Carcereality

Foucault’s account of the great transformation is considered as an ontological account of education in modernity and beyond. Hardt’s and Negri’s ‘Empire’ thesis is considered as a powerful geopolitical perspective. Althusser’s interpellation is considered alongside Deleuze’s societies of control thesis. Castells’s networked society provides a means to understand and account for forces at work in the global education archipelago. Education as a global governmental presence is traced to the nineteenth century emergence of compulsory universal education, dispelling cliched notions of education as a right or as a gift. The enclosure and control of knowledge is considered in relation to Malabou’s discourse on life and prison. The prescient idea of ‘technological enframing’ articulated initially by Heidegger is applied to an account of education’s global role as an ubiquitous social technology. The carcereal role of education is considered in terms of Zupancic’s forceful account of ‘disavowal’.