Against the romanticizing of education, Leftists should recognize alternative regimes of study, as practiced in prison organizing and indigenous peoples’ movements, and participate with them toward dismantling the intertwined regimes of education and carcerality.
– an essay by Abraham Bolish –
Left movements in North America romanticize education in many ways. Calls to “defend public education” emanate from the most radical movements of students, like the ‘Maple Spring’ in Quebec, and teachers, like the social justice-oriented Chicago Teachers Union. In struggles against prisons, with images of the ‘school-to-prison pipeline’ and calls for ‘education not incarceration,’ we on the Left often criticize contemporary education as corrupted for disproportionately funneling poor youth of color into the penal regime. Conversely, in organizing around universities, the university has been framed as losing its educational mission and becoming like a prison, an “ivory cage,” which “incarcerates” potentially resistant young people behind walls of debt.
This fetishizing of education is a key obstacle to Left movements’ revolutionary goals. Seeing ‘revolution’ as an overturning of a dominant order, a revolutionary movement would need to radically transform all of the regimes composing that order—from the family and work to transportation and prisons. Such a movement is hindered if any one of these regimes is immunized from critique. That is precisely what has happened with the regime of education.
Summary: The author of We Created Chávez, George Ciccariello-Maher, draws on his experiences in the “cauldron of resistance” of Oakland, CA to speak on the relations between education, organizing in universities, and struggles against police and prisons. Against academics’ use of alibis, such as ‘changing the world by teaching,’ to legitimize anything they do as a contribution to radical movements, he calls for academics to more clearly distinguish between their jobs and their political work.
– An Interview with Matthew Evsky (Part 2) –
In this interview, Matthew Evsky* speaks on ways that the education system is bound up with policing, mass incarceration, and settler colonialism. How can we integrate education struggles with abolitionist, decolonial approaches? For resistant alternatives, we can look to Liberation Schools and free, cooperative universities embedded in communities. Facing major barriers to these from racism, we must call on white people to renege on their racist bargain with the state and capital. How can we popularize such an abolitionist politics with narratives that convince people to be for annihilating the very system that gives them privileges?