ES 3219: Early Years Education, Week 2: Marx and the Commodification of Education Simon Boxley,...

ES 3219: Early Years Education,ES 3219: Early Years Education, Week 2:Week 2: MarxMarx and the Commodification of and the Commodification of

EducationEducation

Simon Boxley, 2009Simon Boxley, 2009

MarxMarx and the Commodification of Educationand the Commodification of Education

What do you see What do you see as valuable?as valuable?

Can you Can you extrapolate from extrapolate from this what this what valuevalue is?is?


Key ConceptsKey Concepts

Use-valueUse-value

The source of use-value lies in a The source of use-value lies in a combination of natural elements and combination of natural elements and its utility to humans;its utility to humans;

Use value is found in the materiality Use value is found in the materiality of the thing;of the thing;

Use-value is only realised in the use Use-value is only realised in the use or consumption of the thing to satisfy or consumption of the thing to satisfy a human want.a human want.


Key ConceptsKey Concepts Exchange valueExchange value

Things of use in a given society are Things of use in a given society are exchangeable; exchangeable;

Exchange presupposes a form of Exchange presupposes a form of equivalence;equivalence;

The exchange-value of things is The exchange-value of things is completely separate from their use-completely separate from their use-value;value;

That which any two exchangeable That which any two exchangeable things have in common is that they things have in common is that they share the human element – humans share the human element – humans have engaged with them in some form have engaged with them in some form or another. They include an element of or another. They include an element of human labourhuman labour (in its broadest possible (in its broadest possible sense, human activity).sense, human activity).


Key ConceptsKey Concepts ValueValue

Value is a product of society. Value is a product of society. It is a relation between things (and It is a relation between things (and

people).people).Marx expresses value in metaphysical Marx expresses value in metaphysical

terms as being terms as being ‘embodied’‘embodied’ in those things in those things which have been subject to human which have been subject to human activity – labour.activity – labour.

However, don’t look However, don’t look withinwithin the commodity the commodity for value, look outward: value is a purely for value, look outward: value is a purely social, expression of the relation between social, expression of the relation between commoditiescommodities


Key ConceptsKey Concepts Socially necessary labour timeSocially necessary labour time

The determinant of a commodity’s The determinant of a commodity’s exchange value is the amount of exchange value is the amount of labour time necessary to produce it:labour time necessary to produce it:

The labour time socially necessary is that The labour time socially necessary is that required to produce an article under the required to produce an article under the normal conditions of production, and with normal conditions of production, and with the average degree of skill and intensity the average degree of skill and intensity prevalent at the time (Marx, in Tucker, prevalent at the time (Marx, in Tucker, 1978: p.306).1978: p.306).


Key ConceptsKey Concepts The commodityThe commodity

The products of labour assume the The products of labour assume the form of commodities when they enter form of commodities when they enter into a relation with other products, into a relation with other products, i.e., when they are exchanged:i.e., when they are exchanged:

The equality of all sorts of human labour The equality of all sorts of human labour is expressed objectively by their products is expressed objectively by their products all being equally values; the measure of all being equally values; the measure of the expenditure of labour-power by the the expenditure of labour-power by the duration of that expenditure, takes the duration of that expenditure, takes the form of the quantity of value of the form of the quantity of value of the products of labour; and, finally, the products of labour; and, finally, the mutual relations of the producers, within mutual relations of the producers, within which the social character of their labour which the social character of their labour affirms itself, take the form of a social affirms itself, take the form of a social relation between the products (Marx, in relation between the products (Marx, in Tucker, 1978: p.320).Tucker, 1978: p.320).


Key ConceptsKey ConceptsThe commodity (continued)The commodity (continued)

Human labour-capacityHuman labour-capacity itself is viewed itself is viewed by Marx as being a commodity. It is by Marx as being a commodity. It is only this commodity which yields value. only this commodity which yields value.

Labour power is, therefore, a commodity Labour power is, therefore, a commodity which its possessor, the wage worker, sells which its possessor, the wage worker, sells to capital…The free labourer…sells himself to capital…The free labourer…sells himself and, indeed sells himself piecemeal. He and, indeed sells himself piecemeal. He sells at auction eight, ten, twelve, fifteen sells at auction eight, ten, twelve, fifteen hours of his life, day after day, to the hours of his life, day after day, to the highest bidder, to the owner of the highest bidder, to the owner of the materials, instruments of labour and means materials, instruments of labour and means of subsistence, that is, to the capitalist of subsistence, that is, to the capitalist (Marx, in Tucker, 1978: p.205).(Marx, in Tucker, 1978: p.205).


