roger williams

The Unbearable Emptiness of Voting

By Roger Williams

Election season makes me feel like the kid who doesn’t have a stuffed animal on “bring your teddy bear to school” day. Everyone else has a favorite who they can tell good stories about and cuddle with, but I don’t so I feel left out. But then I remember that there are good reasons to resist getting pulled down by the undertow of elections.

Like cute stuffed animals, politicians make people feel good while having a marginal effect on positive social change. The main differences between stuffed animals and politicians are that 1) stuffed animals are actually cuddly, and 2) people don’t invest vast amounts of political hope and agency in stuffed animals. I recognize that arguing against what many people hold dear makes me kind of a grump, but I at least aspire to be one who is not stuck in idle criticism but is proposing alternative ideas. The particular variety of grumpiness that I espouse is one grounded in grassroots social movements that focus on direct action independent of party politics.

The prickly issue of politicians relates fundamentally to questions of the leftist orientation to the state. The cheery reformer smiles big and promises to make the system work for you. The grouchy revolutionary rolls their eyes and gets back to trying to transform the system from the ground up. The recent prominence of social democratic politicians on the left, like Bernie Sanders and Alexandria Ocasio-Cortez, has provided a big platform for the cheery reformers to make their case to the public. They speak of universal healthcare, free college, and many other nice things.

What of the curmudgeons? In rejecting electoralism do they abhor healthcare and cherish student debt? Do they ignore the plight of the masses by focusing only on long-term goals at the expense of the need for immediate material reforms? Are the grouches ruining socialism? As a card-carrying grouch myself, let me soothe your fears and dispel some mistaken notions about political crankiness.

First, grouches like free and universal health care as much as starry-eyed reformers. It’s just that the grumps think that running election campaigns are a much less effective strategy to secure positive reforms. The grouches drastically de-center voting and object to giving time or money to political candidates and instead focus on building grassroots organization to be able to take mass disruptive actions like work stoppages and civil disobedience to win demands. Second, while less the focus of this article, building grassroots social movements is the only way to increase raw working class power that makes more complete social transformation possible in the long-term.

Granted, the state is an enigmatic beast, and politicians are strange and unwitting creatures. The level of discourse in movement spaces about the merits of electoral strategy often regrettably devolves into sparring aphorisms such as “all politicians are sellouts”, “we can’t ignore political power”, “The Democratic Party is the graveyard of social movements”, “Do you want Trump to win?”

This essay attempts to spell out the revolutionary grump’s critique of electoralism by showing how the institutions of voting, election campaigns, and politicians make citizens into political bystanders and undermine their ability to effectively implement popular reforms. These critiques are distinct from but complimentary to the much more widespread objections of how electoral politics under capitalism are dominated by the wealthy through corporate lobbying and shady campaign funding. I contend here that such movements comprise the true architecture of positive social change that lies behind the shimmering facade of electoralism.

Representative democracy? Harumph

The ideal of representative democracy is that elected officials govern in the interests of the population or at least in the interests of their constituents and voters. In practice, there is an immense gap found between polls of public opinion and existing policy. The reformers think the state can be fixed and made to embody the public interest, while the revolutionaries are unconvinced. Before getting to the heart of the critique of electoralism, it’s worth briefly reviewing the evidence that our government does not embody the democratic rule of the people.

In a recent paper, political scientists Miles Gilens and Benjamin I. Page perform a large-scale quantitative analysis of public opinion data compared to legislative policy and conclude “that economic elites and organized groups representing business interests have substantial independent impacts on U.S. government policy, while average citizens.. have little or no independent influence.”

To take just one important example, why is the US the only wealthy industrialized country in the world that doesn’t offer universal healthcare? From 2008-10, the only time when major healthcare reform seriously made it on the table in over 50 years, 77% of Americans polled said that it was the government’s responsibility that everyone’s basic healthcare needs be met, 73% supported a public option for the government to compete with private insurance plans, and 60-70% across a series of polls showed support for single-payer healthcare.

The resulting Affordable Care Act produced none of these basic and overwhelmingly popular reforms. Instead, the continued defectiveness of our healthcare system is evident today with 30 million Americans still lacking health insurance, 44 million additional Americans remaining under-insured, and an average of 20% of all people with health insurance forgoing or delaying treatment each year for a “serious condition” because of high costs. Healthcare offers a stark illustration of the public opinion-policy gap, but similar discrepancies can be found across the most important policies in the country, including defense spending and wars, higher education funding, and climate change.

Despite the insistence by some that the high school civics class theory of politics holds true, most Americans have a pretty low (and perhaps accurate) estimate of the quality of our governing institutions. Public approval for Congress over the recent decades has mostly oscillated between 10-30% and only 34% of Americans think the two major parties adequately represent the people.

While public opinion data alone provides neither a sufficient analysis nor a coherent vision for leftist politics, it’s often considerably more reasonable than the policies actually in place and provides a useful starting point for understanding the inequalities of power in society. That voting for mainstream politicians as a way to implement popular policies is not what it’s advertised to be is the unifying starting point for the buoyant reformer and grave revolutionary alike. That voting can not be fixed is the less obvious but central thrust of the grump’s grumpiness.

 

Voting? Phooey

Voting is a tactic for creating social change that involves expending virtually no effort. Yet, the common-sense notion that if you want something you have to work for it holds true in the realm of social change as much as anywhere else. When people tell me that all (or much of what) we need to do to change the world is check a box for a few minutes at a time once every 2-4 years, I wonder how that actually works. The pen may at times be mightier than the sword, but is the fill-in-the-bubble quiz called a ‘ballot’ really mightier than all of society’s billionaires, militarism, structural racism, and gender violence?

But what about all the deliberation, debate, and discourse that goes into voting? Surely that’s an effortful endeavor?” Surely, but deliberation, debate, and discourse are prerequisites for political action of any kind, so the only distinguishing feature of voting is that the act itself requires no effort.

But by engaging in debate with others and also encouraging people to vote, doesn’t voting then become a kind of mass collective action that’s exactly what’s needed to change society?” Mass collective action is not inherently progressive or effective, even if collective action of a certain kind is precisely what’s needed to create social change. I find little conceptual distinction between the millions of people who buy Coca-Cola (over the greater evil of Pepsi) every day as a collective action from those millions who vote. Individuals buying and drinking Coca-Cola is not the cause of society’s problems, but neither is it the solution. If anything, millions of people acting as mere aggregated sums through the institutions of the status quo is a prime way the status quo is perpetuated, not challenged.

But don’t we need some way for the population to interface with governing institutions to influence their functioning and to ensure that they are run according to the desires of the citizens?” Yes, but the best way to make that mode of interfacing as meaningless as possible is to make the form of interaction between the government and the citizens as narrow as possible, such as voting. I agree that we need to interface with existing governing institutions, but voting is the least effective way of doing so.

But if we don’t vote, the bad guys will take over!” Scaring people into voting is no way to create change nor prevent disaster but rather glosses over deeper problems of the political system that voting doesn’t address. However, for those who truly believe some politician is not as bad as the other one, it’s not that I disagree. Despite my many grumblings, I don’t insist that voting is entirely futile, just that it’s mostly so. If you think it’s worth the minuscule effort, go for it and don’t feel bad about it. I’m just critical of the widespread belief that voting will have more of a positive effect than a normal effort-to-reward calculus would indicate. The degree that voting is overvalued as a form of political engagement is the degree it displaces other more effective forms and forestalls social change.

People died for the vote.” More than just that, they fought for the vote. The point that people fought and died for the vote and then won is less an argument about how voting is the most important thing. Rather, it’s more an argument that when people expend effort to build social movements to fight for a better world, then they win things.

Social movements aren’t magic pixie dust that you can just sprinkle on every social-historical problem and expect it to go away.” As a tentative definition of social movements to ground these critiques of electoralism, let’s try this: Social movements are rooted in webs of mass-oriented organizations that build bases in communities and move with those communities towards direct action that disrupts the status quo, such as the strikes of the 1930s labor movement and the mass civil disobedience of the 1960s Civil Rights Movement. They are characterized by a disconnect between official policy and shifting popular sentiments, where a significant (but not necessarily majority) degree of public sympathy gives mass actions legitimacy. Such mass action is channeled towards those in power demanding that they alter formal policy but also is channeled towards the base by reshaping ideas and practices of political agency and self-determination.

So are social movements magic pixie dust? “Yes” in that they actually are the source of past positive social change and have the potential to create such change in the future, but “No” in that they are in any sense a cheap short-cut. Social movements take a lot of work, but it’s the actual work of making a difference. Voting, on the other hand, might more fully be characterized as magical in that it doesn’t have any real-world effect of its own and its presumed consequences are based on misperception.

 

Elections? Bah humbug

There’s a number of defining elements of electoral campaigns that are inimical to social change. These elements are the same ones that corporations use to create markets of passive consumers focused around brand identities, shallow exchange transactions, and individualized consumption.

Every political campaign relies on constructing a branded cult of personality around a candidate. Because sound-bites are an inadequate medium for presenting policy ideas, political campaigns come to revolve more around a candidate’s personality than their policy proposals and political records. This isn’t the fault of any individual politician; it’s the logic that all political campaigns have to apply if they want to maximize their appeal and exposure to fit the requirements of using mass media.

So the vast majority of voters come to know a politician through a picture of their smile as plastered across mailers and TV ads, a couple slogans like “tough on crime” or “tax the rich”, and a few labels such as “experienced”, “outsider”, “bipartisan”, “progressive”, “movement-oriented”, and so on. This political packaging comes to stand in for actual policy records and political relationships that might be indicative of future governance. Biden’s recent presidential campaign had little to say about his role in financial deregulation that paved the way for the 2008/9 financial collapse or the 1994 Crime Bill that helped super-charge mass incarceration. While I am more sympathetic to many of Bernie Sanders’ policy proposals, his campaign ads certainly didn’t focus on some of the less flattering parts of his political record, such as his past symbiotic relationship with an arms manufacturer or close friendship and political alliance with a Vermont billionaire developer. As corporations know very well, the best way to maximize appeal and exposure to mass markets (millions of voters are treated like millions of any other kind of customer) is to build a brand around a simple object that is injected with surface-level emotional appeal, however loosely that is tied to the rational interests of the consumer.

