Giacomo Clemente is postdoctoral researcher at the University of Milano-Bicocca and formerly visiting professor at UBA, University of Buenos Aires. He has published translations and articles on topics including post-Althusserian theory, ontology and discourse analysis.

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• Foreword viiAcknowledgments xxviiiIntroduction 11 Pedagogical Function and Class Struggle: On the Genesis and Structureof ‘Student Problems’ 13Introduction 131 Technical Division and Social Division 152 The Pedagogical Function 223 ‘Just because we are stepping onto a train it doesn’t mean we know howto drive it!’: On the Genesis of ‘Student Problems’ 264 Knowledge as a Commodity: André Gorz on the Contradictionswithin (Academic) Capital 435 Knowledge as a Commodity: J-P. Milbergue on the InternalContradictions of the (Capitalist) University 542 The School Does Not Exist: Scholastic Mythology and IdeologicalReproduction in Pierre Macherey 68Introduction 681 The School and the Text: Representation and Synecdoche 752 The Mechanisms of Fiction: Generation by Reduction andPedagogical Separation 843 The Mechanisms of Fiction: Functioning by Pedagogical Analogy asan Act of Ideological Belief 884 Five Hypotheses about School Apparatuses 934.1 First Hypothesis 944.2 Second Hypothesis 964.3 Third Hypothesis 964.4 Fourth Hypothesis 984.5 Fifth Hypothesis 995 Culture and Ideology: Roger Establet 1016 On the Ownership of the Means of Expression (and the Genesis ofthe Class-Based School): Michel Tort 1203 ‘Schools’ 137Introduction 1371 Schools i: The Ideological Representations of the School and theirTheoretical Identification 1502 Schools ii: The Characteristics of the School-Form as a SocialForm 1633 Schools iii: Schooling and Wage Labour 1774 Schooling and the Reproduction of Labour Power 1825 Once Again on Wage Theory: The Wage-Form and the Notions of‘Labour’ and ‘Qualification’ 1896 Schooling as a ‘Technical’ Criterion for Measuring ‘Qualification’ andas a Principle for Establishing Individual Attitudes 2014 Outlines of the History and Geography of Class-Based SchoolEducation 214Introduction 2141 On the Historical-Geographical Differences in the Establishment ofSchools in Three Capitalist Countries 2192 The école préparatoire and the école progressive as Ideological Formsof the Class-Based School 2243 On the Historical Processes of Formation of the Class-Based School:The Antediluvian Forms 2264 The Transition Phase: A Look at the French Case 236Afterword 245References 253Index 258

Giacomo Clemente is postdoctoral researcher at the University of Milano-Bicocca and formerly visiting professor at UBA, University of Buenos Aires. He has published translations and articles on topics including post-Althusserian theory, ontology and discourse analysis.

Select Guide Rating

• Foreword viiAcknowledgments xxviiiIntroduction 11 Pedagogical Function and Class Struggle: On the Genesis and Structureof ‘Student Problems’ 13Introduction 131 Technical Division and Social Division 152 The Pedagogical Function 223 ‘Just because we are stepping onto a train it doesn’t mean we know howto drive it!’: On the Genesis of ‘Student Problems’ 264 Knowledge as a Commodity: André Gorz on the Contradictionswithin (Academic) Capital 435 Knowledge as a Commodity: J-P. Milbergue on the InternalContradictions of the (Capitalist) University 542 The School Does Not Exist: Scholastic Mythology and IdeologicalReproduction in Pierre Macherey 68Introduction 681 The School and the Text: Representation and Synecdoche 752 The Mechanisms of Fiction: Generation by Reduction andPedagogical Separation 843 The Mechanisms of Fiction: Functioning by Pedagogical Analogy asan Act of Ideological Belief 884 Five Hypotheses about School Apparatuses 934.1 First Hypothesis 944.2 Second Hypothesis 964.3 Third Hypothesis 964.4 Fourth Hypothesis 984.5 Fifth Hypothesis 995 Culture and Ideology: Roger Establet 1016 On the Ownership of the Means of Expression (and the Genesis ofthe Class-Based School): Michel Tort 1203 ‘Schools’ 137Introduction 1371 Schools i: The Ideological Representations of the School and theirTheoretical Identification 1502 Schools ii: The Characteristics of the School-Form as a SocialForm 1633 Schools iii: Schooling and Wage Labour 1774 Schooling and the Reproduction of Labour Power 1825 Once Again on Wage Theory: The Wage-Form and the Notions of‘Labour’ and ‘Qualification’ 1896 Schooling as a ‘Technical’ Criterion for Measuring ‘Qualification’ andas a Principle for Establishing Individual Attitudes 2014 Outlines of the History and Geography of Class-Based SchoolEducation 214Introduction 2141 On the Historical-Geographical Differences in the Establishment ofSchools in Three Capitalist Countries 2192 The école préparatoire and the école progressive as Ideological Formsof the Class-Based School 2243 On the Historical Processes of Formation of the Class-Based School:The Antediluvian Forms 2264 The Transition Phase: A Look at the French Case 236Afterword 245References 253Index 258

Giacomo Clemente is postdoctoral researcher at the University of Milano-Bicocca and formerly visiting professor at UBA, University of Buenos Aires. He has published translations and articles on topics including post-Althusserian theory, ontology and discourse analysis.

Select Guide Rating

• Foreword viiAcknowledgments xxviiiIntroduction 11 Pedagogical Function and Class Struggle: On the Genesis and Structureof ‘Student Problems’ 13Introduction 131 Technical Division and Social Division 152 The Pedagogical Function 223 ‘Just because we are stepping onto a train it doesn’t mean we know howto drive it!’: On the Genesis of ‘Student Problems’ 264 Knowledge as a Commodity: André Gorz on the Contradictionswithin (Academic) Capital 435 Knowledge as a Commodity: J-P. Milbergue on the InternalContradictions of the (Capitalist) University 542 The School Does Not Exist: Scholastic Mythology and IdeologicalReproduction in Pierre Macherey 68Introduction 681 The School and the Text: Representation and Synecdoche 752 The Mechanisms of Fiction: Generation by Reduction andPedagogical Separation 843 The Mechanisms of Fiction: Functioning by Pedagogical Analogy asan Act of Ideological Belief 884 Five Hypotheses about School Apparatuses 934.1 First Hypothesis 944.2 Second Hypothesis 964.3 Third Hypothesis 964.4 Fourth Hypothesis 984.5 Fifth Hypothesis 995 Culture and Ideology: Roger Establet 1016 On the Ownership of the Means of Expression (and the Genesis ofthe Class-Based School): Michel Tort 1203 ‘Schools’ 137Introduction 1371 Schools i: The Ideological Representations of the School and theirTheoretical Identification 1502 Schools ii: The Characteristics of the School-Form as a SocialForm 1633 Schools iii: Schooling and Wage Labour 1774 Schooling and the Reproduction of Labour Power 1825 Once Again on Wage Theory: The Wage-Form and the Notions of‘Labour’ and ‘Qualification’ 1896 Schooling as a ‘Technical’ Criterion for Measuring ‘Qualification’ andas a Principle for Establishing Individual Attitudes 2014 Outlines of the History and Geography of Class-Based SchoolEducation 214Introduction 2141 On the Historical-Geographical Differences in the Establishment ofSchools in Three Capitalist Countries 2192 The école préparatoire and the école progressive as Ideological Formsof the Class-Based School 2243 On the Historical Processes of Formation of the Class-Based School:The Antediluvian Forms 2264 The Transition Phase: A Look at the French Case 236Afterword 245References 253Index 258