Key ConceptsKey Concepts Commodity fetishismCommodity fetishism

In order, therefore, to find an analogy, we must In order, therefore, to find an analogy, we must have recourse to the mist-enveloped regions of have recourse to the mist-enveloped regions of the religious world. In that world the the religious world. In that world the productions of the human brain appear as productions of the human brain appear as independent beings endowed with human life, independent beings endowed with human life, and entering into relation both with one and entering into relation both with one another and the human race. So it is with the another and the human race. So it is with the world of commodities with the products of world of commodities with the products of men’s hands. This I call the Fetishism which men’s hands. This I call the Fetishism which attaches itself to the products of labour, so attaches itself to the products of labour, so soon as they are produced as commodities, and soon as they are produced as commodities, and which is therefore inseparable from the which is therefore inseparable from the production of commodities … (cont.)production of commodities … (cont.)

Commodity fetishism (cont.)Commodity fetishism (cont.)

Since the producers do not come into social Since the producers do not come into social contact with each other until they contact with each other until they exchange their products, the specific social exchange their products, the specific social character of each producer’s labour does character of each producer’s labour does not show itself except in the act of not show itself except in the act of exchange… therefore, the relations exchange… therefore, the relations connecting the labour of one individual connecting the labour of one individual with that of the rest appear, not as direct with that of the rest appear, not as direct social relations between individuals at social relations between individuals at work, but as what they really are, material work, but as what they really are, material relations between persons and social relations between persons and social relations between things (Marx, in Tucker, relations between things (Marx, in Tucker, 1978: p. 321).1978: p. 321).


Key ConceptsKey Concepts


Which aspects of Which aspects of contemporary EY contemporary EY education could be said education could be said to have been to have been ‘commodified’?‘commodified’?

Be creative in your use Be creative in your use of the concept of the of the concept of the commodity, but commodity, but remember, a commodity remember, a commodity must be must be the product of the product of human labourhuman labour, and it , and it must be must be exchangeable.exchangeable.


The Subjects of Marxist Critique of The Subjects of Marxist Critique of Early Years EducationEarly Years Education

‘‘Bundles’ or ‘packages’ of knowledgeBundles’ or ‘packages’ of knowledge: these : these might be said to be the desirable outcomes might be said to be the desirable outcomes of planned teaching and learning activity. of planned teaching and learning activity. They are the product of both the child and They are the product of both the child and teacher’s labour, they are the mental teacher’s labour, they are the mental commodities which form the cornerstones commodities which form the cornerstones of both cultural capital and the capacity to of both cultural capital and the capacity to labour within a post-industrial economy; labour within a post-industrial economy; they might be said to be exchangeable for they might be said to be exchangeable for points on the Foundation Stage Profile, they points on the Foundation Stage Profile, they might ‘buy’ access to curricula and further might ‘buy’ access to curricula and further learning.learning.

EYFSP pointsEYFSP points: the quantified and calibrated : the quantified and calibrated products of school-work; exchangeable for products of school-work; exchangeable for National Curriculum levels and P-levels: National Curriculum levels and P-levels: small change in the qualification currencysmall change in the qualification currency


The Subjects of Marxist Critique of The Subjects of Marxist Critique of Early Years EducationEarly Years Education

Children themselves: Children themselves: teachers are alienated teachers are alienated from children by thinking of them in terms of from children by thinking of them in terms of levels. In so doing, they are relating to them levels. In so doing, they are relating to them exactly as other workers do to the alienated exactly as other workers do to the alienated products of their labour in that it is the levels products of their labour in that it is the levels that seem to take on a life of their own; that seem to take on a life of their own; teachers’ job is to work towards or in relation teachers’ job is to work towards or in relation to the levels. Children are commodities to the levels. Children are commodities because of their future role in the labour because of their future role in the labour market: their deferred value is exchangeable market: their deferred value is exchangeable at a later date. In some Govt. publications on at a later date. In some Govt. publications on early years education, there is an emphasis on early years education, there is an emphasis on its role in producing good (compliant? its role in producing good (compliant? employable?) citizens.employable?) citizens.

TeachersTeachers: we certainly sell our capacity to : we certainly sell our capacity to labour to the State, and there is plenty of labour to the State, and there is plenty of evidence for the ways in which the labour evidence for the ways in which the labour market for teaching jobs is becoming a much market for teaching jobs is becoming a much more open market. more open market.


Key ConceptsKey Concepts AlienationAlienation

AlienationAlienation is the estrangement which is the estrangement which members of capitalist societies have members of capitalist societies have from themselves and other human from themselves and other human beings. Marx states that the objects beings. Marx states that the objects which labour produces confront the which labour produces confront the labourer (producer) as something alien, labourer (producer) as something alien, as a power independent of the as a power independent of the producer. producer.