The most devious and disastrous aspect of the individualizing nature of the election campaign is that it encourages people to outsource their political agency to a politician. It’s the politician who has to promise they’ll fix things, and the citizens come to see themselves as largely passive consumers whose only meaningful participation is choosing one political brand over another. All of the laziness entailed in merely voting is converted into a mindset that it’s the politician’s responsibility, and not ours, to fix things. Rather than expressions of the general will of the citizenry, elections are mass disavowals of political responsibility.

Since the vote itself is such a narrow form of political engagement, and it’s the quantity of votes that determines the victor of the contest, election campaigns are organized around maximizing narrow engagement. A former long-time political campaign consultant commented:

[Obama for America (OFA)] organizers would often counsel campaign volunteers to stay away from engaging in discussions about specific issues and instead focus on sharing the “story of self,” the “story of us,” and the “story of now.” This methodology is intended to engage the prospective voter at an affective level much like a 12-step group speaker or a born-again Christian sharing her story of how she found Jesus…. I am critical of the manner that OFA used [this] methodology to short-circuit a perfectly legitimate way of facilitating the raising of critical consciousness (a long-term proposition) for the short-sighted aim of mobilizing the electorate for an election-night win.

The democracy-lessness of such frothy conversation has also been studied academically, as this study found that TV ads, campaign mail, and even the gold standard of door-to-door canvassing in the context of an election campaign were found to have virtually no persuasive effect on changing people’s minds about candidates or issues. The only thing it does have an effect on is the likelihood that the person will show up at the polling station on election day. This makes the dominant interface between election campaigns and citizens into a short-term transaction to get a commitment from someone that they’ll vote, just as corporations need to get you to the cash register or the Amazon check-out page. This kind of shallow interaction with complex issues as the primary form of campaign communication displaces institutional possibilities for deeper intellectual engagement with and political organizing around issues.

The other dominant form of “action” around political campaigns is the rally. Like voting, attending political rallies doesn’t involve much active participation. Whether it’s the candidate themselves or one of their surrogates who’s speaking, attendees typically sit or stand around for an hour or two while somebody talks at them. The content of the rally is typically an embellished verbalizing of the politician’s platform decorated with the occasional jab at rival candidates. This kind of event further encourages the projection of values and hopes onto an aspiring public servant who “does stuff” while the citizen-voter doesn’t have to.

The fact that electoral campaigns happen in short bursts in between long intervals of 2-4 years means that the infrastructure formed around these political candidates is fleeting and ill-suited for creating meaningful change. Furthermore, all the other groups and communities that get sucked into electioneering see their primary concerns and activities momentarily shoved aside while getting so-and-so into City Hall or the White House is prioritized.

An example from my personal experience comes from time I spent in 2013-14 in Occupy Homes Minnesota (OHMN), an anti-eviction group that used direct action to keep banks and sheriffs from forcibly taking people’s houses. When a local socialist ran for a seat on the city council and claimed to be a part of the grassroots movement, much of the paid and unpaid leadership of OHMN diverted resources away from home defense and towards neighborhood canvassing for his election, depriving the org of much of what it needed to actually fight off the banks in a tense period when eviction rates were still high. The candidate ended up losing, but that hardly mattered as the OHMN leadership’s decision to neglect its own mission and base for a few crucial months severely weakened an already struggling group. The organization collapsed and dissolved shortly after.

 

Politicians? Baloney

Just as the market is only one part of the economy over which corporations wield power, so are election campaigns just one stage of the life-cycle of the politician where leftist forces are systematically weakened. Even when the less shitty politician does win the election, they are immediately put under the extreme constraints of trying to govern in a capitalist society and many of their campaign promises are instantly hollowed out despite a politician’s best intentions.

While far from a radical platform, Bill Clinton’s 1992 campaign literature sounds surprisingly progressive with his message of expanding many social programs, reforming the health care system and making health care a “right”, and taxing the rich. A few days before Clinton’s inauguration, his chief economic advisor Robert Rubin, a former co-chairman of the board of Goldman Sachs, and Federal Reserve head Alan Greenspan, a committed Ayn Rand acolyte, told Clinton that the budget deficit was too big and that the only way to avert a debt crisis was to slash government spending, causing him to temper some campaign promises and reverse others. In 2008 Obama campaigned on a popular message of getting people through the deepest economic recession in 80 years, but upon entering office he bailed out the banks and corporations while barely lifting a finger to save homeowners or aid the unemployed.

While we’ve come to expect such disappointment from Democrats, the same dynamic plays out repeatedly among socialist politicians in advanced capitalist countries. In France, Socialist Party President Francois Hollande won the presidency in 2012 on a message of anti-austerity reform, but upon entering office and even having a majority in parliament, turned around and cut corporate taxes and slashed social spending. Before him, France’s other most recent socialist president Francois Mitterand (1981-95) attempted to implement steep reforms early in his first term but then under pressure from international finance and a lagging economy he instituted a nation-wide wage-freeze, cut social spending, and came to symbolize the normalization of austerity within formerly left European political parties.

The Greek Socialist Party Syriza’s time in power from 2015-19 is perhaps the most famous illustration of the abject failure of left politics in the electoral arena, as it repeatedly caved to austerity demands of the European Union, gouging out social programs and privatizing many of Greece’s public assets. The social democracies of Northern Europe have been in retreat since the 1970s as social democratic parties make concessions to austerity and are increasingly losing parliament seats to centrist and even right-wing parties, turning their backs on the social movements that provided the pressure that led to their enviable social programs in the first place. While socialist politicians and political parties have never really controlled governments in the US to the extent they have occasionally in European countries, the evidence across the pond suggests that even if socialists were able to take over the US government, only disappointment would follow.

While the electoral contest tends to reward those who highlight style over substance, at bottom it’s not an issue of a politician’s individual moral integrity but rather of the way the whole electoral and political system is constructed to remove as far as possible the vote from actual governance in the form of determining and implementing policy. Despite good intentions, politicians have given socialism a bad name.

 

Political parties? Pffft

If a politician betrays their constituents, they’ll vote them out and get someone who truly represents them.

That sounds reasonable, but there are a number of reasons this is ineffective as a lever of meaningful democracy. First, with most terms of political office lasting 4 years, that’s a tremendously long time to wait and for politicians to have free reign before they’re “voted out next time”. Second, there’s no official way in the US for citizens to directly recall politicians. There are highly bureaucratic and lengthy methods for other politicians to unseat a particular politician, but they are very rarely used and almost always for scandals instead of the routine betrayal of the very campaign promises that got them elected in the first place. Lastly, politicians aren’t stand-alone agents but belong to political parties whose interests they are both beholden to and charged with safeguarding, and these political parties exert strong control especially within a rigid two-party system. More often than not, if one politician goes away there’s a “next-in-line” who’s not substantially different because the party is a moderating force. Think of Hillary Clinton and Joe Biden coming after Obama, all of whom advocate largely the same unpopular policies, such as private health insurance.

But people also choose which politicians stand for election through primaries and caucuses, ensuring democratic principles are maintained.

The further one gets away from general elections and into intra-party politics, the deeper one gets into other mechanisms for choking democracy, such gatekeeping, rules-manipulation, and back-door dealing. Sure, a few committed super-citizens can go to every caucus meeting and try to out-politic the entrenched politicking careerists, but the deck is stacked here as it is at every other level of the process. It’s a lonely path as the further you go into the machine the further you get from the actual communities you live and work in.

But this is where politics happens and so this is the necessary terrain of struggle. You have to struggle somewhere, and the deck is stacked everywhere, so why not direct our efforts at the parties that control the government?

The labyrinth backwaters of political parties are where a certain kind of politics happens, but it’s an elite kind of politics, where functionaries compete for the approval of party funders and power-brokers. Occasionally an insurgent politician can make it through the maze and get into office, but what alternative forms of politics are sacrificed in the process?

Grassroots social movements focus their politics in the workplaces, the neighborhoods, and the streets. These are the spaces and communities where people are rooted, where their relationships are organic, and where the exercise of power is most impactful. Unions, strikes, community groups, pressure campaigns, civil disobedience, these are the forms and tactics of and for the grassroots. Yes, much of this power needs to be directed at political parties and the government, but it’s more effective to do so from the outside where grassroots movements find fertile soil rather than from inside where the toxic sludge corrodes all it touches.

 

Social movements? Aww man, do we have to?

All of the good policies that have come into the world were by definition written into law by some politicians at some point, right? What was it those politicians did that we need our politicians to do today?

That’s true. But if our purpose is to answer the bigger question of how to make the world a better place and not to confine ourselves to smaller questions of which politician to praise and vote for, then we have to re-frame things. Do politicians cause social change? They’re a part of the overall vehicle of social change, but are they a major and irreplaceable part like the engine or a minor and interchangeable part like the ashtray?

The conjuring trick here is that politicians make it look like they do most of the work that leads to policy change. When a popular policy is passed they get a photo op and put pen to paper though it was actually the hard work and struggle of thousands of community activists that actually made the policy possible. Politicians are paid fine salaries and benefits, get their own offices in fancy buildings, and receive a lion’s share of the credit when something positive happens. Grassroots organizers are often acting without being paid for it, doing so in much less glamorous settings, facing much higher risks, and are mostly nameless and faceless outside of the communities they are fighting alongside. Despite appearances, whether a politician works hard or not has negligible influence on policy outcomes compared to the vibrancy of the social movement and the communities where 99.9% of the actual important work gets done.

Consider two pivotal moments that fundamentally altered social relations in the US and led to era-defining legislation on labor unions and civil rights. The labor movement didn’t acquire rights by voting for politicians to give them rights: Franklin D. Roosevelt’s presidential campaign in 1933 didn’t even mention worker rights, he supported an auto industry proposal in March 1934 that allowed company-run worker “unions”, and even refused to endorse Senator Robert Wagner’s collective bargaining legislation circulating in Congress in early 1934. Roosevelt’s labor secretary Frances Perkins said, “I’d rather get a law than organize a union” to address worker grievances and keep them from striking, preferring paternalistic government over the idea of allowing workers to have their own independent organization and power. Only after the largest sustained strike wave in US history rocked the country in mid-1934 and was threatening to go even bigger in what was already a crisis of profit of the Great Depression were major concessions granted for union rights in the National Labor Relations Act signed by Roosevelt in 1935.

