Arabica Robusta's List: World Bank Poverty Reduction Strategies

• Here, education has rather dubiously been legally framed as a commodity, somewhere between a ‘service’ and a ‘good,’ the latter of which it is increasingly coming closer to resembling.  
• Another notable establishment of the market ideology of education can be seen in the EU directives of so-called ‘freedom.’ Although ‘freedom’ may be the most abused term in liberalized capitalism, in this context, it refers to deregulated movement – which I strictly refer to here as ‘mobility.’ In the EU, movement is divided between mobility, which is protected by law – and migration, which is punishable by law. There are 4 ‘freedoms’ protected by the EU, consisting of the free (or deregulated) mobility of goods, services, citizens and capital (which the first 3 elements in fact constitute).
• A faster turnover of students and teachers according to the new terms of reform and increasing corporate intervention, claiming money, time or space is taking place. However, when those investors are within the processes, i.e. students or teachers, rather than corporations, there is an increasing level of individuals being pushed to the edges of employment, being exploited by consistently working overtime without any insurance benefits or other institutional protection – the classic consequences of a more liberated and deregulated job market – the pattern in which one group must pay for another group’s profits is exemplified.

• The climate change, however, is only one of many threats imposed by the First World, including a growing trend called the ‘land-grab’ (Pagano, 2009).  

   

  A recent quote in the Washington Post clearly illustrates that trend, calling Ethiopia’s farmland the ‘hottest commodity in the market’ (cited in: gadaa.com, 2009).
• Additionally, one needs to view the structure of financing in terms of measures of discipline. Discipline is exercised in the name of ‘development.’ Therefore, it is important to relate this analysis of education to reproductive and disciplinary apparatuses to see how subjectivities are controlled and managed and how education functions as a self-affirmative apparatus.
• Education is not only being maintained as an ideological state apparatus, it has entered the military-industrial-complex, in which a triad between private corporate profit, state defense and militarization and a general regulation of ideology ensues.
• There is a mass wave of protests worldwide against the reforms in education.
• unless there is an understanding of capital’s role in this situation, and unless precisely this fact is determined, broken down and fought against, that the very protests themselves are an additional new frontier for capitalist appropriation.
• The only way to truly accomplish radical change is to link different social struggles, which are all implicated in capital’s appropriation of every sphere of life”

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