The alienation of the worker in his product The alienation of the worker in his product

means not only that his labour becomes an means not only that his labour becomes an object, an external existence, but that it object, an external existence, but that it exists outside him, independently, as exists outside him, independently, as something alien to him… (Marx, 1844 cited something alien to him… (Marx, 1844 cited in Tucker, 1978; p. 72in Tucker, 1978; p. 72 ).).


Key ConceptsKey Concepts Alienation (continued)Alienation (continued)

Marx proposes the following reasons Marx proposes the following reasons for alienation:for alienation:

First, the fact that labour is external to the worker, First, the fact that labour is external to the worker, i. e., it does not belong to his essential being; that i. e., it does not belong to his essential being; that in his work, therefore, he does not affirm himself in his work, therefore, he does not affirm himself but denies himself, does not feel content but but denies himself, does not feel content but unhappy, does not develop freely his physical and unhappy, does not develop freely his physical and mental energy but mortifies his body and ruins his mental energy but mortifies his body and ruins his mind. He is at home when he is not working, and mind. He is at home when he is not working, and when he is working he is not at home. His labour is when he is working he is not at home. His labour is therefore not voluntary, but coerced; it is forced therefore not voluntary, but coerced; it is forced labour. It is therefore not the satisfaction of a labour. It is therefore not the satisfaction of a need; it is merely a means to satisfy needs external need; it is merely a means to satisfy needs external to it (Marx, 1844 cited in Tucker, 1978: p. 72).to it (Marx, 1844 cited in Tucker, 1978: p. 72).


Key ConceptsKey Concepts Alienation (continued)Alienation (continued) The worker’s alienation has four aspects:The worker’s alienation has four aspects:Alienation from objects he makes Alienation from objects he makes

because they are not for his use;because they are not for his use;Alienation from his own work as an Alienation from his own work as an

activity because it does not contribute activity because it does not contribute to his self-understanding; and in the to his self-understanding; and in the labour process alienation from his labour process alienation from his peers because he is pitched into peers because he is pitched into competition with them;competition with them;

Alienation from his species because his Alienation from his species because his work does not require him to reflect work does not require him to reflect upon the nature and/or purpose of upon the nature and/or purpose of human existence.human existence.

Alienation from nature because his Alienation from nature because his species being is a part of nature.species being is a part of nature.


Alienated labour in education

The bourgeoisie… has resolved personal worth into exchange value… The bourgeoisie has stripped of its halo every occupation hitherto honoured and looked up to with reverent awe. It has converted the physician, the lawyer, the priest, the poet, the man of science, into its paid wage-labourers (Marx, in Tucker, 1978: pp. 475-6).

IIn which ways might education workers also be alienated?


Alienation inAlienation in Early Years Education Early Years Education

The teacher is alienated in four waysThe teacher is alienated in four ways

from his/her pupils because they from his/her pupils because they become commodities that the teacher become commodities that the teacher produces;produces;

from other teachers because they are from other teachers because they are his/her competitors for jobs;his/her competitors for jobs;

from himself/herself because the from himself/herself because the learning interactions are externally learning interactions are externally imposed and therefore have no imposed and therefore have no personal significance;personal significance;

from his/her species because the from his/her species because the content of school learning is not content of school learning is not concerned with learning about the self.concerned with learning about the self.


Alienation inAlienation in Early Years Education Early Years Education

The student is also alienated: The student is also alienated:

from the work s/he undertakes because from the work s/he undertakes because it is a commodity produced for, and at it is a commodity produced for, and at the request of, the teacher;the request of, the teacher;

from other students because they are from other students because they are his/her competitors;his/her competitors;

from himself/herself as a learner, from himself/herself as a learner, because the learning that is because the learning that is undertaken is contrived and therefore undertaken is contrived and therefore not spontaneous, ‘natural’ or not spontaneous, ‘natural’ or immediately useful ;immediately useful ;

from his/her species because the from his/her species because the content of his/her school learning is not content of his/her school learning is not concerned with learning about the self.concerned with learning about the self.

ES 3219: Early Years Education,ES 3219: Early Years Education, Week 2:Week 2: MarxMarx and the Commodification of and the Commodification of

EducationEducation

Simon Boxley, 2009 (edited D. M. B. Simon Boxley, 2009 (edited D. M. B. 2011). 2011).

Reference:Reference:

Tucker, R. (ed) Tucker, R. (ed) The Marx-Engels ReaderThe Marx-Engels Reader London: Norton 2nd EditionLondon: Norton 2nd Edition

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ES 3219: Early Years Education, Week 2: Marx and the Commodification of Education Simon Boxley,...

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