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In this volume, critical scholars and educational activists explore the intricate dynamics between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies in education. In its institutional and informal configurations alike, education has been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons. Alexander J. Means is Assistant Professor of Social and Psychological Foundations of Education, State University of New York College at Buffalo, USA. Derek R. Ford is Assistant Professor of Education Studies, DePauw University, USA.Graham B. Slater is Marriner S. Eccles Fellow in Political Economy at the University of Utah, USA. His research has appeared in theJournal of Education Policy,Educational Studies, andThe Review of Education, Pedagogy, and Cultural Studies.

In the wake of the global financial crisis, societies across the world are attempting to manage potentially destabilizing levels of youth unemployment and underemployment. New terms have entered the popular lexicon such as 'generation jobless', 'the new underclass', and 'the precariat' in order to describe a generation of young people struggling to acquire secure livelihoods in the most dismal labor market since the Great Depression. This article draws on analytical resources from critical sociology of education and heterodox political economy in order to critique orthodox economic diagnoses of generational precarity as a human capital problem. It argues that while neo-Keynesian accounts provide an important corrective to certain aspects of conventional (neoclassical/neoliberal) viewpoints, they ultimately fall short of the explanatory power of Marxian analysis, particularly concerning the primacy of class relations and the contradictory role of employment within an increasingly crisis-ridden global capitalism.

Capitalism and global education reform / Steven J. Klees -- The business sector in global education reform : the case of the global business coalition for education / Francine Menashy, Zeena Zakharia, Sheetal Gowda -- Venture philanthropy and education policy making : charity, profit, and the so-called 'democratic state' / Antonio Olmedo -- Nodes, pipelines, and policy mobility : the assembling of an education shadow state in india / Stephen J. Ball and Shelina Thawer -- Reframing teachers' work for global competitiveness : new global hierarchies in the governing of education / Bernt Tore and Susan Robertson -- School principals in neoliberal times : a case of luxury leadership? / Helen M. Gunter, Steven J. Courtney, David Hall and Ruth McGinity -- The expansion of private schooling in Latin America : multiple manifestations and trajectories of a global education reform movement / Antoni Verger, Mauro Moshetti, and Clara Fontdevila -- Global education policies and taken-for-granted rationalities : do the poor respond to policy incentives in the same way? / Xavier Bonal -- The politics of educational change in the Middle East : nation-building, postcolonial reconstruction, destabilized states, societal disintegration, and the dispossessed / Eugenie Samier -- Profiting from the poor : the emergence of multinational edu-businesses in Hyderabad India / Carol Anne Spreen and Sangeeta Kamat -- The bait-and-switch and echo chamber of school privatisation in South Africa / Salim Valley -- The violence of compassion : education reform, race, and neoliberalism's elite rationale / Noah De Lissovoy -- Uncommon knowledge : international schools as elite educational enclosures / Marcea Ingersoll -- Startup schools, fast policies, and full-stack education companies : digitizing education reform in Silicon Valley / Ben Williamson -- Who drives the drivers? : technology as ideology of global education reform / Petar Jandric and Sarah Hayes -- Resurgent behaviorism and the rise of neoliberal schooling / Mark J. Garrison -- Educating mathmatizable, self-serving, god-fearing, self-made entrepreneurs / Jurjo Torres-Santome -- Putting homo economicus to the test : how neoliberalism measures the value of educational life / Graham B. Slater and Gardner Seawright -- Ecojust STEM education mobilized through counter-hegemonic globalization / Larry Bencze, Lyn Carter, Ralph Levinson, Isabel Martins, Chantal Puliot, Mathew Weinstein, Majd Zouda -- When the idea of second grade education for marginalised becomes the dominant discourse : context, policy and practice of neoliberal capitalism / Ravi Kumar -- Financial literacy and entrepreneurship education : an ethics for capital or the other? / Chris Arthur -- The socially just school : transforming young lives / John Smyth -- Beyond neoliberalism : educating for a socially just sustainable future / David Hursh and Alice Jowett -- When schools become dead zones of the imagination : a critical pedagogy manifesto / Henry Giroux