It wasn’t the politicians who led the charge that resulted in the Civil Rights Act of 1964 or the Voting Rights Act of 1965, but rather a social movement of community activists in the black freedom movement. Before becoming president and signing those bills, Lyndon B. Johnson spent two decades as a reliable pro-segregationist congressman of the Southern Democratic faction and was known for using the n-word profusely. Upon entering national politics, where he’d have to appeal to a broader social base than was needed to be elected as a Texas congressman, black social movements had by then shifted the national consciousness on race to the degree that he needed to become more tolerant publicly and willing to compromise with movement demands. Even then, Johnson was constantly at odds with civil rights leaders over the timing and priorities of these pieces of legislation.

In contrast, what’s notable about the failure of European socialist politicians mentioned above in the period from the 1970s to the present is that there were not social mobilizations and uprisings comparable to earlier periods of the 1930s and 1960s. That lack of robust popular struggle independent of the state is largely responsible for the failures of European socialist politics of the last 50 years.

While it may not be uniquely the fault of socialist politicians that there weren’t ground-shaking social movements in the streets during their time in power, radical politicians have always helped foster the superstition that elections are an important and essential part of social change, thus directing away emphasis and energy from grassroots activity. Every social gain and loss can be summarized in the same broad strokes, where politicians always have played bit parts behind the lead of mass movements.

Well, you’re just describing the worst parts of elections, but not all politicians have to use that playbook. Good politicians can run campaigns in a way that uses only the good and none of the bad.

While political campaigns that look and feel like a McDonald's ad campaign are the norm, certainly some politicians have tried to break the mold to be a “different” and “good” politician. They try to focus on deep rather than shallow engagement, to center ideas about society and policy instead of surface-level emotional manipulation, to emphasize longer-term engagement and give people meaningful ways to participate beyond merely voting. But do these politicians ever succeed in living up to this ideal?

But shouldn’t we keep trying til we get it right?

That’s what a lot of people will do. But there’s an alternative. If we take the prototype of the bad electoral campaign and turn it inside-out by doing exactly the opposite of everything that’s bad about them, what we end up with is not a good political campaign but rather a grassroots social movement without the unavoidable electoral focus on elevating a single person’s ideas and character and without succumbing to the pressures placed on us by playing by the rules of pacifying state institutions.

There’s obviously a wide spectrum of opinion on how useful politicians are. Kind of like my arguments above about voting, I don’t think politicians are in themselves bad and I recognize that occasionally they can have a small effect on things. But just like many people see voting as the most important part of social change and I see it as among the least important parts of social change, so many see politicians as the most important factors of social change and I see them as among the least important factors. Despite my crankiness I’m not anti-politician in the strict sense that I think they’re bad people as individuals, I just can’t discover any historical evidence or theoretical argument to be pro-politician either.

But can’t we combine the best elements of social movements with the best elements of political campaigns and do them together?”

Certainly politicians that want to present themselves in a progressive light will try to attach themselves to social movements and will say that they are part of the movement. But if the arguments presented here have any validity, electoral campaigns have almost nothing to add to social movements because social movements are already all the good things we want and need to create social change.

Each element of an election campaign is just a worse version of that element of a social movement: Elevating the individual politician vs. community agency; the narrow engagement of the vote vs. kinds of community engagement and collective action needed to disrupt the status quo and win demands; investing resources in political ad campaigns vs. grassroots organizational infrastructure and support; etc… No matter how much a politician tries to be the exception, there are underlying institutional pressures baked into the rules of the game for electoral campaigns that are of a fundamentally opposite nature to the best practices needed to build effective grassroots movements.

Of course, left politicians are aware of anti-electoral sentiments, and so they, without fail, will claim that they’re “community-oriented”, “a servant of the people,” “in it for the right reasons”, “committed to social movements”, and so on. Or to take a famous recent campaign slogan, “Not me, us.” Good intentions aside, that’s not how elections work. Politicians get people to give them thousands or millions of dollars for staff and campaign ads about them and ask everyone to give them access to immense state power for which there are few formal mechanisms of accountability to voters.

I’m not claiming these politicians are Machiavellian but just that by trying to squeeze the rhetoric of a social movement within an electoral campaign they end up losing all the parts of a social movement that make it meaningful and then succumb to all of the authoritarian forces that make government slimy and coercive. I can recognize that not all politicians are the same, but I can also recognize that they are all seeking entry into the same political system and are subject to all the same constraints. Social movements, on the other hand, are the dominant form that democratic politics takes outside of the state and are the major determinant of the constraints within which all politicians operate.

But we need state power to allocate resources. That’s why we need to run politicians so that they can work the inside track while we work the outside track.

If politicians caused good policy, this would be sensible. But just as prominent examples were noted above of supposedly better or left politicians doing bad things in office, there are plenty of examples of politicians rightly considered bad by the left being forced into doing good things. That Republican Dwight Eisenhower’s political platform in 1956 contains striking similarities with Bernie Sanders’ in 2020 is not because Eisenhower was a radical but because the social movements that created the best of the New Deal reforms, many of which remained wildly popular, circumscribed the political boundaries that all politicians had to act within. The difference between Eisenhower winning in 1956 and Bernie losing in 2020 is far less an illustration of individual political acumen or ineptitude but of the relative power of social movements in those eras.

That Richard Nixon spent his first years as president in the late 1960s trying to pass a version of universal basic income which would have been the largest redistribution of wealth to the poorest citizens in US history is not because old Dick had a big heart, but because he was staring down the largest and most militant social movements since the 1930s and needed to pander to and compromise with more radical demands. That Nixon also created the Environmental Protection Agency via executive order and signed the act that created the Occupational Safety and Health Administration is again a tribute to the grassroots activists of the 1960s and 70s and has little to do with Nixon’s personal qualities as a politician. Once again, social movements are the dominant, short-term, and long-term cause of better policy, to which politicians are not even second fiddle but perhaps the ninth or tenth.

Even though the historical examples I draw from are mostly at the federal level, it’s merely for the convenience of using widely known reference points. Against the claim that one can have more of an effect on policy by engaging elections at the local level, all of the anti-electoral arguments made here apply equally to all levels of government because, despite differences in scale, the mechanisms and elements of elections are largely the same (voter as passive consumer, politicians as corporate brands). School boards are one of the most local levels of government and the school board members in my city almost all belong to the same party and yet routinely violate their own stated principles on issues such as school privatization and unions. When local activists and groups have mobilized and shut down meetings in protest, school board members have consistently caved to grassroots pressure and reversed their votes.

Just because I don’t think leftists should focus on elections doesn’t mean there won’t always be a constantly replenishing pool of political candidates maneuvering to be the next social movement darling. If you, like me, can’t entirely erase the notion that politicians have some effect, even if very small, there’s still no reason to invest energy in politicians. Left politicians need social movements but social movements don’t need politicians. If social movements are strong, politicians will come begging for support and will consult movements for fear of incurring their wrath. Social movements don’t have to give anything up in return for this or that politician doing what social movements demand.

In summary, social movements are not only the cause of good policy, but obedient left politicians are a side-effect of strong, independent social movements anyway. Social movements should focus on building a base and moving towards collective disruptive action, and if politicians want to tag along they can but social movements shouldn’t divert any of their precious attention away from their true object.

Social Movements? Ugh, okay fine

Many people see general critiques of politicians as valid but still maintain that sometimes there are some good politicians worth supporting. As I said above, I’m not inherently anti-politician when looking at the individual themselves. But here’s the rub: leftist forces in society have a limited amount of resources to put into efforts for social change, and so the campaigns of politicians compete directly with grassroots organizations for volunteer time and donations.

While not anti-politician at an individual level, I’m anti-giving resources to election campaigns of politicians at the social level because politicians will always be less effective at creating change than social movements. This point belies the common excuse made for electoralism as a form of harm reduction. If harm reduction is supposed to have a positive net effect by decreasing the amount of bad in the world, actual harm reduction would come from engaging social movements because only they are actually effective.

I don’t consider a vote a resource at any meaningful level because voting takes so little effort, and so I’m not against voting for politicians because you think one’s better than another. But when it comes to actual resources, every donation or afternoon committed to social movements will do more to shift the balance of power in society to create change than commitment to a political campaign can do.

But power! You’re forgetting power! If political office were so ineffectual why do politicians wield so much power?

It may seem confusing that politicians both have lots of power and are virtually useless at creating positive social change. Why is this? Despite appearing as contradictory claims, the idea that politicians are powerful and can’t create change are two sides of the same coin. Much of what gives politicians their power is precisely the passivity with which the masses interact with the state, as described above in relation to voting, election campaigns, and political parties. Rather, those parts of society that do have influence on the state, such as the wealthy and other elites, maintain that influence because of all the active ways they engage with the state formally and informally. Such active elite practices include more above-ground methods such as campaign spending, lobbying, and corporate-politician partnership organizations like the American Legislative Exchange Council, but also more below-ground mechanisms such as overlapping social and professional networks, capital strikes against government initiatives, and the revolving door between corporate and political careers.

It’s not just that the elites are “doing it right” in their active engagement with the state while masses are “doing it wrong” in their passive engagement with the state. When the masses are directed to engage politics through voting and attending a political rally, while elites get round-the-clock back-door access to politicians, we can start to see how the very structures of the state that appear natural and democratic are rather manufactured and imbalanced. The state structures discussed here are not peripheral or tangential to the functioning of the state, but rather voting, elections, and politicians are the foundational and governing institutions of the state. If those institutions are shown to be vacuous or at the very least disempowering, what are we to make of pretensions to representative democracy?

