Ambition and temporal sovereignty in recent Scottish cultural policy

ABSTRACT

This paper is a study of the figure of ‘ambition’ in Scottish cultural policy since about 2010. The argument of the paper is established through the development of the concept of ‘temporal sovereignty’. Through ‘ambition’ cultural policy attempts to subject culture and cultural agents to the formation of the Scottish government’s temporal regime, and in particular the relation between creative industries and the effects of economic temporality. The study examines the temporal properties of ‘partnerships’ as a key strategic mechanism in that project. The focus of the study is an analysis of authoritative Scottish cultural policy texts which show that the subject of culture becomes the organisation of temporal sovereignty. The paper explains the conditions for the emergence of the problem of ‘temporal sovereignty’ and discusses its consequences for structures of rule and logics of cultural policy formation. It concludes by indicating the location of culture in a politics of temporalities.     

‘Afterschool and during vacations’: on labor and schooling in the postcolony

ABSTRACT

The Indian state's recent deregulation of child labor, several years after it passed a law making schooling free and compulsory, forces us to attend to the distinct dynamic between child labor and schooling that frame contemporary efforts around compulsory education. This paper opens-up this terrain through historicizing the child-figure – who combines school with wage labor – within the workings of colonial and postcolonial capitalism. It discusses how the strong and continuing traces of a longer history of exclusions is manifest in the widespread global construction of ‘school’ as inherently ‘fungible’ or the fragility of the school form, as central to this moment of compulsory schooling. Through a focus on this subaltern child-figure, this paper contends that both the ‘fungibility’ of schools for marginal children as well as the privatization of child labor foregrounds the antipolitics that undergirds the current fraught working out of compulsory education in the postcolony.