ABSTRACT
A crisis in society is a turning point where social phenomena face ruptures, radical change or strengthening. In capitalism, crisis denotes a dangerous point for either labor or capital, or both. The Classical Theory of Education Crisis, developed in the late-1970s and early 1980s, viewed education crises as being derivative of economic crises, with dire consequences for educational institutions and workers – e.g. budget cuts, slashed research funding. Educational restructuring in support of capital accumulation was an important feature of the Classical Theory. In the neoliberal era, restructuring in favor of capital in education becomes permanent, undermining the Classical Theory of Education Crisis as capitalist crisis and social change become indistinguishable. But another starting point is possible, where crisis is related to the fragility of capital. Anti-capitalism in education becomes the intensification of crises for capital in education; to attack (intellectually and practically) commodity forms in education. That is, to attack the reduction of education to labor-power production, and to thwart the business takeover of education and associated educational commodification. Furthermore, alternative educational institutions must be created, adding another nail in the coffin of capitalist education. We must create vicious crises for capital in education! Then education spells danger for capital!