Manufactured imbalance against democracy is the state, and all attempts to use the state for positive change are constricted by this stark fact. Social democratic and socialist politicians largely accept these structures of the state and seek to use them, as undemocratic as they are, for good things. But the anti-electoralism critique advanced here suggests that it isn’t possible to create positive change using undemocratic methods. Rather the deeper kind of democracy that fuels social movements through mass participation is what really harnesses popular power for social change.

In spite of the official notion that the government is a reflection of the wants and needs of its citizens, in reality it is not a neutral tool that can be applied effectively to any task that the population or elected officials seek. A screwdriver is very bad at pounding in a nail. So while the state is a very powerful tool for elites to govern in their interest, it is a very shoddy tool for trying to create a better society that benefits everyone. With some strain even a screwdriver can pound a nail partway into a board, but the limits are real and severe. The many failures of socialist politicians recently in power in Europe are illustrative.

So how can mass-based social movements acquire influence over state resources needed for large-scale popular reforms in the short- and medium-term if the state has built into it a bias against democracy?

A useful analogy can be made between the grassroots fight against corporate abuse and the grassroots fight against government abuse. The modern-day corporation is a nakedly anti-democratic institution where shareholders give dictatorial powers to top executives to run things while employees are expected to do what they’re told. No one suggests that the left should focus on trying to seize higher-level management positions at WalMart in order to change WalMart’s policy from the inside and from the top down. Rather, unions and direct action by workers and affected communities are correctly identified as the effective way to fight corporate harm. Similarly, the fight against harms imposed by our government is better led by grassroots social movements than by trying to install in the government higher-level managers who will fix the problems from the inside and from the top down.

Do we want our movement towards social change and the content of social transformation to be based on the idea of choosing the right leader to give executive and legislative power to, who promises to fight on our behalf? Or do we want to concentrate our forces on the base, to build a movement rooted in the self-determination and collective action of whole communities? Should we be spectators or agents in the struggle for making a better world? In the words of civil rights organizer Ella Baker, “Strong people don’t need strong leaders.” That quote, especially as applied to politicians, encapsulates everything this essay is trying to articulate.

You’ve been swooning over social movements this whole time but haven’t even shown how they do all these supposedly great things.

The good news is that learning about social movements is more exciting than scrutinizing all the ins-and-outs of why voting isn’t effective. The best place to learn about what social movements are and what they’ve accomplished is by learning about their history. While I’ve used the labor movement of the 1930s and the civil rights movement of the 1960s as examples, every major beneficial historical change in the US has been accomplished through social movements in some form.

It’s true that all social movements are multidimensional and have elements within them that have tended towards political elections, but all social movements have also had strong anti-electoral tendencies as well. There’s a reason why narratives about social change in the 1930s that came about from labor struggle highlight strikes and unions and not the various left and labor political parties of the day. Similarly, while some in the Civil Rights Movement, like Bayard Rustin, wanted to reorient the struggle towards working within the Democratic Party, many in the base and the leadership were resistant. Neither Martin Luther King Jr. nor Ella Baker were opposed to electoralism in the strong sense I’m advocating, but they were at pains to keep their movement independent of political parties and instead focus on mass direct action. King held a press conference in 1967 to put down rumors and push back against the pressure he faced from his more electorally-focused friends and supporters about running for president, “I have come to think of my role as one which operates outside the realm of partisan politics.”

Rather than seeing electoralism as a necessary part of social movements, it is better seen as an extraneous factor when we recognize how social movements have actually produced change. Social movements are complex and no one has the power to design them exactly to their own liking, but we can engage with and boost those parts of social movements that we find most effective.

 

Conclusion

Have the grumps won you over? With people so polarized on this issue, I hardly aim to change anyone’s mind. But if low approval ratings of our governing institutions and low voting rates are indicative of a popular discontent with politics as usual, maybe there’s a broad audience willing to entertain ideas about why politicians aren’t hot stuff.

We’ve looked at allegedly progressive politicians passing good reforms (FDR and labor rights, LBJ and civil rights), bad politicians passing good reforms (Eisenhower maintaining New Deal social spending, Nixon implementing the EPA and OSHA), supposedly better politicians passing bad reforms (Clinton, Obama, Mitterand, Hollande), and have just glossed over the more obvious cases of bad politicians passing bad reforms (like Trump’s tax cuts for the rich). In each case closer inspection reveals that the specific person in office had a profoundly insignificant impact on the overall trajectory of positive change compared to the size and assertiveness of social movements that existed alongside them.

Rather than continuing to buy into the myth that voting “does anything”, we’d be better off trying to make a better world by getting together with others to do something. The art of social movements obviously involves more than just “doing something”, but recognizing that “doing something” is going to be what it takes is a good first step. With actual effort and a little practice, doing something as a strategy for change might actually work. Politicians pee into the wind while social movements drop anvils from the sky.

Public K12 Education as a Capitalist Industry: A Political Guide for Radical Educators and Organizers

By Roger Williams

When I look into the face of a student, I see a human face. As an educator in schools there's a feeling of responsibility that pulls on me to preserve their humanity, partly by my own efforts to make things fair and keep them safe in school and partly by helping them learn the skills to make things fair and keep themselves safe when they enter the "real" world. How to be faithful to the whole of a child's current being and future potential is the daunting task all educators face. Even under perfect conditions this task is difficult enough. Under the conditions of the education system we find ourselves in this task is all too often impossible.

The multitude of problems in the school system leads any caring educator to ask larger questions about why things are the way they are. "Life's not fair" is one answer, one we tell ourselves as often as we tell our students. If we don't see agency in ourselves or in others, accepting the problems of the existing world as inevitable can be the first step in hardening ourselves and others as a strategy for mental and biological survival. "Life's not fair, but…" accepts the world as it is in the present but makes space for the possibility of the world to be changed in the future.

When an educator looks a student in the eye, what about their economic relationship shapes what the educator sees? The educator is paid to be there and the student is compelled to be there to learn skills and get credentials that they'll need later to get a job. These are partly class relations, relations of people in specific economic positions who encounter each other in the context of larger economic systems.

{My most dispiriting encounter with the education system occurred when I was teaching 40 hours a week at a private summer school in Los Angeles making $10/hr. My job was to force a classroom full of 6th graders to do worksheets all day, five days a week. The curriculum was a stack of photocopies of the worksheet pages from outdated textbooks. Because this was summer and kids hate staying indoors and doing worksheets when they should be outside playing with their friends, my students needed a fair amount of "cajoling" to complete their worksheets. When the students weren't doing their job and I was insufficiently forceful in nudging them, my supervisor would come in and yell at the kids extra-loud, partly to whip them into shape and partly to show me how it's done. It was humiliating for my students and for me. I felt like I was destroying something in these kids and I couldn't bear it. I quit after only working there a month even though I really needed the money.}

Capitalism looks different across different industries, regions, cultures, and workplaces. Those of us who want to build a movement against capitalism should always be thinking through ways of applying anti-capitalist analysis to our organizing and making those ideas relevant to the communities we're organizing in. At first blush none of the traditional economic categories of capitalism apply to public education, but deeper inquiry reveals that these economic categories are still very present and have merely taken on modified forms.

Those of us participating in or eagerly observing the recent tide of militant educator organizing and strikes could benefit from a more theoretical grounding of leftist ideas in the analysis of our schools. This post takes an economic look at the education system from the perspective of educators as workers under capitalism.


Capitalism vs. Humanity

The education system is an enormously complex system that fulfills various social roles and is under a litany of often opposing pressures. Trying to make sense of it is a tricky task, but trying to make sense of it in isolation from larger socio-economic pressures is like explaining the orbit of the planets while ignoring the gravity of the sun. The key to critiquing the K12 education system under capitalism is first identifying what capitalist education is and then measuring how distant that is from an education system that meets the full range of human needs and explores the full range of human capacities.

Any social system is designed to embody certain values. If democracy, fairness, human flourishing, and equality are fundamental and interconnected values we want to see in society, those are the values that should be embodied in an education system .

Capitalism has a separate logic, whereby the values of those empowered by capitalism (the rich who own the companies and the real estate) are prioritized above the values of those who are marginalized by capitalism (those who work for a living). Capitalism also works by privileging and marginalizing different groups of people according to race, gender, sexuality, and other social markers. Getting a clear image of capitalist education then is about figuring out how capitalism prioritizes the needs of the power-holders under capitalism while shunning the needs of those disempowered by capitalism.

Distinguishing features of capitalism's realization in the education system are the following:

  1. The primary stakeholders in the education system are given little formal influence in how schools are run. Students, educators, and parents don't govern the schools by setting and implementing policy, principals and superintendents do. The decision-making structure in the school is largely the same as the decision-making structure in the factory. This is a subversion of democracy in the education system.

  2. The supposed success of one's education is defined in terms of test scores on highly standardized tests and narrow curriculum, prioritizing math and reading over art, music, emotional intelligence, etc… These narrow curriculum are designed to meet the more narrow needs of employers to make profit off of workers over and against the needs of young and developing humans. Students and teachers alike are disciplined and controlled around maximizing these test scores, much like workers are disciplined to maximize profits in the private sector. This is a subversion of fairness and human flourishing in the education system.

  3. Funding for schools comes from taxes, and the rich have incentives to try to cut taxes because of the progressive and redistributive nature of taxation, including taxes that pay more to fund the education of kids other than their own. To the extent that the rich do submit to paying taxes for education, they prioritize the funding and quality of schools for their kids over the funding and quality of schools for poor kids. This is a subversion of equality in the education system.

The features of an education system that would be based on human needs and values would be a photo-negative of those we find under capitalism:

  1. The primary stakeholders in the education system should have individual and communal self-determination over decision-making.

  2. Education should aim for a holistic understanding and serving of the needs and interests of children apart from their later roles as sponges to be squeezed for profit in the job market.

  3. Resource allocation for education should be based on meeting child and educator needs instead of on meeting the needs of rich taxpayers.

There's a tendency among even progressives and lefties, including educators, to see capitalism as somehow totally separate from the education system because it's supposed that the education system is state-funded, there isn't a profit motive, and there's not some specific product being produced for market. I think these assumptions are false and lead to counter-productive strategies for fighting back.

