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  • Interrupting the Right: On Doing Critical Educational Work in Conservative Times
  • Michael W. Apple (bio)

Culture Counts

Over the past decade, I have been engaged in a concerted effort to analyze the reasons behind the rightist resurgence—what I call “conservative modernization”—in education and to try to find spaces for interrupting it (See Apple 2001 & 2000). My aim has not simply been to castigate the right, although there is a bit of fun in doing so. Rather, I have also sought to illuminate the dangers, and the elements of good sense, not only bad sense, that are found within what is an identifiable and powerful new hegemonic bloc—the various factions of the rightist alliance of neo-liberals, neo-conservatives, authoritarian populist religious conservatives, and some members of the managerial new middle class. I have a number of reasons for doing so. First, people who find certain elements of conservative modernization relevant to their lives are not puppets. They are not dupes who have little understanding of the “real” relations of this society. This smacks of earlier reductive analyses that were based in ideas of “false consciousness.” My position is very different. I maintain that the reason that some of the arguments coming from the various factions of this new hegemonic bloc are listened to is because they are connected to aspects of the realities that people experience. The tense alliance of neo-liberals, neo-conservatives, authoritarian populist religious activists, and the professional and managerial new middle class only works because there has been a very creative articulation of themes that resonate deeply with the experiences, fears, hopes, and dreams of people as they go about their daily lives. The right has often been more than a little manipulative in its articulation of these themes. It has integrated them within racist nativist discourses, within economically dominant forms of understanding, and within a [End Page 133] problematic sense of “tradition.” But, this integration could only occur if they were organized around people’s understanding of their real material and cultural lives.

The second reason I have stressed the tension between good and bad sense—aside from my profound respect for Antonio Gramsci’s writings about this—has to do with my belief that we have witnessed a major educational accomplishment over the past three decades in many countries. All too often, we assume that educational and cultural struggles are epiphenomenal. The real battles occur in the paid workplace—the “economy.” Not only is this a strikingly reductive sense of what the economy is (its focus on paid, not unpaid, work; its neglect of the fact that, say, cultural institutions such as schools are also places where paid work goes on, etc.) (Apple 1988), it also ignores what the right has actually done. Conservative modernization has radically reshaped the common-sense of society. It has worked in every sphere—the economic, the political, and the cultural—to alter the basic categories we use to evaluate our institutions and our public and private lives. It has established new identities. It has recognized that to win in the state, you must win in civil society. The accomplishment of such a vast educational project has many implications. It shows how important cultural struggles are. And, oddly enough, it gives reason for hope. It forces us to ask a significant question. If the right can do this, why can’t we?

I do not mean this as a rhetorical question. As I have argued repeatedly in my own work, the right has shown how powerful the struggle over meaning and identity can be. While we should not want to emulate their often cynical and manipulative processes, the fact that they have had such success in pulling people under their ideological umbrella has much to teach us. Granted there are real differences in money and power between the forces of conservative modernization and those whose lives are being tragically altered by the policies and practices coming from the alliance. But, the right wasn’t as powerful thirty years ago as it is now. It collectively organized. It created a decentered unity, one where each element sacrificed some of its particular agenda to push forward on those...

Additional Information

ISSN
1534-0627
Print ISSN
1069-0697
Pages
pp. 133-152
Launched on MUSE
2002-12-05
Open Access
No
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