self-education in Constant 2016
eans of changing the world.”[6]
CRITICAL PEDAGOGY
This is the context of the emergence of the public library. A historical compromise between a
push for radical pedagogy and a response to dull its edge. And yet with the age of
digitization, where one would think that the opportunities for access to knowledge have
expanded immensely, public libraries find themselves increasingly limited in their ability to
acquire and lend both digital and paper editions. It is a sign of our radically unequal times
that the political emancipation finds itself on a defensive fighting again for this material base of
pedagogy against the rising forces of privatization. Not only has mass education become
accessible only under the condition of high fees, student debt and adjunct peonage, but the
useful knowledge that the labour market and reproduction of the neoliberal capitalism
demands has become the one and only rationale for education.
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P.51
No wonder that over the last 6-7 years we have seen self-education, shadow libraries and
amateur librarians emerge again to counteract the contraction of spaces of exemption that
have been shrunk by austerity and commodity.
The project Public Library was initiated with the counteraction in mind. To help everyone
learn to use simple tools to be able to act as an Amateur Librarian – to digitize, to collect, to
share, to preserve books and articles that were unaffordable, unavailable, undesirable in the
troubled corners of the Earth we hail from.
Amateur Librarian played an important role in the narrative of Public Library. And it seems
it was successful. People easily join the project by 'becoming' a librarian using Calibre[7] and
[let’s share books].[8] Other aspects of the Public Library narrative add a political articulation
to that simple yet disobedient act. Public Library detects an institutional crisis in education,
an economic deadlock of austerity and a domination of commodity logic in the form of
copyright. It conjures up the amateur libra
self-education in Mars, Medak & Sekulic 2016
atic control over books that on behest
of copyright holders it can remotely delete
a purchased copy of a book, as quite indicatively happened in 2009 with Orwell's 1984.
The promised technological innovation that
would bring a new turn of the complexity in
the social allocation of goods resulted in a
simplification and reduction of everything
into private property.
The history of resistance to such extreme forms of enclosure of culture and
knowledge is only a bit younger than the
234
Taken literally
processes of commodification themselves
that had begun with the rise of trade in
books. As early as the French Revolution,
the confiscation of books from the libraries
of clergy and aristocracy and their transfer
into national and provincial libraries signalled that the right of access to knowledge
was a pre-condition for full participation
in society. For its part, the British labor
movement of the mid-19th century had to
resort to opening workers' reading-rooms,
projects of proletarian self-education and
the class struggle in order to achieve the
establishment of the institution of public
libraries financed by taxes, and the right
thereby for access to knowledge and culture for all members of society.
SHAD OW P U B L I C L I B R A R I ES
Public library as a space of exemption from
commodification of knowledge and culture
is an institution that complexifies the unconditional and formulaic application of
intellectual property rights, making them
conditional on the public interest that all
members of the society have the right of
access to knowledge. However, with the
transition to the digital, public libraries
have been radically limited in acquiring
anything they could later provide a decommodified access to. Publishers do not
wish to sell electronic books to libraries,
and when they do decide to give them a
lending licence, that licence runs out after 26 lendings. Closed platforms for electronic publications where the publishers
technologically control both the medium
and the ways
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