The prototypical capitalist relation is that between the worker in a factory manufacturing commodities and the capitalist who owns the factory and who pays for the workers' labor in return for ownership of what the worker produces. In selling the product, the capitalist aims to make a profit by generating revenue that runs above costs from labor, raw materials, and so on. This boils down class relations to their barest elements and is still a useful reference point, but what capitalism looks like is different in each context, especially in the 21st century US where factory manufacturing plays a much smaller role in the economy than it did 100 years ago.

As in any system of domination and exploitation, under capitalism there is always resistance and spaces being opened up for opposing power relations. The factory worker was never merely a maker of widgets but also was active in fighting for better working conditions, higher wages, and a better social order. So too have generations of educators and students struggled against and often confronted the factory model of education by building up practices and politics of teaching and learning that disrupt capitalism.

This post will look at the major concepts of capitalist production (commodities, workers, bosses, capitalists) and investigate how they apply to the K12 education industry. Specifically, for each of these concepts I'll look at 1) how K12 education compares and contrasts to traditional factory production, 2) how capitalism structures the education system to meet its needs, and 3) what alternative approaches to education might look like and how to fight for them.


The Commodity: Making Students into Workers

In factory manufacturing, material goods are the commodity. Assembly lines are organized to put many different kinds of human labor into molding a final product that is useful to people and thus can be sold to consumers.

In the education system under capitalism, turning children into workers is the production process. "Good" workers are the commodity, the product. The assembly line consists not only of teachers and education assistants, but also the bus drivers, the cafeteria workers, the custodians, etc… School children who are given marketable skills and then become workers are not commodities to be "sold" directly to consumers in the same sense as a pair of jeans. But the same overall logic still applies.

Just like the raw materials of fabric and thread that enters the pants factory and comes out a wearable piece of clothing, so the raw material of the child enters the school system and comes out an employable worker. But whereas the pants are sold directly to those who want them, workers aren't sold by others. Instead, the workers sell time-slots of themselves to employers in the form of labor-time which is paid for in wages and salaries. As a commodity, the worker still gets sold, it's just that the workers themselves are the sellers as well as the commodity. As for any commodity, the production of that commodity prioritizes the needs of the buyers, which in this case are employers.

Above I said that "good" workers are the commodity. Workers defined as "good" under capitalism 1) have skills that employers need and 2) are obedient. Regarding the first, employers hire workers who can performs tasks that are profitable to the employer. Many of these things may be unpleasant or unsafe or uninteresting to the worker themselves (think of all the menial labor in the US and across the globe), but that is not a primary concern as long as those things are profitable. The way this looks in schools at their worst is students are made to do lots of repetitive busy work that mirrors the work of a worker on the factory assembly line whose only job is to attach part A to part B of a device hundreds of times an hour. This kind of deadening of mental and physical creativity at work serves a socio-economic function under capitalism and the education system dutifully prepares workers for it.

Of course, not all workers perform such menial tasks at their jobs. Some employers require highly skilled workers who also need creativity to do their job well. While the stereotype portrays skilled workers as "professionals" like lawyers, doctors, and such, most jobs require tons of different kinds of complex skills, it's just that some skills are highly or lowly financially valued for various reasons. Schools can impart any kind of skills in such a way as to produce able workers who are profitable to employers. Whether schools focus on rote learning or more creative and critical thinking often reflects the class backgrounds of the students attending the schools. In many ways it's easier and fits better within the workings of the labor market to offload the skills training that employers might have to do and make the education system do it. This isn't necessarily a bad thing, but it's just to point out that the production of highly trained, creative workers through the education system is not the subversion of capitalist logic but just one expression of it.

One might ask at this point, "Well the capitalist system can't pressure schools to both create menial laborers and highly-skilled creative workers? Which one is it? Make up your mind!" The way this happens in the school system is through the sorting of students through grading and differing tracks for more and less "advanced" or "deficient" students. The grading system plays a pivotal role in this sorting because it isn't just used for helpful feedback but to rank, reward, and punish students and adjust their access to future education opportunities.

This sorting happens not just within schools, but also between schools. For example, some schools, especially those in higher income areas, have more resources to give higher quality instruction while schools in poverty-stricken areas often have fewer resources which results in higher class sizes and more rote instruction. Local property taxes are a major determinant of school funding, which is one more way that class positions are passed down over generations.

The way the current school system sorts students into different kinds of jobs might otherwise be a little reasonable for meeting the needs of a modern economy with many different kinds of jobs if not for the vast difference in pay, respect, and enjoyment there is between these different kinds of jobs. The effect of all this sorting is that often from an early age some students are tracked to become menial and low-paid workers and others are tracked to become more highly paid workers, or even executives and investors. The capitalist class itself can afford all the luxuries that the most highly-resourced education schools can provide, and since wealth is passed down by inheritance and parents who are able to spend more money preparing their children privileged positions, their place at the top of the economic hierarchy is maintained.

At the bottom of the sorting pile are those who end up in prison. With the rise of mass incarceration in the 1980s in the US ( despite decreasing crime rates since the 1990s to historic lows at present), the education system has been a major contributor to this system and has created new forms of sorting to accommodate mass incarceration. These new institutional forms in education are known as the school-to-prison pipeline.

For example, police officers were put in schools in a widespread, unprecedented way supposedly in response to the big school shootings of the 90s, like Columbine. But the effect of these police officers has been to give students criminal records at a young age while having virtually no impact on actually reducing school shootings . The school shootings were a mere pretext and the real function of filling schools with cops was to intensify the school-to-prison pipeline that plays a central role in sorting in the education system. The war on drugs and the accompanying social policies based on the "tough on crime" mantra have been adapted for schools in the form of "zero tolerance" discipline policies. White supremacy is a major overlapping part of the school-to-prison pipeline where black, brown, and indigenous students are targeted. Whereas before mass incarceration, most of those at the bottom of the education sorting pile would still become workers in the economy in some way, now those at the bottom are just warehoused in prisons.

What makes this system of sorting cruel is two-fold. First, all people are worthy of a good standard of living but our economy makes that unattainable through the educational and economic sorting that produces extreme inequality. Secondly, the factors that largely determine this sorting are mostly distributed by forces beyond the individual's control, such as the economic class of one's parents, one's race, one's neighborhood, etc… This is another example of the needs of capitalists coming before the needs of members of society as human beings.

"Is all of this sorting really due to capitalism?" I would say yes, that sorting as it exists in schools is a uniquely capitalist function of the education system. All systems of oppression are essential collaborators in this process too whereby white supremacy and patriarchy do a lot of the dirty work. Even if we lived under a gentler capitalism where inequality and discrimination was less extreme, there would still need to be ways to sort workers into higher and lower paid jobs as well as into the broader and economically unequal categories of capitalists and bosses. If capitalism exists in any form, you have a class of people at the top who are fully invested in maintaining their class position and thus strengthening all the social systems that give them their power, prime among them the sorting done through the education system. The myth of the benevolent capitalist who takes their fair share and who gives the worker their fair share is dissolved by the material reality of opposing economic incentives (higher wages vs. higher profits). The myth of the benevolent school system as meritocracy is dissolved by the crushing reality of sorting masses of people by race and class into poverty wages and prison cells. The fact that a tiny handful of poor students later become rich doesn't disprove the idea of education sorting, but rather props it up ideologically and is used to further justify the punishing and impoverishment of those who don't do well in school.

The second thing that makes a worker "good" is obedience. With all the pressures, indignities, and exploitation that many workers feel, the obedient worker is gold to the employer while the questioning worker who gets together with others to demand more is the employer's poison. Obedience is a product of many things, but the education system is certainly a major one. The hierarchical nature of the K12 education system, where students are at the bottom and spend a significant part of their day just doing what they're told, prepares workers to be at the bottom of the capitalist hierarchy as workers doing what they're told.

The idea that children are raw materials who are then carved by educators into commodities as "good" adult workers to maximize profits for employers should be disturbing to those who work in schools. That's not why we signed up to work in education. It's natural to object to this characterization of the education system because we feel complicit in it because we work in it. But there it is, and the further topics below should help fill out this picture more completely. I think recognizing this fact of our industry is central to finding ways to change it. If capitalists were to ever establish total control, this is approach to education would become all-encompassing.

But capitalists aren't all-powerful, and educators and students are humans with different needs and who have agency that they exercise daily in small and large ways. In different places and at different points in time, capitalists or workers may be in the favorable position of having more power to bend the education system to their priorities.

There are many ways that students disrupt capitalist logic within the school system. Students, as the commodity going down the assembly line, can muck up the gears and motors by refusing to participate in school and actively disrupting it through not doing schoolwork, talking in class, preventing other students from engaging, etc…. They are essentially sabotaging themselves as commodities, the way "bad" raw materials will lead to defective commodities in a factory. Sadly, capitalism co-opts this kind of student resistance through all the mechanisms of sorting that the student was resisting in the first place. "Bad" and disruptive students become fast-tracked into the sorting process and whole systems of discipline in schools are designed to facilitate this pipeline that ends for many in the prison cell.

Student resistance becomes anti-capitalist and liberatory when it finds a way to meet human and social needs by resisting capitalism collectively instead of falling into its traps individually. Students have a complicated relationship to schools because they are not only commodities but are workers too in some ways. Even though they are not producing products for sale directly and are not being paid for their work, they are expending effort by learning marketable skills; they are turning themselves into commodities through their own labor. Students can also muck up the gears of capitalism within schools by collectively withholding their labor as workers and making demands on authorities to bend the education system to their own needs instead of the needs of capitalism.

