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The 'radical' in 'radical teaching': Pedagogy now

In order for teaching to be radical – that is, to enable 'root thinking' as a means for the fundamental transformation of existing social relations – it must produce explanatory knowledge of the totality of social relations and the densely interrelated practices derived from them. Radical teaching, in other words, works to lay bare the constitutive inequality in the existing (capitalist) social arrangements, which are based on the priority of profit over needs. But, in the contemporary cultural politics, the issues are more complicated simply because it is now highly profitable for the mainstream theorist to put forth notions of 'radicality' and 'radical teaching' that stand the 'radical' on its head, produce some of the most reactionary modes of teaching as 'radical teaching,' and receive praise and rewards for doing so. Taking the 'radical teaching' panel at the State University of New York at Stony Brook Memorial Conference for Michael Sprinker ('Seeds of liberation: sowing radical ideas in conservative times', 5–7 October 2000) as a test case of ruling class 'radical' pedagogy now, this article investigates the various means by which 'radicalism' is being deployed as a device of crisis management for capital to de-radicalize teaching by, among other things, various strategies of class effacements and tactics of reassuring 'activism' that substitute 'rhetoric', 'textuality', 'congeniality', 'affect', 'merit', 'star' and 'ethics' for class. In contrast to the conservatism that is currently masquerading as 'radical teaching', the article goes beyond both the hegemonic post-al epistemologizing as well as the 'activist' pedagogy of movementist 'direct actions', to articulate a revolutionary Marxist pedagogy in which the fundamental focus is to produce in the student a level of class consciousness that makes her aware of the systematic workings of private property (labour relations) and enables her to act in collectivity to transform it.