ARTIFICIAL HELLS

notes to pages 266– 8
49 Jacques Rancière, The Ignorant Schoolmaster, Stanford, CA: Stanford
University Press, 1991. For a good critique of Rancière’s essay see Kristin
Ross, ‘Rancière and the Practice of Equality’, Social Text, 29, 1991,
pp. 57– 71.
50 In 1964, for example, Althusser wrote that ‘The function of teaching is to
transmit a determinate knowledge to subjects who do not possess this
knowledge. The teaching situation thus rests on the absolute condition of
an inequality between a knowledge and a nonknowledge.’ See Louis
Althusser, ‘Problèmes Etudiants’, La Nouvelle Critique, 152, January
1964, quoted in Kristin Ross, ‘Translator’s Introduction’, in Rancière,
The Ignorant Schoolmaster, p. xvi. Althusser would also argue that this
model is essential for students to understand their class position.
51 Based in Marxism and Christian liberation theory, critical pedagogy
regards education as a participatory, collective practice for social justice.
The key theorists include Paulo Freire, Henry Giroux and Ivan Illich.
52 Freire, in Paulo Freire and Ira Shor, A Pedagogy for Liberation: Dialogues
on Transforming Education, London: Macmillan, 1987, p. 102.
53 See Christopher Turner, ‘Free- for- all’, Cabinet, 39, Fall 2010, pp. 63– 6.
54 A. S. Neill, Summerhill: A Radical Approach to Child Rearing, republished
in William Ayers, On the Side of the Child: Summerhill Revisited, New
York: Teachers College Press, Columbia University, 2003, pp.79 and 90.
55 Anton Vidokle, ‘Night School opening remarks, January 2008’, available
at www.newmuseum.org.
56 This is due to the gradual withdrawal of state funding at the same time as
an increased involvement of the state in the regulation and governance of
universities. See Henry Miller, The Management of Change in Universities:
Universities, State and Economy in Australia, Canada and the United Kingdom,
Buckingham: Open University Press, 1995. For a chilling account
of how UK academia came to be controlled by business models imported
from the US, see Simon Head, ‘The Grim Threat to British Universities’,
New York Review of Books, 13 January 2011.
57 Sheila Slaughter and Larry L. Leslie, Academic Capitalism: Politics, Policies
and the Entrepreneurial University, Baltimore and London: Johns
Hopkins University Press, 1997, pp. 8– 9.
58 Bill Readings, The University in Ruins, Cambridge, MA: Harvard University
Press, 1996, p. 3.
59 See Claire Bishop, ‘Con- Demmed to the Bleakest of Futures’, e- flux journal,
22, available at www.e- flux.com.
60 See Readings, The University in Ruins, p. 3. We could compare this shift
to that of the contemporary museum director, who today is more likely to
be an administrator and fundraiser than an art historian.
61 See Dietrich Lemkel, ‘Mourning Bologna’, e- flux journal, 14, March
2010, available at www.e- flux.com. BBC News reported that the Bologna
Accord will lead to ‘a bigger postgraduate market, with tens of thousands
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