The struggles in A Grin without a Cat might have been defeated, might even have contributed to a more ferociously effective Reaction, but the pressures that those events brought to bear almost had very immediate effects - by contesting the Possible, by rejecting 'realism', they could not but have altered expectations about what was acceptable in the workplace, about what could happen in everyday life. The revolutions were cultural; which is to say, they understood that culture and politics could not be conceived in isolation from one another. Both Althusser and the situationist-inspired students of 68, in many ways so opposed, could agree on at least one thing: that cultural products were never merely cultural. In their condemnations of recuperated Spectacle and Ideological Apparatuses, they granted a weight to cultural products which few would countenance now.

I felt the contrast between what Marker's film recounted and contemporary realities especially painfully last week when I went on a TUC training course with members of NATFHE from other FE colleges. The stories of increased casualization, of newly punitive sickness policies, of lecturers being sacked and forced to re-apply for their jobs, of the imposition of more and more targets and 'spurious measurables', each entailing yet more pointless, windowdressing paperwork, confirmed what, individually, we all already knew. The Further Education sector is in crisis; its problems only symptomatic of a wider malaise in UK education as a whole. Further Education colleges, out of Local Education Authority control since 1992, show the way in which a 'reformed' (i.e. part-privatized) education will develop. The recent report which stated that students spoonfed at A-level cannot cope with university study would come as little surprise to few A-level teachers and lecturers. The pressure to meet government targets means that quality and breadth of teaching is sacrficed for the narrow goal of passing the exam: an instrumentalization of education that fully accepts that its only role is to reproduce the labour force. Far far away from 68, at the core of whose conflagrations was education, and the question of what it could be: could it be more than an ideological training camp, a carceral institution?

the permanent panoptic vigilance of a bloated managerial strata determined to over-compensate in order to fully ensure it is meeting central government's demands