by Seth Kershner -
Critique is Not Enough
As a counterpoint to the current hand-wringing over public education in the U.S., it may be helpful to remember that we will spend a comparatively small amount of time during our lives as students in the classroom. That the focus thus far has been on teachers and tests should not surprise us, however. These are tangible, and measurable, aspects of education. It happens to be much harder to reform – or even to keep track of – the educational force of culture. What does that force look like? As C. Wright Mills put it in his famous BBC address, “The Cultural Apparatus,” we base our understanding of the world around us not only on schools but also on “the observation posts, the interpretation centers” and “presentation depots” of the mass media and entertainment industry (Mills 406). “Taken as a whole,” Mills continued, “the cultural apparatus is the lens of mankind through which men see; the medium by which they interpret and report what they see” (Mills 406). The media’s overpowering influence in our lives and the fact that we never actually confront pristine reality (only a mediated version thereof), raises the question: Could the cultural apparatus be the most influential teacher we ever have?
Last week, we made our first SOY visit of the new school year to Austin High School. Tami and I were pleased to be joined by Ben, a Marine Corps veteran and member of Iraq Veterans Against the War who recently moved to Austin. While Ben was a student at the University of North Texas, he did organizing with Rising Tide North America, an environmental group addressing fracking and the tar sands pipeline. It was great to have Ben with us and to be able to stretch out our table of materials so that 3 of us could interact with students. Photos at 
I started receiving recruitment emails from a Marine captain with the clockwork regularity characteristic of the military in the beginning of my first semester at Fordham. The Marine captain was vague on most details, but he explicitly listed the benefits of enlisting in colloquial English: “There is no obligation on behalf of the student. You attend during the summer, you get paid. You’ll return to school knowing you have a job opportunity waiting at graduation (15?, 16?) if you wish to accept your commission.” I could easily picture myself without a summer job, and therefore deciding to spend a few weeks in Officer Candidates School in Quantico, Virginia seemed appealing. I did not intend to enlist in the Marines, but if they were willing to pay me to go to this training school, the idea of attending did not seem ridiculous. I never considered unsubscribing from the emails, let alone doing anything about the military’s privileged access to students.
In different countries, war and militarisation take on very different meanings and have different effects, depending not only on the presence or absence of direct acts of war but also on country's political, economic, and social circumstances, and its history and traditions. As these factors define not only to the types, levels, and effects of militarisation but also the ways in which it can be effectively resisted, the scope of this article is inevitably limited; it can only provide a Western, European, largely German perspective on the use of direct action to oppose the militarisation of youth, although it explores possibilities in other countries nonetheless.
