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Pedagogy of Revolution

Flow of Ideas: articles - B Generation

A Capital Friendly Culture for Further EducationA Capital Friendly Culture for Further Education
Academy ChainsAcademy Chains
After the Hillcole GroupAfter the Hillcole Group
Against What We Are WorthAgainst What We Are Worth
Ambassadors of Capital in SchoolsAmbassadors of Capital in Schools
An Educational Mansion House for BusinessAn Educational Mansion House for Business
Apprenticeship and the Use-value Aspect of Labour PowerApprenticeship and the Use-value Aspect of Labour Power
Artistic OutlookArtistic Outlook
Ayers Rocked In His Own UniverseAyers Rocked In His Own Universe
B GenerationB Generation
Bourdieu on CapitalBourdieu on Capital
Bourdieu on Cultural CapitalBourdieu on Cultural Capital
Bourdieu on Social CapitalBourdieu on Social Capital
Brown PFI MonsterBrown PFI Monster
Business Sponsorship of SchoolsBusiness Sponsorship of Schools
Business Takeover of Further EducationBusiness Takeover of Further Education
Cambridge University OccupationCambridge University Occupation
Caught in the Storm of CapitalCaught in the Storm of Capital
Co-payment in Hospitals and SchoolsCo-payment in Hospitals and Schools
Cold Hands and Quarter MoonCold Hands and Quarter Moon
Communitarianism for SchoolsCommunitarianism for Schools
Compulsory Consumption and Uni-NannyCompulsory Consumption and Uni-Nanny
Conforming Schools Conforming KidsConforming Schools Conforming Kids
Copy/South DossierCopy/South Dossier
Creating MonstersCreating Monsters
Creeping Privatisation in Higher EducationCreeping Privatisation in Higher Education
Critical MassCritical Mass
Critical Pedagogy and CapitalismCritical Pedagogy and Capitalism
Critical Space in EducationCritical Space in Education
Delivering E-LearningDelivering E-Learning
Digital Rights ManagementDigital Rights Management
DistillationDistillation
Dorothy L. SayersDorothy L. Sayers
Douglas Kennedy: best-selling novelistDouglas Kennedy: best-selling novelist
E-learning for Free at the BBCE-learning for Free at the BBC
Edison Schools in the UKEdison Schools in the UK
Education and Inspections Bill (2006)Education and Inspections Bill (2006)
Education As Culture MachineEducation As Culture Machine
Education FireworksEducation Fireworks
Education for DebtEducation for Debt
Education IncorporatedEducation Incorporated
Education Markets and Missing ProductsEducation Markets and Missing Products
Education RepetitionEducation Repetition
Education the HSBC WayEducation the HSBC Way
Education White PaperEducation White Paper
Education, Globalisation and the Learning SocietyEducation, Globalisation and the Learning Society
Employers and School LeaversEmployers and School Leavers
Evaluating Different Teaching MethodsEvaluating Different Teaching Methods
Everything Louder Than Everything ElseEverything Louder Than Everything Else
Finance and FearFinance and Fear
Five Endings of DesiresFive Endings of Desires
Foibles, Frolics and PhantasmsFoibles, Frolics and Phantasms
FreedomFreedom
FreewillFreewill
French New Wave CinemaFrench New Wave Cinema
Full Report Ruth Rikowski[a]s Book Launch for Globalisation, Information and LibrariesFull Report Ruth Rikowski's Book Launch for Globalisation, Information and Libraries
Gender and Spokesperson in Group Work IssuesGender and Spokesperson in Group Work Issues
Global TradingGlobal Trading
Globalisation and Education RevisitedGlobalisation and Education Revisited
Habituation of the NationHabituation of the Nation
Higher Education and Confused Employer SyndromeHigher Education and Confused Employer Syndrome
Hitchcock: classic auteurHitchcock: classic auteur
Human capital, the knowledge economy and businessHuman capital, the knowledge economy and business
In Retro GlideIn Retro Glide
In the Dentist[a]s ChairIn the Dentist's Chair
Kids in the Land of No DreamsKids in the Land of No Dreams
KM CritiqueKM Critique
Lazy Brit KidsLazy Brit Kids
Learning in the Earthworks of CapitalLearning in the Earthworks of Capital
Learning InvestmentsLearning Investments
Learning to the MaxLearning to the Max
Librarianship and Human RightsLibrarianship and Human Rights
Lifelong Learning and the Political Economy of ContainmentLifelong Learning and the Political Economy of Containment
LSBU StrategyLSBU Strategy
Marketisation of the Schools System in EnglandMarketisation of the Schools System in England
Marx and Education RevisitedMarx and Education Revisited
Marx and the Future of the HumanMarx and the Future of the Human
Marxism and Education RevisitedMarxism and Education Revisited
Marxist Educational Theory UnpluggedMarxist Educational Theory Unplugged
Maturity and FreedomMaturity and Freedom
McDonaldization and EducationMcDonaldization and Education
Michael JacksonMichael Jackson
Michele RobertsMichele Roberts
Miss Allison and Novel WritingMiss Allison and Novel Writing