{In 1968, 20,000 Chicano high school students engaged in walkouts against racist sorting and segregation in East Los Angeles schools. Student organizer Moctesuma Esparza said about the events, "The word started to circulate. 'Walkout. Walkout. Let's boycott school.' And we slowly planned this out, campus by campus, over a six-month period and we set a date, March 6, 1968." After the walkout on the first day was met with widespread police violence, Esparza recalled, "The next day we walked out again, and we walked out the next day after that, and we didn't stop for two weeks." 13 students were arrested, charged, and found guilty of felony conspiracy for "disturbing the peace" for their role in planning the student walkouts but were later exonerated in a higher court. In the end, some of the students' demands were met, and many of them went on to participate in the wildly successful campaigns to start ethnic studies programs at universities across the country. For more, see this short video , this article , and this hour-long documentary .}

In our long-term visions for a better education system, students deserve to have much more say than they're currently given. Whereas the needs of the individual and the needs of society have to be balanced whatever kind of economic system there is, that is very, very different from the education system under capitalism, where the needs of students are balanced not very equally with the needs of a small minority of capitalists who need workers to make profit from. In a non-capitalist society, students would have real decision-making power over their own learning, both individually in terms of the choices they have but also collectively in terms of students as a whole being a major part of the governance of the school system. In any free society, those who are impacted by an institution deserve to have some power over how that institution is run. Student liberation from capitalism is the self-transformation of students as commodities trained only to sell their labor into students as human beings whose full range of needs and capabilities are nurtured and explored.


The Workers: Educators

The waged workers in the education system are the educators. Like the factory worker, the educator is paid for the labor they perform on the commodities that are produced. Like the factory worker, the educator doesn't have any ownership over the workplace and is subject to the oversight and management of bosses. Just like the factory worker whose job consists of connecting part A to part B hundreds of times an hour and who was trained to do so in a very specific way to maximize efficiency, so too the educator's work is being increasingly micromanaged by standardized tests and curriculum. Like the factory worker whose production lags even temporarily, the educator whose products don't meet the standards of quality control put forth by the bosses-like test scores, which are often influenced by forces beyond the teacher's control like poverty and homelessness -are liable for increased surveillance, discipline, and even release. Like the factory worker whose production targets are inched up every year beyond what can reasonably be accomplished, so too are class sizes bursting at the seems in under-resourced schools all across the country.

Some educators who are lucky enough to earn higher wages buy into the myth they're better than mere "workers" and see themselves as professionals who are somehow exempt from the problems that workers face. A teacher might think, "I make more money than other workers, my work is more skilled than other workers, I'm working with children and not with widgets, therefore I'm not a worker." While it's true that working with children is very different than working with widgets, we all have jobs because social needs compel production in certain industries. Working with kids doesn't make educators better than farmers, cooks, custodians, or brick layers, it just makes educators different. In all the ways one can look at the economic relationships in schools, educators are workers.

The myth that educators aren't workers is very convenient for the bosses in education. If you're not a worker and you thus don't care about the money and your own treatment and you only "care about the kids", then it's easier for the boss to cut your pay and benefits and erode your working conditions.

Contrary to the kind of self-sacrifice mentality that some educators take on for the sake of the kids, often what's best for educators is also best for students. Seeing standardized testing both as an intensified form of sorting for students and a form of discipline and control of educators helps us see what alternatives to such tests might be. Students are prime beneficiaries of schools that treat educators with respect and pay them accordingly, and vice versa, policies targeted to improve student learning, like smaller class sizes and more services for student mental health, also make teachers' lives better. In the fight against capitalist education, educators and students should be natural allies.

{A few years ago at a school district in Minnesota, a principal could lobby to have their school designated as a "Community Partnership School" (CPS). While "community partnership" sounds quaint, what it actually did was give principals the authority to ignore parts of the union contract and if test scores didn't improve over three years a school could be closed and reopened as a charter. At one school the principal announced at a staff meeting her intention to submit an application to the district to become a CPS. She assumed that people wouldn't know what that entailed and hoped it would slide beneath the radar. Some educators at the school knew exactly what was happening and got large turnout to the school-wide union meeting the next day where the details of CPS were explained. They came up with a plan to have a staff-wide vote on whether to endorse the CPS plan. The vote was not legally binding, but if it failed it would make the principal's attempts to push it through look bad, and the principal couldn't risk alienating her entire staff. The next day educators walked into the principal's office and told her of the plan to hold a staff vote on whether to support becoming a CPS. Knowing that the vote would clearly sink the plan, the principal started tearing up about how important CPS was in a last-ditch effort to guilt the workers out of it. Undeterred, the educators carried out the vote, 82% of staff cast their ballot against becoming a CPS, the principal dropped the idea, and the school was the first in the district to successfully stop a CPS designation. When a new superintendent came into the district a year later, the expansion of CPS's was halted.}

But who really counts as the "educators" in the schools? Here, a definition that's broad in some ways and narrow in others is helpful. Our concept of educators should contain all who work in the K12 education industry, including those who work directly with kids and those who don't. Many who aren't paid to work directly with students, like cafeteria workers and bus drivers, end up forming relationships with kids that are as important to their education as any other part. Even those who don't interact with students at all, like those who deliver the student meals to the schools each day, are best considered educators, because without them, how would kids eat and be able to learn at school? Those who have managerial powers, including especially the ability to discipline, hire, and fire other workers, should not be included in the "educators as workers" definition here, for reasons discussed in the section on bosses below.

This definition of the educator raises strategic questions as well. For example, a large obstacle to educators working together is not only the professional separations that exist in schools (teachers vs. assistants vs. cafeteria workers vs. office workers vs. etc.), but the obstacles to collaboration created by the mainstream labor movement by slicing up classes of workers into separate and often isolated unions and collective bargaining agreements. This is called "craft unionism" because workers organizations are separated from each other by craft. In my school district, workers are separated into 15 separate craft unions, which doesn't include those excluded from unions altogether along craft lines, like substitute teachers.

If we define educators as all the workers in the K12 education system, then all the educators have the potential to disrupt the education system when they withhold their labor collectively by going on strike. In the 2018 statewide strike in West Virginia, for example, the bus drivers were at one point quicker to go on strike than the teachers and helped push other education workers into taking the action that they did. By uniting across job class, educators have more power together than separate and can win more for all. This is called "industrial unionism" because all the workers in the larger industry come together.


Capitalism's Strategy against Workers: Divide and Conquer

"If the workers are many and the owners are few, why on earth do workers put up with this?" Capitalism's strategy is to divide workers from each other in order to weaken any potential unified force that would threaten the sovereignty of owners. This happens in many ways both within and through the education system.

One way this happens is through the sorting into different jobs. The worker who earns a little more than the one across the hallway (or across the the street, town, state, country, or hemisphere) becomes invested in the system because they know they could be moved across the hallway themselves if they're not careful. The worker who earns a little less comes to focus their resentment on the worker who earns a little more. Meanwhile, those getting rich off the workers are enjoying their mansions and yachts. While this presentation is an oversimplification, the hyper-awareness of our economic positions in relation to those around us and knowing who is above and below us permeates every industry and every workplace. In subtle and not so subtle ways, this awareness is leveraged to make us believe that we are all in (not so) friendly competition with other workers and steers our attention away from underlying economic structures and the largely unseen owners. Sorting in the education system and the myth of meritocracy play a central role in setting up these divisions between workers.

The other major way capitalism divides people is by taking differences that naturally exist between people and turning them into differences that rationalize some getting more and some getting less. White supremacy is in many ways about convincing poor white workers (and white workers of every income strata) that they're better and deserving of more than workers of color, and our white supremacist society backs up these inflated claims by gifting more resources and opportunities to white people. It's not difficult to see how the focus on competition between workers noted above can be refracted through the lenses of white supremacy and patriarchy to reinforce relationships of privilege and marginalization in the economy. White workers and workers of color might have common interests against those who profit from their work, but while mainstream society is able to persuade white people that people of color are the problem, capitalism remains safe. The same is true of religion, gender, sexuality, ability, and so on. All of these forms of oppression provide the cultural beliefs ("white people are smarter", "women shouldn't work in STEM", etc…) that capitalism uses to underpay, exclude, and control marginalized groups. In a very unequal society, oppression is the lungs and capitalism is the heart.

Regarding the education system in particular, gender and race have been used to the great benefit of capitalism and detriment of workers. The teacher workforce is now 75% women , and this percentage has increased over the last 20 years. Studies have shown that occupations in which women hold a high majority of the positions are paid less compared to similarly skilled men-dominated professions. This helps explain the lowering of teacher wages compared to similarly-skilled jobs in other industries in recent decades. Reflecting a similar dynamic, the teacher workforce in New Orleans was easier to fire entirely in the aftermath of Hurricane Katrina because the teachers were mostly black (and women). All the teachers had to re-apply for the jobs, which became non-union and without job protections at newly-opened charter schools, and many were replaced with white and temporary teachers from programs like Teach for America. In broader terms, women (and the entire industries they have major representation in) and people of color are marginalized by dominant social norms which makes them easier for capitalism to underpay and discipline.

Fights against capitalism in education are also necessarily fights against white supremacy and patriarchy because of the way these systems interconnect. The silver bullet against capitalism's attempts to divide workers is to unify around the universal right people have to not be oppressed and exploited. That means unifying against white supremacy, patriarchy, and capitalism.

In education, majority white teachers and teacher unions have often been pitted against mostly poc parents and community members, with unions being smeared for supposedly protecting bad teachers, for only caring about inflating teacher salaries, and for keeping educators of color out of the ranks. While there's always a degree of truth to each side of these conflicts that capitalism plays on to keep people divided, mainstream narratives need to be re-examined to see who is really benefiting from them. One great counterexample in education is how Karen Lewis and the Chicago Teachers Union found ways to break through the impasse with local communities by privileging parent and student concerns around class sizes, opposing school closures in poc neighborhoods, and doing anti-racist work in schools. While overcoming divisions and oppression always sounds easier than it actually is given how deeply rooted social biases are, the challenge is ours to face.


The Bosses: Principals

In the factory, there's the overseer, the low-level manager, the shop-floor supervisor, or what-have-you, and in the school there's the principal. This is the immediate boss that oversees workers at the point of production: the workplace. The principal's tasks are many, including liaising with the higher-level administrators at the district, implementing and designing school policy, crafting budgets, supporting staff, etc… These are tasks that other admin and school workers are sometimes involved in even though the principal often has final say.

However, among other things principals-as-bosses have two distinguishing features. The first one is that the boss, whether in the school or factory, has the authority to discipline workers. This gives them a degree of power in the workplace that no other person in the workplace has and creates an imbalance between bosses and workers.

