The structures of neoliberal violence have put the vocabulary of democracy on life support, and one consequence is that subjectivity and education are no longer the lifelines of critical forms of individual and social agency.

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.

Economics now drives politics. This gives us a system in which the relationship between power and politics is no longer fused. Power is global. We have an elite that now floats in global flows. It could care less about the nation-state, and it could care less about traditional forms of politics. Hence, it makes no political concessions whatsoever. It attacks unions, it attacks public schools, it attacks public goods. It doesn't believe in the social contract.

When we talk about total war, and we talk about war zones, and we talk about the breakdown of the cities, when you exclude questions of race from that discourse, something disappears that's really central to the forms of repression that we're talking about.

Of course, there are also faculty who are discouraged from speaking critically about social issues because of the increasing assumption in American society that any form of critique which calls official power into question is somehow un-American. This absurd attempt to define any critique of official power as unpatriotic has a chilling effect on faculty, especially when such views and the names of the people to whom they are ascribed are widely disseminated in right-wing and dominant media outlets.

Cinema is consistently making a claim to particular memories, histories, ways of life, identities, and values that always presuppose some notion of difference, community, and the future. Given that films both reflect and shape public culture, they cannot be defined exclusively through a notion of artistic freedom and autonomy that removes them from any form of critical accountability.

We need to figure how to defend higher education as a public good. If we can't do that, we're in trouble.