The Guardian reports that the government has ordered schools in England not to use resources from organisations which have expressed a desire to end capitalism.
Department for Education (DfE) guidance issued on Thursday for school leaders and teachers involved in setting the relationship, sex and health curriculum categorised anti-capitalism as an “extreme political stance” and equated it with opposition to freedom of speech, antisemitism and endorsement of illegal activity.
Put aside for a moment the issue of the impact of this fait accompli upon youth workers in schools I wonder where this leaves an open-ended youth work practice, which seeks to encourage a critical dialogue as to the roots and contemporary manifestations of oppression and exploitation?
Where does it leave In Defence of Youth Work itself, which in its founding letter argues that Capitalism is revealed yet again as a system of crisis: ‘all that is solid melts into air’; which in its cornerstones argues the continuing necessity of recognising that young people are not a homogeneous group and that issues of class, gender, race, sexuality and disability remain central?
Indeed what are these self-appointed censors going to say about articles with titles such as ‘The Impact of Neoliberalism upon the character and purpose of English Youth Work and beyond’, written by members of the IDYW Steering Group for the SAGE Handbook of Youth Work Practice, which begins:
In this chapter we argue that the present state of English youth work exemplifies the corrosive influence exerted by neoliberal capitalism upon its character and purpose. In doing so we hope to contribute to a collective understanding of how youth workers might criticise and resist on a national and international level neoliberalism’s arrogant contention that there is no alternative.
and which closes:
Our starting point is not youth work per se. It is a radical educational praxis, often described as critical pedagogy, which does not belong to any particular profession or institution. At heart it is about the struggle for authentic democracy, about the continued questioning of received assumptions. It is obliged to oppose neoliberal capitalism. Educators committed to this radical praxis do so in a diversity of settings, under differing constraints and across the board.
Is it mere coincidence that in the same month the Tories invoke the threat of ‘extreme political stances’, the American President has launched a scathing assault on the liberal New York Times 1619 Project? It sets out its stall as follows:
Out of slavery — and the anti-black racism it required — grew nearly everything that has truly made America exceptional: its economic might, its industrial power, its electoral system, its diet and popular music, the inequities of its public health and education, its astonishing penchant for violence, its income inequality, the example it sets for the world as a land of freedom and equality, its slang, its legal system and the endemic racial fears and hatreds that continue to plague it to this day. The seeds of all that were planted long before our official birth date, in 1776, when the men known as our founders formally declared independence from Britain.
In an article by Michael Desmond, ‘Capitalism’, well worth reading, he asserts, in order to understand the brutality of American capitalism, you have to start on the plantation.
In response Trump rails against decades of Leftist indoctrination in schools, which have defiled the American Story.
I fear that we are not taking the insidious global slide to authoritarianism seriously enough. To be in conversation with young people about prejudice and injustice, sexism, racism and transphobia, precarious work and trade unions, the environment and climate change, anarchism, social democracy and socialism, all these talking points necessitate grappling with Capitalism’s past, present and future. Doing so is to play a part in the emergence of the critical young citizen, who will whatever their political leanings resist being told what they have to think.