Muslim World Report

Reclaiming Critical Theory in an Age of Commodification

Dr. Anthony Lindsay | Apr 13, 2025 10:00 AM | 7 min read | 1439 words

TL;DR: Critical theory is increasingly challenged by commodification, threatening its potential for social change. Prioritizing profit-driven education over critical thinking leads to disenfranchisement among marginalized communities. A transformative new pedagogy that integrates theory with lived experience could reempower critical theory as a vital tool for social justice and activism.

The Challenge of Critical Theory in an Era of Commodification

In an increasingly commodified world, the contemporary landscape of critical theory finds itself at a pivotal juncture. Once a formidable instrument for radical social change, critical theory is now vulnerable to the very systems it aimed to dismantle. This transformation holds significant implications for both scholarship and society at large. The commodification of knowledge has infiltrated academic discourse, often reducing intellectual inquiry to mere transactional exchanges.

As scholars become entangled within neoliberal ideologies that valorize marketable skills over critical engagement, the revolutionary potential of critical theory diminishes. Consequently, it falters in its capacity to address systemic inequalities (Fleissner, 2009; Hellström & Raman, 2001). This commodification alienates students and educators from the transformative power of their work and erodes the very fabric of social critique essential for genuine change.

  • Karl Marx’s theory of labor alienation remains profoundly relevant; when knowledge is commodified, its connection to lived experiences is severed. This leads to:
    • Disillusionment among communities striving for empowerment (Coriat & Weinstein, 2011).
    • A profit-driven education model that disenfranchises marginalized groups.

The stakes of this crisis are monumental. As critical theory’s capacity to inspire social movements wanes, what remains is a hollow echo of its former self—one that merely restates established norms without challenging systemic structures of power (Walters, 2003). If unaddressed, the trajectory of commodification could result in:

  • Further detachment of academia from social struggle.
  • Deepening class divisions and cycles of disenfranchisement (Aimer et al., 2016; Suddaby & Greenwood, 2001).

Contemplating the Unraveling Thread

What if the trend persists unchecked?

The consequences for educational institutions and social movements could be dire:

  • Curricula that prioritize economically driven skills over critical engagement will likely exacerbate existing inequalities.

  • The role of universities as sites for transformative knowledge production could be undermined.

  • Marginalized voices may be relegated to the periphery, navigating a system that emphasizes community service rather than meaningful activism (Seidman, 1991).

  • Grassroots movements could struggle for momentum as the disempowerment of youth and communities stifles their potential for collective action.

In the broader context:

  • Educational institutions increasingly aligned with profit motives risk becoming detached from the communities they purport to serve.
  • Discourses surrounding social justice and equity may become trivialized, confined to the margins of academic inquiry (Mohan, 1994).

The potential for critical theory to ignite revolutionary change—by challenging prevailing narratives and proposing alternative socio-political models—stands at risk of being irrevocably lost.

Imagining a New Pedagogical Framework

What if a new pedagogy emerged? One that actively resists the commodification of knowledge and reawakens the principles of critical theory?

Such a transformative educational model could:

  • Foster environments where theoretical knowledge intertwines with lived experiences.
  • Enable students to transition from passive consumers of information to active participants in knowledge creation (Carty, 2010).

By focusing on ‘praxis’, the integration of theory and practice, educational spaces could become incubators for social movements, inspiring participants to:

  • Develop strategies that address pressing challenges (Eimer et al., 2016).

This reimagined pedagogy could pave the way for:

  • Renewed collaborations across disciplines and sectors.
  • Alliances that transcend traditional boundaries.

Such approaches could transform universities into catalysts for social justice, challenging neoliberal hegemony. The result would be graduates who are not only informed but also committed to fostering equitable and just communities (Bacigalupo, 2005).

The stakes of such a transformation transcend academia; they encompass the future of societal engagement in democratic processes. A recommitment to critical theory as a tool for socio-political activism could invigorate movements for equity and justice on a global scale. However, achieving this requires:

  • A courageous departure from the status quo.
  • An embrace of risk that prioritizes social transformation over commodified academic norms.

Engaging with ‘What If’ Scenarios

What If the Current Trajectory Continues?

If the commodification of knowledge persists, we are likely to witness:

  • Increasing detachment of academia from the realities of social struggle.
  • Further entrenchment of class divisions through curricula that prioritize market-driven skills over analytical thinking.

The marginalization of critical theory would mean:

  • Exclusion of marginalized voices from educational spaces.
  • An educational model that prioritizes profit margins over critical engagement.

Consequently, grassroots movements may struggle to gain momentum as:

  • The disempowerment of youth and communities limits their capacity for collective action.

What If a New Pedagogy Emerges?

