marxism

Why We Read

A "Marxist reader" shares many of the same assumptions and questions that all
"ideological readers" ask except that a Marxist is keenly interested in the role
of economic systems and their role in legitimizing specific kinds social
hierarchies. A Marxist wants to simultaneously critique representations
complicit with oppressive economic systems while recovering, reformulating,
and celebrating texts that address the interests and needs of disenfranchised
groups, especially the "working class." In sum, Michael Ryan points out,
"literature is in the first instance a social phenomenon, and as such, it cannot be
studiedindependetly of the social relations, the economic forms, and the
politicalrealities of th time in which it was written."

What We Read

Like other ideological readers, Marxists focus on representations of all kinds.
Every text (from poems, novels, and plays to photographs, public spaces,
fashion, systems, and institutions) reveals something about economic forces
and social hierarchies, about individual struggles and larger class interests.

How We Read

�Simply put, you are working as a structuralist again, and the key is to connect
one system (the system of the text) with another system (the economic system
and specific socio-historical context). How does the "text's system" reinforce,
reproduce, or praise the prevailing class structure or dominant economic
system (at the time of the text's production) or how the "text's system"
challenge, subvert, or critique the dominant economic system or class
structure? Of course, it's probably doing a bit of both, so your task is to
discuss and like this contradictory desire to the history of class antagonism. In
other words, try to link your the ideology and form of your text to the history
of class struggle, to conflicts between social groups. You cannot talk about the
text in isolation; you must talk about the text's relationship to its historical
context.

It's easy to see how we can use Marxism to make sense of the entire
education system. We could look at a classroom and notice how the activities,
patterns, groupings, power structure, assignments, etc. reinforce capitalist
structure. In fact, the form may be more important than the content (how the
class is "governed" or structured is more important than what the kids actually
study).

� Read the text as an allegory depicting the history of class conflict and/or
changes in modes of production. For example, given its historical context,
"Hansel and Gretel" is "really" about feudel society and the conflict between
the haves (the witch) and the have-nots (peasants like Hansel and Gretel).

� Does the work raise fundamental criticism about the emptiness of life in
bourgeois or middle-class society? How is meaning to life restored?

� What are life's conflicting forces? What threatens order? What restores
order?

� Are characters from all social levels equally sketched? What values,
attributes, qualities, attitudes are associated with these social levels? Who do
you identify or sympathize with?

� Is there a class of virtuous people? What makes them "virtuous"?

� Are the main problems caused by individual or group actions and are the
solutions the texts offers individual or collective?

� Which values bring about positive social change? What is valued most?
Sacrifice? Assent? Resistance?

� What social class is the author affiliated with? How does his or her social
class influence the representation of the characters? i.e. Is the author
empowered or disenfranchised? Does the author express any desire to move
into another social class or is he or she critical of the social "elite"? (you'll need
to ask the previous questions to find out.)

� Who has the power to govern and what is that power based on?

� How does the text co-opt, appropriate, domesticate, or tame potentially
threatening ideologies (sets of values, attitudes, beliefs, assumptions, etc.)

� Link the form and genre of the text with changes in economic relations. For
example, some Marxist critics have linked the development of the novel with
the creation of the working class, etc.

Writing Suggestions:

Part One: "Gather Data/Prewriting"

Because Marxists believe that economic and ideological systems permeate
every aspect of society, begin once again with your structuralist chart of what
is valorized and devalorized in the text you are studying but make sure that you
include and foreground social class. Also, work through the relevant questions
listed above and write down your short responses. Do your history homework
to gain a keener sense of labor relations, economic systems, laws governing
ownership, rights, and property at the time of the text's production or
consumption. Remember: you are just pre-writing at this point; you are not
offering developed arguments.

Part Two: Recognize Relationships

Use your structuralist chart and the answers to the questions listed above to
help you formulate your position or interpretation. As I have asked you
before, use your list and map to talk about the writers or texts in terms of what
they suggest, imply, point out, argue, maintain, critique, celebrate, or
encourage in terms of social class and the hegemonic economic system. Use
those verbs! In sum, talk about the writers or texts in such a way that a reader
can see that the writers or texts are making claims, taking positions, asserting
views about the specific economic (and therefore cultural) condition at the time
of the text's production. Keep in mind that while any western text after 1800
can be discussed in terms of capitalism, recognize that the economic condition
is still highly specific. For example, the context in post WWII America is
different than the economic condition in the early 30s, but both situations
reveal different aspects or results of capitalism. In sum, and as I noted above,
the primary goal is to locate and critique representations complicit with
oppressive economic systems or recover, reformulate, and celebrate texts that
address the interests and needs of disenfranchised social groups.

Part Three: Untying the Knot

You have two options.

First, if your text celebrates or reinforces capitalism, use deconstruction or
any other analytical tool to show the inherent contradictions, tensions, or
problems with the text. As we see in about any advertisement that celebrates
individuality (the Dodge "Different" or the Apple "Think Different" campaigns
are clear examples), freedom is really an illusion, for the new form of
"freedom" or "individuality" is just as enslaving as what it wants to replace. In
fact, in the famous Apple ad, the drones are exactly what capitalism wants:
docile, mechanized, nameless workers who function as "one mind." Those
drones exemplify the concept of "human resource," yet the ad endorses a form
of individuality, freedom, and rebellion. On the other hand, the ad's ideology is
entirely consistent with capitalism in that capitalism requires the concepts of
freedom and individuality. Herein lies a contradiction of capitalism exemplified
in the way Coca-Cola used to refer to their well-designed bottles: "Regulated
uniqueness."

Second, if your text critiques capitalism (if it shows the emptiness, inequalities,
and injustice of it all, etc.), then link your text with other attempts to critique
capitalism that use a similar strategy. Yes, you are working as a structural
Marxist at this point, but it only makes sense because Marxists and
structuralists share a belief in systems.