Intro -- Table of Contents -- Introduction: Toward a Transformational Agenda for Global Education Reform -- Global Education Reform: Trends, Ideology, and Crisis -- A Transformational Agenda for Global Education Reform -- References -- 1 Capitalism and Global Education Reform -- Introduction -- Schools Are Failures and Teachers Are to Blame -- Dominant Discourses -- Who Are the Purveyors? -- What Is Being Sold: Privatization -- What's Wrong with Capitalism? -- What to Do? -- Acknowledgments -- References -- 2 The Business Sector in Global Education Reform: The Case of the Global Business Coalition for Education -- Introduction -- Business Participation in Global Education Reform -- Conceptualizing the Role of Business in Education in Contexts of Humanitarian Crisis -- The Global Business Coalition for Education (GBC‐E) -- GBC‐E Participation in the Syrian Refugee Crisis -- Conclusion -- References -- 3 Venture Philanthropy and Education Policy‐Making: Charity, Profit, and the So‐Called "Democratic State" -- Introduction -- From the Rear Guard to the Frontline: A New Role for Philanthropy -- New/Effective/Impact/Strategic/Engaged/Venture Philanthropy -- Change in the Nature of Investments: Both For‐Profit and Not‐For‐Profit -- Back to the Future… -- References -- Annexes -- 4 Nodes, Pipelines, and Policy Mobility: The Assembling of an Education Shadow State in India -- Introduction -- Network Ethnography -- Pipelines, Conduits, and Nodes -- Thought Leadership -- Technology in the Classroom -- Discussion -- References -- 5 Reframing Teachers' Work for Global Competitiveness*: New Global Hierarchies in the Governing of Education -- Introduction -- Methods and Data -- Bringing Teachers into View as Policy Problem and Solution -- The TALIS Program: A Brief Introduction -- The TALIS ensemble -- Tensions and Contradictions in the TALIS Program

Abstract
Who can imagine a future today? Any sense of progress, or belief in the future, appears as merely another exclusive privilege of the ultrarich. Time seems to be accelerating faster than catastrophic trajectories can be metabolized. Meanwhile, hypermodern capitalism is eroding its own conditions of possibility, intensifying historical injuries and societal fractures, and destabilizing modern assumptions regarding space, time, and security. The supposed end of history that characterized the neoliberal era has morphed into a reckoning with the end of a world—perhaps not the world as such, but the world as it is being made and unmade by the spatial, temporal, racial, linguistic, technological, and imperial drives of hypermodern capitalism, particularly its global, financialized, and algorithmic forms. Scholars of political economy have drawn attention to the fracturing of the neoliberal phase of late capitalism and its hegemonic constellation, and how this fracture has led to a moment of historical uncertainty and transition in the dynamics of power and contestation across societies. Similarly, scholars across the humanities and social sciences have highlighted the existential and political challenges presented by the Anthropocene's apocalyptic implications. This article argues that the dialectical crises of capitalism and ecology are converging in a cultural condition of collective disorientation: a return of history bereft of futurity. Through an analysis of catastrophic precarity in the hypermodern era, the article tracks collective disorientation and catastrophic precarity across four registers—accumulation, time, space, and agency—before ending with a discussion of implications of the analysis for alternative orientations.

1 Introduction: Technological unemployment and the future of work -- The Postdigital Fragmentation of Education and Work -- 2 'Intelligent Capitalism' and the disappearance of labour: Whitherto Education? -- 3 The lack of work and the contemporary university -- 4 On autonomy and the technological abolition of academic labour -- 5 Transdisciplinary engagement with enforced dependency: A platform for higher education to address crises in employment, sustainability, and democracy in technological society -- 6 Is entrepreneurial education the solution to the automation revolution? -- 7 Technological unemployment and psychological wellbeing: Curse or benefit? -- 8 Technological unemployment as a test of the added value of being human -- What can Places of Learning really do about the Future of Work? -- 9 The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work? -- 10 Acceleration, automation and pedagogy: How the prospect of technological unemployment creates new conditions for educational thought -- 11 Educating for a workless society: Technological advance, mass unemployment and meaningful jobs -- 12 'Employable posthumans': Developing HE policies that strengthen human technological collaboration not separation -- 13 Career guidance and the changing world of work: Contesting responsibilising notions of the future -- 14 Graduate employability (GE) paradigm shift: Towards greater socio-emotional and eco-technological relationalities of graduates' futures -- 15 Care amidst and beyond technological unemployment -- Education in a Workless Society -- 16 A wantless, workless world: How the origins of the unviersity can inform its future -- 17 Education for a post-work future: Automation, precarity, and stagnation -- 18 The refusal of work, the liberation of time, and the convivial university -- 19 Moving beyond microwork: Rebundling digital education and reterritorialising digital labour -- 20 The 'Creative, Problem-Solving Entrepreneur': Alternative futures for education in the age of machine learning? -- 21 Towards epistemic health: On Stiegler, Education and the era of technological unemployment -- 22 Education as utopian method: Reimagining education for a post-alienated labor world -- 23 Afterword: On education and technological unemployment