Moneythought in Higher EducationMoneythought in Higher Education
Mrs Thatcher and Holes in the Kitchen FloorMrs Thatcher and Holes in the Kitchen Floor
Multiculturalism and Faith SchoolsMulticulturalism and Faith Schools
My Tony BlairMy Tony Blair
New Ideas in Ruth Rikowski[a]s Book - Part 1New Ideas in Ruth Rikowski's Book - Part 1
New Ideas in Ruth Rikowski[a]s Book - Part 2New Ideas in Ruth Rikowski's Book - Part 2
New Labour Policy for SchoolsNew Labour Policy for Schools
Nietzsche[a]s SchoolNietzsche's School
Nihilism and Educational ValuesNihilism and Educational Values
No Learner Left UnhassledNo Learner Left Unhassled
Notes on the Confessions of John DenhamNotes on the Confessions of John Denham
On Education for Its Own SakeOn Education for Its Own Sake
On Education StudiesOn Education Studies
On the Capitalisation of Schools in EnglandOn the Capitalisation of Schools in England
On Transhumanism and EducationOn Transhumanism and Education
Open AccessOpen Access
Outsourcing Public ServicesOutsourcing Public Services
Peter Wilby on School PrivatisationPeter Wilby on School Privatisation
Planet of the CapitorgPlanet of the Capitorg
PlatoPlato
Playgound Risks and Handcuffed KidsPlaygound Risks and Handcuffed Kids
Poems by Gregory RikowskiPoems by Gregory Rikowski
Poems by Victor RikowskiPoems by Victor Rikowski
Post-Fordism and SchoolsPost-Fordism and Schools
Post-Fordism in Primary SchoolsPost-Fordism in Primary Schools
Postmodern Dereliction in the Face of Neoliberal Education PolicyPostmodern Dereliction in the Face of Neoliberal Education Policy
PowerPointlessness in Higher EducationPowerPointlessness in Higher Education
Private Schools as CharitiesPrivate Schools as Charities
Privatisation of Schools in EnglandPrivatisation of Schools in England
Privatisation of Student DebtPrivatisation of Student Debt
Races in the Imperial WarRaces in the Imperial War
Readings for Teaching CourseReadings for Teaching Course
Recruitment and Labour PowerRecruitment and Labour Power
Revealed Recruitment Criteria through the Use-value Aspect of Labour-powerRevealed Recruitment Criteria through the Use-value Aspect of Labour-power
Robotic EthicsRobotic Ethics
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
School Fees and the 1944 Education ActSchool Fees and the 1944 Education Act
Schools: Building for BusinessSchools: Building for Business
Science Fiction Films and HorrorScience Fiction Films and Horror
Second Time as FarceSecond Time as Farce
Snowballs and Risk in SchoolsSnowballs and Risk in Schools
Social Contract Theory and Political ObligationsSocial Contract Theory and Political Obligations
Socialism is not DeadSocialism is not Dead
Speed of Life - Part OneSpeed of Life - Part One
Speed of Life - Part TwoSpeed of Life - Part Two
Stroppy Individuals and Oppositional Cultures in SchoolsStroppy Individuals and Oppositional Cultures in Schools
Sustainability Policy at London South Bank UniversitySustainability Policy at London South Bank University
Ten Points on Marx, Class and EducationTen Points on Marx, Class and Education
The Business of Becoming a Business for AcademiesThe Business of Becoming a Business for Academies
The Capitalisation of Schools - Federations and AcademiesThe Capitalisation of Schools - Federations and Academies
The CBI and the Business Takeover of SchoolsThe CBI and the Business Takeover of Schools
The Commodification of EducationThe Commodification of Education
The Education White Paper and the Marketisation of SchoolsThe Education White Paper and the Marketisation of Schools
The Evolution of Federations of SchoolsThe Evolution of Federations of Schools
The Last Parents EveningThe Last Parents Evening
The New Japanisation of SchoolsThe New Japanisation of Schools
The Profit Virus - The Business Takeover of SchoolsThe Profit Virus - The Business Takeover of Schools
The Standards Language-game for Schools in EnglandThe Standards Language-game for Schools in England
The Which Blair ProjectThe Which Blair Project
Three Types of Apprenticeship - Three Forms of MasteryThree Types of Apprenticeship - Three Forms of Mastery
Tony and Caroline BennTony and Caroline Benn
Tony Benn: Letters to GrandchildrenTony Benn: Letters to Grandchildren
TransportTransport
Turney[a]s and PPUTurney's and PPU
Uninspiring TowersUninspiring Towers
Universe of Capital and My SpaceUniverse of Capital and My Space
Universities in a Neoliberal WorldUniversities in a Neoliberal World
Utopia and EducationUtopia and Education
What Can Nietzsche Teach YaWhat Can Nietzsche Teach Ya
When Bullies Roam the SchoolWhen Bullies Roam the School
When the Bowers BreakWhen the Bowers Break
Why Employers Can[a]t Ever Get What They WantWhy Employers Can't Ever Get What They Want
Will Hutton and His E-FossWill Hutton and His E-Foss
Wolf on Marx Without SparksWolf on Marx Without Sparks
Women in World WarsWomen in World Wars






