enables a particular form of agency cannot be separated from how mainstream politics and the forces of neoliberalism work to change how people see things, to produce moments of identification, and to define what counts as a viable mode of agency. Such moments point to how valuable it is to recognize how crucial education is to politics.

The issue is not how we view ourselves, but how we understand who we are in relation to others and the larger public good. Any notion of selfie culture or the project of self-fashioning that does not press for the claims of economic and social justice will fall prey to the morbid symptoms of a society in which the self is removed from the worldliness of the public realm and is destined to wither in the shadow of an authoritarian society. Lowenthal (1987) argued that “the modern system of terror amounts to the atomization of the individual” in which “human beings live in a state of stupor, in a moral coma” (pp. 181–182). The struggle over selfie culture will have to face the challenges posed by privatization and commodification and, in doing so, will struggle against rather than heighten the atomization of the individual. This suggests a struggle over not only the conditions of agency but the future of democracy itself.

Further Reading

Arendt, H. (1968). Ideology and terror: A novel form of government. In The origins of totalitarianism (pp. 460–482). New York: Houghton Mifflin Harcourt.

Bauman, Z., & Donskis, L. (2013). Moral blindness: the loss of sensitivity in liquid modernity. Cambridge, U.K.: Polity Press

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