“The pedagogy of affect piles up details and warns students against attempting to relate them structurally because any structural analysis will be a causal explanation, and all causal explanations, students are told, are reductive. Teaching thus becomes a pursuit of floating details—a version of games in popular culture. Students seem to know but have no knowledge. This is exactly the kind of education capital requires for its new workforce: workers who are educated but nonthinking; skilled at detailed jobs but unable to grasp the totality of the system—energetic localists, ignorant globalists. This pedagogy provides instruction not in knowledge but in savviness—a knowing that knows what it knows is an illusion but is undeluded about that illusion; it integrates the illusion, thereby making itself immune to critique. Savviness is enlightened false consciousness: a consciousness that knows it is false, but its “falseness is already reflexively buffered.””

— Ebert, Teresa, & Zavarzadeh, M. (2008). Class in culture. Boulder, CO: Paradigm Press., 107-108

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