Chandos Book Publishing

THE B GENERATION


by Glenn Rikowski



Some people talk about Generation X and others bemoan Generation Why? In recent articles in New Statesman, DEMOS think-tanker Tom Bentley claims to be able to divine what the cool dudes of generationNEXT really, really think about the issues of our time. I am a member of the B Generation: the Bastard Generation, the ‘baby boomers’ born in the generation following the Second World War. In the sphere of British education and training policy the B Generation calls the shots. Blair, Blunkett, Baroness Blackstone, Byers and Brown – all major players in education and training policy, and ‘Bs’ – all of them: the B Generation. Of course, there’s Schools Minister Estelle Morris that doesn’t fit the stereotype, but she does come from Birmingham (don’t push it!). It is quite despicable what B Generation politicians have done to those students now in compulsory education and in further (FE) and higher education (HE). For now, let’s focus on Higher education (HE). The B Generation Ministers listed above benefited, like I did, from a fee-free HE. There was no formal loan system; we got grants instead (with the ‘parental contribution’ to the grant dependent on income). In most areas of the country up to the mid-1970s we could get jobs in vacations to supplement our grants. But if we couldn’t get, or didn’t want, vacation employment we could claim social security payments and housing benefits. We even figured in the unemployment statistics! It sounds like another world.

The Conservative administrations of 1979-97 started the process of toughening up students for a money-centred version of educational reality. The value of the grant was set on a downward course, welfare benefits were systematically withdrawn, and students were encouraged to take out loans in a softening-up process for the New Labour bombshell in 1997: abolition of student grants and the institution of fees. New Labour’s B Generation had learnt well from its Tory mentors, and from the spirits of gurus such as Sir Keith Joseph. To establish credible policy continuity, programmes of key skills, more work experience and closer and deeper ties between industry and HE were advanced as economic necessities.

