Enchanting Pedagogy: Creating Labor Games in the Extractive University
通过加州大学伯克利分校助教的民族志田野调查，将教学劳动概念化为两种游戏：说教游戏和体验游戏，并理论化制度游戏与创新游戏如何服务于资本主义下的剩余价值榨取。
Through ethnographic fieldwork as a Teaching Assistant (TA) at the University of California, Berkeley, I advance that pedagogical labor can be conceptualized as two labor games. In the didactic game, I utilize hierarchical lecturing to simplify complex concepts in the pursuit of student comprehension of material, while the experiential game centers nonhierarchical dialogue and students’ personal experiences to promote consciousness-raising. TAs’ ability to create and switch between games underpins my broader theorization of labor games as one of two types: institutional games – shared among workers in similar structural circumstances and persistent across worker entry and exit – and innovation games – created by individual workers with relative autonomy amidst an absence of worker co-presence. Just as institutional games provide a template for obscuring and securing the extraction of surplus value under monopoly capitalism, innovation games do the same for the increasingly flexible, autonomous capitalism of the twenty-first century.