Constituting Common Subjects

Toward an Education Against Enclosure

Bibliographic Data

ID8924010
AuthorsGraham B Slater, Graham Slater (0000-0002-8288-6129, University of Utah, corresponding author)
Year2014
Volume50
Issue6
Pages537-553
Publication date2014-11-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2014.965935
OpenAlexW2110635269
LanguageEN
Citations received10
References cited33

Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of commons and enclosure. Neoliberal reforms should be regarded as enclosures because they seek to privatize education for profit accumulation, foreclosing the possibility of education operating as a commons, or a collective process of sustainable, democratic, and ethical social production. However, educational enclosures have subjective dimensions as well. Specifically, the author argues, there is a raced, classed, and gendered process of educational subjection operating through these enclosures. Although mainstream educational research calls for educational innovations in policy and practice, this article contends that the proliferation of ecological devastation and economization of curriculum and pedagogy requires that educational studies rethink educational collectivity and the possibilities of constituting common subjects who resist, refuse, or seek to dismantle neoliberal subjection and enclosure and instead produce social life in common with each other and with nonhumans and ecosystems

Enclosure · Mathematics education · Sociology · Telecommunications · Computer Science · Critical Theory and Political Philosophy · Marxism and Critical Theory · Political theory and Gramsci · Psychology

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