In this paper, I argue that teachers' efforts to defend education against reactionary forms of digitalization and from complete automation should be supported by progressives. At the same time, efforts aimed at creatively transforming or sublating digitalization in non-deterministic ways to forge new pedagogical projects should also be enthusiastically engaged. Drawing on Marx's conception of sublation is crucial since it represents the process through which an aspect of something is overcome while other aspects of it are preserved in an altered form. Because sublation occurs both within entities as they develop and out of entities as they are negated, I contend that sublating digitized education both within capitalism and beyond capitalism should be pursued simultaneously.
This article explores how crises within capitalism tend to emerge as crises of realization. As the digitalization of capitalism is now presupposed or postdigital, the article explores how this developing context is impacting capitalism's tendency toward crisis. Arguing that the digitalization of commerce is part of the neoliberalization of capitalism, the article situates the postdigital as not only about accumulation but also about part of a larger capitalist class offensive against the global proletarian class camp of the post-WWII era. Given this postdigital context, the article then explores the pedagogical implications and the pedagogical responses to what Jodi Dean has called communicative capitalism. Finally, the article examines instances of teacher rebellions and strikes as places where the communist educator might demonstrate solidarity and agitate against what is.
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