As with formal authority of any role, it can be used responsibly or abusively. Under capitalism, principals are given the authority to have workers disciplined or fired. Sometimes principals act with integrity and remove workers for good reasons, such as they're harmful to children. Just as often, principals act to advance their own personal agenda by removing workers who ask too many questions about school policy, who object to poor working conditions or or wages, or who they have petty disagreements with.

While the right has done a good job slandering the public image of union teachers as lazy and uncaring, teacher unions' function here is requiring just cause for firing (as recent lawsuits have affirmed). Sure, bad teachers exist and are sometimes protected by unions, but the converse situation of good teachers being fired for bad reasons and bad teachers being protected for bad reasons is a far more serious problem for education. The worst teacher I ever had in school made the students "lead" lessons from the textbook each day in front of class while she surfed online shopping websites at her desk. She was also buddy-buddy with the principal, and removing unions or giving principals more authority would surely not have solved that problem.

Even in unionized workplaces where workers enjoy more protections, the principals can fire probationary teachers on a whim (which is a 3-year period in my district), can rearrange budgets to lay off educators without going thru due process, can out-maneuver educators thru complex grievance procedures, and can re-assign teachers to classrooms outside of their comfortable subject and age range or to understaffed classrooms with behavior challenges to wear them down and pressure them to quit. Even when the principal does have to go head to head with the union, they usually have the full weight of the district on their side, including its legal team, HR department, media liaisons, and relatively deep pockets. To object to the role of bosses under capitalism is to object to the unilateral authority of one person in a workplace to be able to fire and discipline any of the others.

The second distinguishing feature of the boss is that their job is to maximize certain outcomes in the workplace by taking orders from above and enforcing them on the workers below them. In the private sector, higher profit is the outcome which shareholders hire executives, who then hire other managers, to carry out. This maximizing of particular outcomes as passed down from above combined with the power to unilaterally discipline workers is what makes a boss a boss.

In the schools, the spread of standardized testing has lead to higher test scores being the main target outcomes that principals organize production around. This is a huge attack on the human needs of students, whose own needs and desires often don't fit into bubbles on standardized tests which their education experience is constructed around. A watershed moment for the intensification of testing was George W Bush's No Child Left Behind Act , which tied federal funding to states to mandatory standardized testing and punished repeated bad test scores with turning schools into charters or closing them entirely. Then Obama's Race to the Top policy incentivized states to compete with each other for large grants over who could show commitment to basing teacher pay on test scores and use testing outcomes to "turn around" schools . While federal funding for education comprises less than 10% of total education dollars, it greatly influences state and local education policy. All of this focus on testing and evidence-based policy is ironic considering there's little evidence that increased standardized testing improves education outcomes .

Testing regimes coerce teachers into focusing much more on the measurable outcomes of some areas (math, reading, and writing) at the expense of a more holistic vision of human abilities and experiences. Some centrally important but mostly untested domains include emotional skills, creative thinking, interpersonal skills, art, music, physical education, knowledge of one's own history and culture, and so on. The popular backlash against current standardized testing practices does not favor designing "better" tests so that every aspect of being a kid can be "properly" measured, assessed, and sorted. Much like human needs of workers in the private sector shouldn't be wholly subservient to the profit-motives of investors, so too data should be subservient to human needs instead of making human needs subservient to data in the form of high-stakes tests.

A central way to attack capitalism in any workplace is to build worker organization that can take action to force changes in the workplace. This takes decision-making away from the unilateral authority of the boss and at its best democratizes our working lives. In schools, an organized workplace might look like one where teachers make decisions with each other about curriculum, challenging students, and working conditions; feel empowered by each other to design and teach the curriculum they think best instead of the one being pushed by the district to maximize test scores; one where the principal is afraid to implement any new policy before getting approval from the committee of educators at the school who do all the work; one where students and educators together can co-determine how best to meet their intertwined human needs. Ultimately, the end goal is to get rid of bosses and principals entirely, but this goal can be reached incrementally through gradually building worker power by taking direct action and gradually transferring the authority to make school decisions from the bosses to the workers.

While many of the worst things that happen in capitalist education happen under the reign of bullying and abusive bosses , a frequent objection I hear to an anti-capitalist approach to labor organizing is the "problem" where a workplace has a nice and supportive boss. This is especially prominent in schools, where, just like teachers, principals get in the business to "help the kids". This creates cognitive dissonance because then it's hard to match the image of the principal as the bad guy with your everyday experience of your principal doing good work. Those who have supportive principals can be happy that they don't have abusive ones, and there's no use in trying to make up reasons for why you think your principal is really mean on the inside.

The point about analyzing social systems, such as capitalism, and not just individuals is so that we're able to see the forest and not merely the trees. Systems can have overall dynamics and be governed by rules and pressures that aren't apparent from looking at isolated cases. The problem with capitalism isn't that all the bosses are mean, but that capitalism structures our social relationships in such a way that some have power and control over others and that this produces an extremely unequal distribution of resources and opportunities. The nicest principal in the world still has a full arsenal of disciplinary weapons at their disposal that they can use against workers when they so choose. The arsenal of the individual worker to resist discipline and hold a principal accountable is extremely restricted. This is the power relationship between bosses and workers that exists regardless of personality, and is why collective action by workers and collective organization in the form of unions are necessary to counter the principal's and the superintendent's authority.

{How do you organize against a nice principal? The key is to maintain focus on collective action over individual initiative and to emphasize the structural issues in the workplace over individual features of a boss's personality. This might look like getting a bunch of coworkers to ask the nice principal for something. You don't have to be aggressive about your ask if that doesn't seem strategic. If the principal says "yes", then great, it's a victory for workers! In the debrief of the action, highlight that it was the workers asking that got the problem solved and not the principal's personality. You can keep building with your coworkers by asking for something a little more each time. Eventually, the principal is bound to say "no" either because they don't want to give in or because they don't have the authority to give in. At that point it turns into a more traditional worker-boss conflict. Of course, organizing isn't as simple as all this, but this is a rough sketch of one way to approach organizing under a nice boss.}


Upper Management: The Politicians

Whereas principals are the school-level bosses, the bosses that formally sit atop the education system and who make higher-level decisions are politicians. Locally elected and appointed school boards, state legislatures, and the federal government all play important roles in decision-making in the education system. This layer of the structure of the education system is one with no immediately obvious analog in factory production, but a closer look reveals that the role of upper management as higher-level decision-makers in corporations matches well with the role of politicians as higher-level decision-makers in public education . One might think that because politicians are democratically elected that maybe capitalism and oppression don't exist in the education system.

While it's often presented that way, elected politicians, by themselves, do virtually nothing to blunt the effects of capitalism within education. While a full-fledged argument about why voting in US elections is not the pinnacle of democracy is beyond the scope of this piece, here I'll briefly highlight a couple critiques.

Whereas federal elections have middling degrees of voter participation (varying from 50 - 60% in recent decades), voter turnout in state and municipal elections often amounts to half that. Those who do vote tend to be those with the time and proper access to information and those who think there are politicians running who represent their interests, both of which generally exclude the most impoverished and high needs populations. The disparities in voting populations mirrors the disparities in who benefits and who doesn't within capitalist education.

If access to information is the problem, one might think that that can be solved through voter education and encouragement. That can have an effect, but a major factor in mainstream politicians being able to run successful campaigns is the funding they have access to. Usually the candidate needs enough independent wealth or income to devote resources to be able to devote their personal time to campaigning, which is a major filter on the social position and politics of those who run for office. Another filter is if candidates can attract the funding of rich donors and endorsements of big players that are needed to get out of the gate for even local campaigns. These filters make many non-rich voters feel like no one on the ballot represents them, indicating that more information isn't an adequate solution because lack of information isn't the entire problem. For example, in my district of Minneapolis Public Schools in recent years out-of-state billionaires have funneled hundreds of thousands of dollars into school board races to effectively buy board seats for their preferred candidates. In state and national elections, fundraising plays an even more fundamental role and is an effective shield against popular proposals like increasing education funding . The general leftist critique is that as long as electoral politics is susceptible to influence from the rich in a society with extreme inequality, the politicians will remain the managers while the rich are the owners. Society as a whole imitates the factory.

The proof is in the pudding. School boards are the ones who hire superintendents, and the supers are the ones who negotiate labor contracts. Just like in the private sector, contract negotiations are fierce battles over resources with the bosses trying to pay the workers less and the workers trying to get more. If society and the school system were remotely "democratic" and wanted education funding to keep pace with other social priorities, educator wages would keep up with GDP or at least inflation. Instead, wages for educators have been hacked at for decades with wages and benefits for teachers vs. wages and benefits for comparable jobs in other industries falling 11% in 20 years . In more than half of US states, teachers make below a "living wage" as defined by MIT researchers , and in 35 states teachers with 10 years of experience and a family of four qualify for multiple kinds of public assistance . Wages for my current position as an education assistant have been, accounting for inflation, pushed down 20% by bosses and politicians in the last 17 years. All of these attacks on educator wages damage student learning by contributing to widespread staff shortages and high turnover .

