[N.B. The following is something I wrote for Chalk Press, a forthcoming publication put out by a bunch of totally rad (as in cool, but also as in radical) people from Melbourne town. Email them at chalkpress@gmail.com for more info if you're interested, and keep your eyes peeled for it!]
Violence is a collection of six essays, each a meditation on the ostensibly non-violent systems which allow for real world violence. Zizek is particularly critical of what he calls the “liberal communists” – the “good people who worry”. The arch-liberal communist is Bill Gates, for whom there is no single working class – instead there are just specific problems to be solved. Gates is the single greatest benefactor in human history but, like Richie Rich’s philanthropic father, all his good intentions belie the fact that his enormous wealth is founded upon a global system which entrenches oppression.
Similarly, the First World doles out help to the developing world in the form of aid and credits and in doing so, is able to avoid the key issue – that it is the very global financial system which generates First World wealth which is responsible for the misery and suffering of the developing countries.
The challenge for us is to articulate this critique in the context of contemporary politics, which Zizek describes as “post-political bio-politics” – the (supposedly) non-ideological expert administration of the security and welfare of human lives. The point of life becomes life itself – nothing more. Giorgio Agamben described this state of being as homo sacer – the life that can be killed but not sacrificed – because there is no longer any ideology to be sacrificed to.
What better way to characterize our current experience of university than the non-ideological expert administration of our education (read: The Future of the Nation)? The question has been asked, is the university still worth fighting for? In recent years, it certainly doesn’t seem so. It’s a common complaint amongst lefty students that our elections seem to increasingly occupy a kind of post-ideological dead space populated by vacuous promises for more beer and less protests. However, as has been pointed out, are student campaigns based around ‘access’ any better?
Zizek uses the Paris riots of 2005 as an example of an explosion of violence that had no purpose, no utopian vision. The protestors made no coherent demands. This was not, he argues, a result of the impotence or stupidity of the protestors but rather, as Frederic Jameson put it, their “inability to locate the experience of their situation within a meaningful whole.” Demands based around access fall into the same category because they do not encompass a wider critique of the university as an institution. Because demands for access are based on the same ideology as that which sustains the university’s inequality (namely, liberal democracy), they are not an ideological or systemic critique but instead fall into the same post-ideological landscape as demands for an entirely service based student union.
Zizek also has an interesting explanation for continuing social injustice. The just society, as articulated by John Rawls, is one in which social inequalities are not the result of inherited hierarchies but instead natural inequalities – that is, our laws should be judged by how they help people with the very least, on the bottom rung of the ladder. However, such a society would only lead to resentment – my low social status would be totally justified, and I would be denied the pleasure of blaming an unjust social system for my failures.
Perhaps that is why students persist to make their way through a system that is so palpably unjust? Because at least this way, when they eke out their lives in unrewarding jobs they will have something to blame.
Alternatively, perhaps student apathy stems from the basic sense of well-being that comes from knowing that, at least, we’re free to choose. Zizek argues the converse: that the concept of forced choice is at the heart of liberal democracy. You are free to choose so long as you make the right choice. Put another way, at university we are free to choose a product, so long as we choose to choose. Demanding a better product is still affirming that choice to choose. To not choose at all, to question how our university educations are implicated in global systems of control (of information, people, capital) is not a choice that is open to us. After all, when we vote, our primary vote is cast not for our preferred candidate but for the very system of voting in the first place.
But just because you have to choose doesn’t make that choice meaningless. Instead, it serves a crucial symbolic function – the empty gesture which underpins the social order. Even though you must love your country, it is also vitally important that that love comes from your own free will.
Ultimately, Zizek’s point is a difficult one to come to terms with. He debunks our illusion of free choice which valorizes the liberal subject who is supposedly a free autonomous agent. By doing so, he strips us of our political agency (at least as we commonly understand it), but his point is that an attachment to the illusion of freedom distracts us from the systemic and institutional conditions for injustice. To campaign for concession tickets for international students is to ignore Brecht’s question, “What is the robbery of a bank compared to the founding of a bank?” The mistreatment of international students has its roots in the very structure of the system that brings them to Australia in the first place – and concession cards will not only fail to change that system but can distract us from the bigger task at hand.
But can we just stop campaigning for concession cards and smaller class sizes? After all, it’s one thing to say, forget about all that, concentrate on the bigger picture. But to do so would require a leap of faith beyond the post-ideological landscape in which we have learnt and cultivated our politics. As Orwell said:
“It is easy for me to say that I want to get rid of class-distinctions, but nearly everything I think and do is a result of class distinctions[…]I have got to alter myself so completely that at the end I should hardly be recognizable as the same person.”