Revenge of the Surplus
January 1, 2012
Gregory Sholette, Dark Matter: Art and Politics in the Age of Enterprise Culture (London: Pluto Press, 2011), 240 pages, $30.00, paperback.
Article Subjects and Geography: Media
Alfred Hitchcock Presents Class Struggle
December 1, 2011
Class struggle is the last thing most people would associate with Alfred Hitchcock, probably the most famous director of them all. But there is a connection, nevertheless. No one would call Hitchcock a socialist; he emphasized that all he wanted was to entertain people—not instruct them. He was proud of his commercial success (and so were the studios that employed him).… For many, it will sound absurd to claim that Hitchcock has anything to do with class struggle. It is an interesting reaction, because issues that are a function of class struggle are plainly on view in Hitchcock, even if they are ignored—or blocked out. Many of his movies are built around class-struggle issues: without them, there would be no movie.
Hans Fallada’s Anti-Fascist Fiction
December 1, 2011
In The Diary of a Young Girl—one of the most touching books ever written about life under fascism—Dutch teenager Anne Frank observed, "Extraordinary things happen to people who go into hiding." Published in 1947 with an introduction by Eleanor Roosevelt, Frank's diary awakened the world to the daily lives of Jews hoping to escape concentration camps and gas ovens. Frank's story was sentimentalized on stage and in the Hollywood movie, but the book itself resonated—it still does—with gritty realism and the kinds of details that just will not die.… That same year, 1947, saw the publication of Every Man Dies Alone, the last novel to be written by Hans Fallada, the lost man of twentieth-century Germany literature. Like Frank's Diary, Fallada's Every Man alerted readers around the world to the corrosive force of fascism and the extraordinary things that happen to people in hiding. The main characters are not Jews; they are neither religious, nor do they spout Marx, Engels, or Rosa Luxemburg. Every Man presents a series of interwoven narratives about fascism that do not echo the dominant stories that have been told and retold since the end of the Second World War.
Robinson Crusoe and the Secret of Primitive Accumulation
September 1, 2011
The solitary and isolated figure of Robinson Crusoe is often taken as a starting point by economists, especially in their analysis of international trade. He is pictured as a rugged individual—diligent, intelligent, and above all frugal—who masters nature through reason. But the actual story of Robinson Crusoe, as told by Defoe, is also one of conquest, slavery, robbery, murder, and force. The contrast between the economists' Robinson Crusoe and the genuine one mirrors the contrast between the mythical description of international trade found in economics textbooks and the actual facts of what happens in the international economy.… But international trade…is often based on a division between superior and subordinate rather than a division between equals; and it is anything but peaceful. It is trade between the center and the hinterland, the colonizers and the colonized, the masters and the servants…Because it is unequal in structure and reward it has to be established and maintained by force, whether it be the structural violence of poverty, the symbolic violence of socialization, or the physical violence of war and pacification.
Khalil Gibran International Academy: Racism and a Campaign of Resistance
September 1, 2011
This article appears in two parts. "The Story of Khalil Gibran International Academy" is Debbie Almontaser's account of the anti-Arab and anti-Muslim hysteria that was whipped up when she helped found the first Arabic Dual Language public school in New York City. Instead of backing her against the attacks, the Department of Education turned on Almontaser and forced her to resign. However, she fought in the courts, who in the end ruled in her favor. Donna Nevel's "The Campaign of Resistance" describes the organizing campaign that emerged in support of Almontaser, which was a coalition of Arab, Muslim, Jewish, immigrant, labor, and peace groups. They engaged in extensive outreach and mounted a media-intensive counterattack in defense of the school and its principal.
Notes from the Editors, July-August 2011
July 1, 2011
For MR this [special issue] represents only a starting point and we hope to continue to address the education question in future issues—not only in relation to the United States but also globally. Except for the crucial, concluding essay on Cuban education, provided by Ricardo Alarcón (President of Cuba's National Assembly of Peoples' Power), which points to what can be achieved in the realm of education once the barriers represented by capitalist society are removed, all of the articles in this special issue are concerned with the changing context of schooling in the United States. This is not meant, however, to ignore the rest of the world, but to constitute a warning of what may be in the offing for much of the global population—since the United States is the fountainhead of neoliberal policy.… It is clear…that education is under fire within much of global capitalist society.… Yet, the global struggle in this area is only just beginning and remains undetermined. The final outcome will depend to a considerable degree on the actions we take now.
Education Under Fire: Introduction
July 1, 2011
Education at the beginning of the twenty-first century is in crisis and contestation. The economic instability of capitalism—reflected in the slowdown in the economic growth trend since the mid-1970s, worsening financial crises, and the growth of draconian neoliberal policies—has had the effect of further compromising a capitalist educational system already beset with problems.… The conflict over the agenda of the powerful with respect to schools is increasingly apparent. On the one side we find: privatization; drastically lowered expectations for students and families; the demonization of teachers; zero-tolerance as a cat's paw for surveillance and control; sort-and-punish curricula; a culture of obedience and conformity; and narrowing definition of learning as job-training and education, i.e., as a product to be bought and sold in the market. On the other side we find: a growing fight-back based on the principle that all human beings are of incalculable value and that life in a just and free society must be geared toward and powered by a profoundly radical idea: that the fullest development of all human beings—regardless of race or ethnicity, origin or background, gender identity, ability or disability—is the necessary condition for the full development of each person; and, conversely, the fullest development of each is the condition for the full development of all.
1. Education and Capitalism
July 1, 2011
Schooling in the twenty-first century United States is not the product mainly of educational philosophies and resources—together with whatever imagination and initiative that teachers, students, parents, and communities can bring to bear. Instead, it is dominated by the changing demands of capitalist society for an increasingly stratified and regimented workforce. In the first article in this section, John Bellamy Foster analyzes the political economy of education in capitalist society; the relation of this to the evolution of U.S. schools from the early twentieth century on; and the current corporate reform movement aimed at the restructuring and privatization of education—symbolized by the Bush No Child Left Behind and the Obama Race to the Top programs.
Education and the Structural Crisis of Capital: The U.S. Case
July 1, 2011
Today's conservative movement for the reform of public education in the United States, and in much of the world, is based on the prevailing view that public education is in a state of emergency and in need of restructuring due to its own internal failures. In contrast, I shall argue that the decay of public education is mainly a product of externally imposed contradictions that are inherent to schooling in capitalist society, heightened in our time by conditions of economic stagnation in the mature capitalist economies, and by the effects of the conservative reform movement itself. The corporate-driven onslaught on students, teachers, and public schools—symbolized in the United States by George W. Bush's No Child Left Behind (NCLB) legislation—is to be explained not so much by the failure of the schools themselves, but by the growing failures of the capitalist system, which now sees the privatization of public education as central to addressing its larger malaise.
Education: The Great Obsession
July 1, 2011
We are reprinting this essay by Grace Lee Boggs from the September 1970 issue of Monthly Review with only slight editing because of the historical perspective it offers and what we regard as its direct importance to the present struggle over public eduction.