Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience...was disparaged.

I mean, with the exception of Bernie Sanders, the Black Lives Movement, it's very difficult to, in a sense, especially since the 1980s, to talk about what the social contract is and what it means, and what it means to celebrate public goods, what it means to make, create social investments.

Students need to learn how to unlearn those elements of a market driven society that deform their sense of agency, reducing them to simply consumers or even worse to elements of a disposable population. So we need to understand who controls the means of public education and the larger forms of what Raymond Williams called the cultural apparatuses of permanent education both in terms of the dangers they pose and the possibilities they harbor.

Within the United States especially, the often violent response to nonviolent forms of youth protests must be analyzed within the framework of a mammoth military-industrial state and its commitment to war and the militarization of the entire society.

In some cities such as Washington, DC, that 75 percent of young black men can expect to serve time in prison.

All too often the worst thing that can happen to the young is to depoliticize them. When that happens, not only are young people told that they do not count – your agency is worthless, your experiences are worthless, and your voice should remain silent – but they are also told that there is no alternative to current state of affairs.

Violence maims not only the body but also the mind and spirit. As Pierre Bourdieu has argued, it lies "on the side of belief and persuasion." If we are to counter violence by offering young people ways to think differently about their world and the choices before them, they must be empowered to recognize themselves in any analysis of violence, and in doing so to acknowledge that it speaks to their lives meaningfully.