One of the general lessons I would draw from focusing on vocational education reform as I have is that if you are teaching in a postsecondary institution in the United States, you are also engaged in vocational training. And if you are engaged in the work of vocational training, you are also engaged in the managing of labor.
Management imperatives are driven by class processes, and they will not disappear from educational institutions even if everybody in the humanities repeated over and over every day that management is really, really bad shit.
But ethnographic work leaves us open to change, to reidentification.
There is a middle ground: to try to grasp the connections between individual lives and the macroforces at every turn, while acknowledging one’s uncertainty when one cannot be sure how these forces come to bear on individual lives. That, I think, is the best a committed scholar can do…