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 As the financial meltdown reaches historic proportions, free-market fundamentalism, or neoliberalism as it is called in some quarters, is losing both its claim to legitimacy and its claims on democracy.

 In spite of the crucial connection between various modes of domination and pedagogy, there is little input from progressive social theorists of what it might mean to theorize how education as a form of cultural politics actually constructs particular modes of address, identification, affective investments and social relations that produce consent and complicity with the ethos and practice of neoliberalism. Hence, while the current economic crisis has called into question the economic viability of neoliberal values and policies, it often does so by implying that neoliberal rationality can be explained through an economic optic alone, and consequently gives the relationship of politics, culture and inequality scant analysis. Neoliberal rationality is lived and legitimated in relation to the intertwining of culture, politics and meaning. Any viable challenge to the culture of neoliberalism as well as the current economic crisis it has generated must address not merely the diffuse operations of power throughout civil society and the globe, but also what it means to engage those diverse educational sites producing and legitimating neoliberal common sense, whether they be newspapers, advertising, the Internet, television or more recent spheres developed as part of the new information revolution. In addition, it is crucial to examine what role public intellectuals, think tanks, the media and universities actually play pedagogically in constructing and legitimating neoliberal world views, and how the latter works pedagogically in producing neoliberal subjects and securing consent.

What’s happening in Wisconsin is, instead, a power grab — an attempt to exploit the fiscal crisis to destroy the last major counterweight to the political power of corporations and the wealthy. And the power grab goes beyond union-busting. The bill in question is 144 pages long, and there are some extraordinary things hidden deep inside.

Nor have charters been the answer. Charter school students score about the same on state tests as Detroit district students, even though charters have fewer special education students (8 percent versus 17 percent in the district) and fewer poor children (65 percent get subsidized lunches versus 82 percent at district schools). It’s hard to know whether children are better off under these “reforms” or they’re just being moved around more.

THE COST of K–12 public schooling in the United States comes to well over $500 billion per year. So, how much influence could anyone in the private sector exert by controlling just a few billion dollars of that immense sum? Decisive influence, it turns out. A few billion dollars in private foundation money, strategically invested every year for a decade, has sufficed to define the national debate on education; sustain a crusade for a set of mostly ill-conceived reforms; and determine public policy at the local, state, and national levels. In the domain of venture philanthropy—where donors decide what social transformation they want to engineer and then design and fund projects to implement their vision—investing in education yields great bang for the buck.

Hundreds of private philanthropies together spend almost $4 billion annually to support or transform K–12 education, most of it directed to schools that serve low-income children (only religious organizations receive more money). But three funders—the Bill and Melinda Gates Foundation, the Eli and Edythe Broad (rhymes with road) Foundation, and the Walton Family Foundation—working in sync, command the field.

Other foundations—Ford, Hewlett, Annenberg, Milken, to name just a few—often join in funding one project or another, but the education reform movement’s success so far has depended on the size and clout of the Gates-Broad-Walton triumvirate.

The teachers who led the occupation of Wisconsin's Capitol in February captured the spirit of educators who are fed up with being blamed for society's problems. The sick-in by teachers in the city of Madison soon spread statewide--and teachers from across the U.S. came to the Wisconsin capital to show their solidarity.

“Schools are realizing that they need to treat their schools like businesses,” he said. “What they’re looking for are enhanced analytics.”