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Neo-liberalism and Learning environment

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Market economics and deterministic authoritarian values (and approaches) are the two important driving forces of neoliberal ideology. This reductionist consumerist epistemology consistently tries to portray existing social relationships and values in terms of ‘supplier and consumer’. Therefore, now days the globe is under intense influence of Liberalization, Privatization and Globalization (LPG); which essentially threatens the philosophy like public services and investments (e.g.- in health and education), and welfare society. Apart from that, the notion of uncertainty and culture of fear (especially in the individual domain), that are associated with it shape/ affect our mental orientation and thought process of everyday life.

The existence and influence of neo-liberalism can be felt in learning environment too (schools, colleges, universities, vocational institutes everywhere). It seems the basic motto (based on social Darwinism) is “survival of the fittest”: Here ‘survival’ is used not in collective sense, but is strictly individualistic. It justifies any and every ill-competition in all sphere of our life (macro and micro) in order to prove ourselves as the “fittest”. Neo-liberalists oppose and oppress every viable notion of critical education and promotes market (job market too) logics and propagandistic pedagogy. Sometimes it narrows down the scope of critical education (perhaps it attempts to define Marxist thought strictly in economical terms) and tries to equate it to skill improvement and vocational training as a means for education (as it helps in getting jobs). But that’s not the ultimate goal of critical education; it necessarily questions power, structure, values, and inequalities, rejects the status-quo, and tries to create a new social-order. Historically, the neo-liberalist tries to marginalize and strategically silence the protest and voices against them. Media plays an important role to de-legitimize and distort any attempts which challenges capitalist efforts/ philosophies.

It is also important examine the educational scenario from the angle of dialectics. The dialectic philosophy of Hegel recognized the role of contradiction and change; but the basis of his thought was idealism and ‘Geist’ (the absolute is mind); therefore according to him power of thought has the potential to change reality. Marx opposed Hegelian dialectics by saying his concept of dialectics “is its (Hegelian) direct opposite”; where he emphasized the role of material reality and consciousness (unlike the ‘mystification’ of Hegel). Marx showed that organized and practical human activities and material conditions are the preconditions for bringing change; moreover he stressed on the importance of understanding of historical conditions and contradictions. Therefore the consistent oppression of neo-liberals on critical education can be explained by Marxist dialectics as a contradiction between experience (material exploitation and psychological oppression) and ideology (critical thoughts and questions).

Communist philosophy suggests three step to bring change (here in the educational sector): 1. Identification of contradiction and exploitation, Marxist dialectics is an essential means to understand this scenario and the causes; 2. Understanding one’s position in existing social hierarchy and power distribution; and identifying ourselves as a part of a social class and thereby initiating a unification process of class members. Scholars like Bourdieu (though he was not Marxist) emphasized the importance collective resistance of intellectuals; which has the potential to facilitate the process of building a social network and thereby organizing social movement. And, 3. Initiating the class struggle. Referring Marxist scholar Douglass, Cloud wrote “without contradiction, there is no struggle; without struggle, there is no progress”. Therefore, by understating the dialectics, by organizing a strong social network and through consistent and organized struggle, the learning environment can be reformed and critical education can be provided to the future student communities.

Comments

Shaunak Sastry said…
Uttaran, I'm so glad you're talking about Critical Pedagogy. We need to seriously talk about Marx in the Class. I'm thinking of an NCA panel, too. See my post. And we'll talk in class as well.

Shaunak
January 31, 2010 at 7:53 PM
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