{In 2012, the Chicago Teacher Union (CTU), the third largest educator union in the country with 27,000 members, went on strike. Unlike in many other big school districts, the school board in Chicago is not elected but is appointed directly by the mayor, who was Rahm Emanuel, Obama's former Chief of Staff. Just as Obama bailed out the big banks but neglected homeowners and workers with his economic initiatives, so Emanuel was close with the business interests of Chicago and helped push school reforms whose functions have been to weaken the teacher union, close "failing" schools, and double down on test scores. In the decade leading up to the strike, 70 schools were closed, many replaced by charter schools, and 6,000 union teacher positions evaporated. A group called the Caucus of Rank-and-File Educators within CTU took over the leadership positions in the union in 2010 and started building from day one to a strike by creating a strong base of leaders in each school. When Emanuel was elected mayor of Chicago in 2011 while at the same time being given new powers over the school district by the state legislature, his first move was to cancel a 4% raise guaranteed in the existing teacher contract. More than any other educator strike in recent memory, the CTU strike was essentially one of the workers against a singular politician. The teachers' demands in contract negotiations focused as much on teacher issues as on student issues including guaranteed pre-K, access to less-tested subjects like art, music, and physical education, and smaller class sizes. The strike lasted from Sept. 10th - 18th, and on the first day 35,000 teachers and allies marched and rallied in downtown Chicago, closing not only the schools but the main business center of the state. When a contract was reached, it was declared a victory by the union because it successfully fended off the worst of Emanuel's reforms but it also didn't manage to win major gains either. However, the result is more sympathetic when seen in the light of an economy in the midst of a deep recession, and as the first major teacher strike in decades, it helped educators on the national stage break out of complacency and laid the groundwork for militant teacher strikes later in the decade. Any misconception the residents of Chicago had about their highest elected official working for their interests in a democracy regarding education were shattered and his true colors were revealed. As the years following the strike saw more aggressive attacks by Emanuel on Chicago schools and CTU's continued resistance, one Chicago Tribune headline reported, "Teachers union has triple the public support of Emanuel" regarding education policy. For more information, check out How to Jump-Start Your Union: Lessons from the Chicago Teachers and this article .}


The Capitalists: The Rich

With the factory, there's the rich person who owns the factory or, with today's stock markets, the shareholders who own the company. The owners seek to maximize the return on their investment by hiring a CEO to run the company (I use "owners" instead of "capitalists" often because the latter feels jargony and old-timey and is less obvious to someone new to leftist politics). The CEO's implicit job description is to "Maximize profit", and this is enshrined in and enforced by corporate law . If the CEO doesn't do a good job maximizing profits compared to other industry competitors, the CEO will likely be fired by the shareholders and replaced by a different CEO who will. The company owners don't do the work of the company themselves and instead hire the executive to hire and manage the workers of the company to do the work.

The way to determine if your industry is structured by capitalist logic is to ask if anyone benefits financially from pushing down labor costs. In the private sector, it's the shareholders who benefit financially from keeping wages and salaries as low as possible. In the public sector, rich taxpayers are the ones who financially benefit from gouging the wages and benefits of educators because tax burdens fall disproportionately on those with wealth and labor costs are a primary expense of public sector industries like education.

How this plays out within the school system is a variation on the main capitalist theme. There is no direct owner of the public K12 school system in the same way a rich person has a legal document entitling them to an ownership portion of a company. But just as private investors provide the money that pays for the capital (buildings, machinery, loans) and pays for the wages used in the private sector, so mostly wealthy taxpayers, through the government as an intermediary, provide the money that pays for capital (buildings, curriculum, information technology) and pays for wages in the public sector. In effect, rich taxpayers stand in the same relation to schools as shareholders stand in relation to the company: one of minimizing costs, especially from labor, and, where possible, maximizing returns.

Just as the rich hire CEOs to minimize costs in order to maximize their profits in the private sector, so do they hire professionals to minimize their costs via taxes in the public sector. For example, they hire accountants to find every tax loophole (like offshore tax havens ), hire lobbyists to push down taxes , fund political campaigns of politicians who have friendly tax proposals and who want to cut social spending. Driving down their tax commitments is the most direct way that the rich maintain their wealth, which subsequently starves public services of resources.

While there's a carefully crafted image of the rich as your "ah shucks" neighbors who want to make an honest living and contribute to a good society, actual studies of the opinions and political spending of the rich reveals an extreme and aggressive agenda bent on slashing taxes and undermining public services like education. To take just one example of the effects of efforts to lower taxes for the rich, from 1995 to 2007 the effective tax rate for the top 400 taxpayers in the US them went from 30% to 16% due in large part to Clinton and Bush incrementally lowering the capital gains tax til it hit 15% in 2003. This change in taxes for the rich amounts to each of the richest taxpayers saving an average of $46 million each year compared to a decade earlier. Put another way, as a society we're giving each of the richest 400 people $46 million a year instead of spending it on public goods like education. The capital gains tax rate inched back up to 20% in 2013, but this has likely been overcompensated for by the fact that the wealthiest Americans have captured so much of the wealth created since the Great Recession. The capital gains tax is still far below below what it was in 1995 (25%) and the 1970s (35%), and additionally the income tax rates for the wealthy in the US have plummeted from 90% in the 1950s to 40% today. All in all, the rich have been extremely successful in driving down their tax commitments in opposition to overwhelming public support for higher taxes on the richest Americans.

The opinions and actions of economic elites relating to education policy in particular is just as troubling. A poll of public opinion of the richest 1% vs the general population on public policy issues found that only 35% of the rich agreed with the following statement while 87% of the general population did: "The federal government should spend whatever is necessary to ensure that all children have really good public schools they can go to." Revealingly, this was tied for the widest opinion gap between the rich and everyone else across the 18 issues polled. This is particularly disturbing in light of findings like those from a major study of thousands of poll results and their influence on federal policy: "economic elites and organized interest groups play a substantial part in affecting public policy, but the general public has little or no independent influence."

Furthermore, corporations are aggressively seeking ways to insert for-profit companies into public education through standardized tests textbooks , subcontracting of busing and food services, those charter schools that are for-profit , and for-profit property companies that rent to non-profit charters. As billionaire conservative investor Ruport Murdoch said , "When it comes to K through 12 education, we see a $500 billion sector in the US alone that is waiting desperately to be transformed" in reference to investing in companies that can take a piece of that pie. While these efforts are particularly exploitative and should be resisted, we shouldn't let them distract from the larger fact that public education as it exists normally is still essentially capitalist in its structure. As long as capitalism is the dominant economic system and the rich hold the vast majority of the political and economic power, public education will be subordinate to capitalist pressures.

As attacks against organized labor have pushed private sector union density from 35% in the 1950s to below 7% today, one of the last bastions of working class institutional power are public sector unions. In the efforts of rich interests to push down labor costs across the economy, they have now strategically singled out public unions for attacks in order to decrease their tax burdens. Additionally, destroying unions and pushing down labor costs in one sector creates downward wage pressures on the rest of the economy and leaves more money for profits.

This anti-teacher union assault by billionaires has increased in intensity over the last couple decades with the rise of non-union charter schools (funded by Walmart fortune heirs alone to the tune of $355 million and with plans for $1 billion more ); alternative teacher-licensure programs like TFA that essentially turns teaching into a low-paid, post-college internship (despite most of TFA's money coming from public sources it has accumulated $100s of millions in surplus above its operating costs on the backs of low-paid teachers and in states with financially struggling school districts); Right-to-Work laws where members can opt out of unions in otherwise unionized workplaces (funded by a slew of billionaires led by the Koch brothers ); and now the Janus lawsuit decision which institutes those laws at the federal level (billionaires, including immediate family members of current Dept of Education head Betsy DeVos, are now funding aggressive post-Janus de-unionization campaigns ). Amid all of this teacher unions have been on the ropes, dropping from 64% density in 1984 to 49% today .

What then are educators to do? If we can't fight against direct shareholders like we can in the private sector, do we have no options for advancing worker struggle? Luckily, most of the same strategies and tactics the factory worker uses against direct owners can be tweaked and applied by the school worker against indirect owners. For example, the strikes in West Virginia were as much against the state's political establishment as they were against the economic elites (that the WV governor is a billionaire tips off how close those two establishments are).

{In West Virginia, public education had been suffering from severe malnutrition due to a decades long attack by both Democrats and Republicans against school funding and educator unions. Teachers in West Virginia were ranked 48th in the country in wages. The spark that lit the strike came from proposed legislation that would increase the health insurance co-pay by 20% while raising wages so little that it amounted to a wage cut amid annual inflation. Organizing started out 8 months prior and culminated in a strike that lasted from February 22nd to March 6th of 2018 and included all 55 counties in the state. 20,000 teachers went on strike as did 13,000 other school employees, making it among the largest labor actions in recent decades. The state's billionaire governor tried to talk teachers down from the strike and scolded them with lines like, "You should be appreciative of where you are". At one point, school bus drivers were the ones in front forcing the work stoppages and bringing along other workers into the strike. Teachers won a 5% raise and killed parts of the legislation that were most egregious (and went on strike again this last February to kill a retaliatory bill targeting educators). These actions inspired similar mass educator strikes in Oklahoma, Arizona, and Kentucky in 2018. All together, the more than 300,000 teachers across the country who went on strike in 2018 was more than the combined number of teachers who struck in the previous 25 years. Expanding into blue state territory in 2019, teacher strikes have been successfully pulled off in Los Angeles, Denver, and Oakland. For more information about West Virginia, see these articles .}


Summary

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Conclusion

While public education holds a special place in the liberal imagination as a great equalizer, it is more often a place of exploitation and oppression. Strife and conflict abound over who will be sorted into the corporate boardroom and who will be sorted into low-waged jobs and prison cells. Who will be fired and who will be lucky enough stay around to see their pay cut year after year? The major portion of the working and learning lives of teachers and students are governed by bosses who are more accountable to standardized tests than meeting human needs. We should reject the liberal reverence for public education and see our schools for what they are: sites of struggle over what kind of society we want live in.

In this view of public education there is great potential. As educators and students, we are uniquely placed to affect change in the schools and, by extension, society as a whole. As one of the industries that is least susceptible to automation and outsourcing, it also strategically positioned within the labor movement. Our aspirations should be further elevated by the political moment we're living in, one where teachers are leading strike waves across the country and enjoying broad public support. Similarly, the role of youth in leading social movements like Black Lives Matter and Occupy Wall Street points towards the collective power of youth in challenging the status quo, which is nowhere as contested as in the schools youth attend.

With educator-led actions popping off all around us, we still shouldn't neglect taking the time to inquire about the root problems in society and in the education system. Without a political analysis to root our struggle, we're likely to blow with the capricious political winds and then fall scattered to the ground after things die down. We're caught up in an economic struggle forced on us by capitalism, and there's no better time to firmly choose a side.

The commitments that students and teachers have to making social change are reflected in the commitments they have to each other. The relationship between the teacher and student is at the core of the education system, and yet it is one enveloped in fraught class relations. It is also one where we can discover our humanity and fight for it with each other.


This was originally published at the Fire With Fire blog.