Young people live in a society in which every institution becomes an "inspection regime" - recording, watching, gathering information and storing data.

The cheerleaders for neoliberalism work hard to normalize dominant institutions and relations of power through a vocabulary and public pedagogy that create market-driven subjects, modes of consciousness, and ways of understanding the world that promote accommodation, quietism and passivity.

Mostly out of step, young people, especially poor minorities and low-income whites, are increasingly inscribed within a machinery of dead knowledge, social relations and values in which there is an attempt to render them voiceless and invisible.

How young people are represented betrays a great deal about what is increasingly new about the economic, social, cultural and political constitution of American society and its growing disinvestment in young people, the social state and democracy itself.

I think, at some level, we see young people all over the country mobilizing around different issues, in which they're doing something that I haven't seen for a long time. And that is, they're linking issues together. You can't talk about police violence without talking about the militarization of society in general. You can't talk about the assault on public education unless you talk about the way in which capitalism defunds all public goods. You can't talk about the prison system without talking about widespread racism. You can't do that. They're making those connections.

Everyone is now considered a potential terrorist, providing a rational for both the government and private corporations to spy on anybody, regardless of whether they have committed a crime. Surveillance is supplemented by a growing domestic army of baton-wielding police forces who are now being supplied with the latest military equipment.

The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.