Lord Dearing’s penchant for undergraduate work experience was one of the most bizarre policy obsessions of the late-1990s. After all, many students had to work to keep their student role intact. The student-worker, full-time students with ‘part-time’ jobs in term-time, is now the norm. Media stories of students turning to prostitution and drug-dealing became common in the closing years of the last century. Speculation about the effects of term-time working on course grades, exam scores and degree class surfaced in the education press, but research into these issues was not a major priority. Studies by the National Union of Students partially filled a gap that the Economic & Social Research Council should have filled more substantially prior to New Labour’s student funding regime starting up. For students, the real challenge is to minimise debt. This carries its own forms of stress and fear additional to the traditional nerves involved in pitching for a Geoff Hurst (a first class degree) or facing the prospects of a ‘turd’ (a third). A Scottish Low Pay Unit study of 1997 showed that increased student poverty was accompanied by escalating depression that sometimes resulted in the abandonment of studies – and this before New Labour’s HE student finance policies kicked in. In 1998, a National Union of Students’ Student Hardship Survey indicated that average student debt would be £9,000 at the point of graduation. Money, debt and ‘higher learning’ are increasingly generating symbiotic relations that have altered the parameters of the contemporary HE experience. Today’s students are different, mainly because HE and associated welfare policies delivered by B Generation Ministers have fundamentally altered the learning and financial landscapes within which HE students have been forced to exist.

In all this New Labour speaks with forked tongue. New Labour Ministers claim to be champions of ‘widening participation’ and combating social exclusion by encouraging working class people, inner city folks, mature students and under-represented ethnic minority groups into HE. But the HE participation rates of some of these groups have been affected significantly by New Labour’s student finance regime. Unsurprisingly, as dropout rates rose in the late-1990s the ‘student retention problem’ became the focus of high-level conferences for the upper echelons of HE management. New Labour’s B Generation Ministers are also enthusiastic about opening up HE (and all sectors of education) more widely and more deeply to corporate capital. Two World Trade Organisation (WTO) reports of 1998 berated WTO members for their slothfulness in paving the way for the ‘businessification’ of education. Negotiators at a WTO meeting in Geneva a few weeks ago reached an agreement for opening up services (including education) to global capital. Struggles against the General Agreement on Trade in Services (GATS), the WTO’s formal mechanism for nurturing the systematic transference of educational institutions into the hands of capitalist enterprise, are only just beginning. For ‘education, education, education’, read ‘business, business, business’ – New Labour’s education policy as driven by GATS imperatives. The vision is that not only will student lives be conditioned my money, but that they will study within a capitalised environment where the virus of the private sector e-versity, the online learning machine, stalks the learning terrain, thus making the poverty of student life an aspect of capitalist development.

Although I am technically part of the B Generation I repudiate its ruling passions, along with growing numbers of the B Generation involved in anti-capitalist organisations, radical environmentalist groups and the Socialist Alliances. There is a certain unfairness and inaccuracy in the B Generation label, I admit. Nevertheless, all members of the B Generation must take a modicum of responsibility for what has happened. For “Yes, we have let this happen – us, who had the magic of the ‘60s, and a youth before the end of the post-war boom”. The trend of making life tough for students must be reversed.

Today, politicians and business leaders in leading capitalist nations and economic blocs call for education to develop higher levels of employability skills and worker subservience to the tyranny of work. The process appears to have no terminus. Furthermore, it seems that British capitalism cannot provide a decent HE experience for all those that want it, a perspective that ultimately challenges the utility and desirability of capitalist society. There is always the option of retreating to an elitist position where we finance HE for 10-15% of the population, thus concentrating resources. Preferably, we could increase income tax rates to pay for a better HE student life (and for other public services). But the poverty of student life cannot be eradicated so easily when forces and pressures are building up – through the WTO’s GATS globally, supported by neoliberal New Labour Ministers nationally – to capitalise the whole of social existence. Thus, the struggle against the poverty of student life is an aspect of the struggle for a society not dominated by the law of money and the social force of capital. I am in the B Generation but out of synch with its national leaders’ visions and motivations, and the forms of economic and social development they are sponsoring. The struggle for a mass, desirable and worthwhile HE experience is at root a simultaneous struggle for a form of society where human need and the planet’s sustainability are at the core of social and economic development. The B Generation must not just change its political leaders (perhaps even dissolving “leadership” altogether) but the direction of its march, thereby changing its identity. This implies an anti-capitalist programme of resistance and transformation by and for all generations, for all peoples, on a global scale. The May Day Monopoly events can become one of many sparks igniting a fantastic fire that over time burns through the currently constituted limits of capitalist social life, providing pathways into a future with a future: socialism.



Glenn Rikowski 1st May 2001, London: written for and distributed at the May Day Monopoly events in central London
© Copyright, June 2005




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