There is an attempt to deskill teaches by removing matters of conception from implementation. Teachers are no longer asked to be creative, to think critically, or to be creative. On the contrary, they have been reduced to the keeper of methods, implementers of an audit culture, and removed from assuming autonomy in their classrooms.

Young people refuse the notion that financialization defines the only acceptable definition of exchange, one that is based exclusively on the reductionist notion of buying and selling.

In any totalitarian society, dissent is viewed as a threat, civic literacy is denounced, and those public spheres that produce engage citizens are dismantled or impoverished through the substitution of training for education.

The war being waged against the radical imagination, particularly around young people, is just startling. Young people are laboring under a burden of debt that so ties them to a survivalist mode of existence that it's impossible for them to dream anymore. Trying to recognize what the forces are that actually squelch the imagination is a lot more interesting to me than people who go and "find themselves" because they're no longer on the grid.

Individual struggles merge into larger social movements.

The environment in Canada is much more conducive to doing critical work, though Canada has its own set of problems, but nothing like those emerging in the United States. Unlike Penn State which was a huge recipient of Pentagon funds, and was hostile to any criticism of its connection to the military and intelligence services, McMaster is a very open university that takes its commitment to a quality education and function as a democratic sphere very seriously.

Problems become privatized and removed from larger social issues. This is one task, connecting the personal problems to larger social issues that progressive leftist intellectuals have failed to take on as a major political and educational project.