A new pedagogy that actively resists commodification could:

  • Ground theoretical knowledge in lived experiences.
  • Empower individuals and communities to articulate their experiences and mobilize against systemic injustices.

This transformative model could emphasize:

  • Praxis, allowing students to apply theories in their communities.
  • Bridging the gap between theory and practice to stimulate critical dialogue and inspire collective action.

Moreover, this emerging pedagogy might attract:

  • Scholars and activists, fostering alliances that transcend traditional disciplinary boundaries.
  • Collaborative research leading to universities acting as catalysts for social justice.

If successful, this model could challenge neoliberalism’s hegemony, producing graduates committed to effecting positive change.

The Power of Resistance

What If Resistance to Neoliberal Ideologies Strengthens?

Resistance to neoliberal ideologies could strengthen within academic and societal contexts:

  • A resurgence of critical thought encouraging diverse social movements to question prevailing capitalist paradigms.
  • Stakeholders—including educators, activists, and community leaders—could unite against commodification, advocating for reforms that prioritize access to education and critical thinking.

This shift could invigorate movements advocating for systemic change, leading to a:

  • New generation of thinkers ready to tackle complex challenges posed by globalization and social inequity.

The revitalization of critical theory could occur alongside:

  • New models of education that embrace holistic approaches and integrate diverse perspectives.

Ultimately, a strengthened resistance against neoliberalism could lead to fundamental changes in societal values, recalibrating priorities towards collective welfare.

Strategic Maneuvers: Actions for All Players Involved

To reclaim the transformative potential of knowledge, strategic maneuvers are essential from all players involved—academics, students, activists, and policymakers.

For educators and scholars:

  • Integrate lived experiences into curricula.
  • Foster spaces where critical engagement with social issues is the norm.

Students should:

  • Organize and advocate for changes within their institutions.
  • Establish coalitions with local organizations to amplify their voices and address systemic inequalities.

Activists and community leaders must:

  • Inform curriculum development with their insights and experiences.
  • Form alliances with academic institutions to prioritize access to education.

Policymakers should recognize education as a public good:

  • Advocate against the pressures of neoliberal reform that prioritize privatization.
  • Invest in education as a driver of social transformation.

Collectively, these actions represent a concerted effort to reclaim critical theory from commodification and reorient it toward social transformation. The future of education depends on:

  • Willingness to engage in difficult conversations.
  • Challenging established norms and prioritizing marginalized needs.

Only through such efforts can we hope to revitalize critical theory as a potent force for change, empowering individuals and communities to forge a more equitable and just world.

References

  • Aimer, T. R., Lutz, S., & Schüren, V. (2016). Varieties of localization: International norms and the commodification of knowledge in India and Brazil. Review of International Political Economy, 23(4), 649–668.
  • Bacigalupo, A. M. (2005). The creation of a Mapuche sorcerer: Sexual ambivalence, the commodification of knowledge, and the coveting of wealth. Journal of Anthropological Research, 61(1), 1-30.
  • Barney, J. B., Ketchen, D. J., & Wright, M. (2011). The future of resource-based theory. Journal of Management, 37(8), 2028-2041.
  • Carty, V. (2010). New information communication technologies and grassroots mobilization. Information Communication & Society, 13(2), 162-180.
  • Cullen, F. T. (2006). Taking stock: The status of criminological theory. Choice Reviews Online, 44(12), 2994-2994.
  • Eimer, T. R., Lütz, S., & Schüren, V. (2016). Varieties of localization: International norms and the commodification of knowledge. Review of International Political Economy, 23(4), 649–668.
  • Fleissner, P. (2009). The “commodification” of knowledge in the global information society. tripleC: Communication Capitalism & Critique, 7(2), 228-238.
  • Hellström, T., & Raman, S. (2001). The commodification of knowledge about knowledge: Knowledge management and the reification of epistemology. Social Epistemology, 15(3), 139-154.
  • Kirmayer, L. J. (2006). Beyond the ‘new cross-cultural psychiatry’: Cultural biology, discursive psychology and the ironies of globalization. Transcultural Psychiatry, 43(1), 18-34.
  • Mohan, G. (1994). Destruction of the con: Geography and the commodification of knowledge. Unknown Journal.
  • Posen, H. E., Keil, T., Kim, S., & Meissner, F. (2017). Renewing research on problemistic search—A review and research agenda. Academy of Management Annals, 11(1), 304-348.
  • Suddaby, R., & Greenwood, R. (2001). Colonizing knowledge: Commodification as a dynamic of jurisdictional expansion in professional service firms. Human Relations, 54(7), 907-931.
  • Walters, R. (2003). New modes of governance and the commodification of criminological knowledge. Social & Legal Studies, 12(1), 5-29.
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