Unlike these rewritings, which reaffirm in a somewhat new language the system of wage labor with only minor internal reforms, materialist critique aims at ending class rule. It goes beyond description and explains the working of wage labor and the abstract structures that cannot be experienced directly but underwrite it. Materialist critiques unpacks the philosophical and theoretical arguments that provide concepts for legitimizing wage labor and marks the textual representations that make it seem a normal part of life. In short, instead of focusing on micropractices (prison, gender, education, war, literature, and so on) in local and regional terms, materialist critique relates these practices to the macrostructures of capitalism and provides the knowledges necessary to put an end to exploitation. At the center of these knowledges is class critique. Pedagogy of critique is a class critique of social relations and the knowledges they produce . Its subject is wage labor, not the body without organs . An exemplary lesson in pedagogy of critique is provided by Marx, who concludes chapter 6 of Capital, " The Buying and Selling of Labour-Power, " by addressing the sphere within which wages are exchanged for labor power and the way this exchange is represented in the legal, philosophical, and representational apparatuses of capitalism as equal . He provides knowledge of the structures of wage labor and the theoretical discourses that sustain it. I have quoted this passage before and will refer to it again and again. Here is the full version: We now know how the value paid by the purchaser to the possessor of this peculiar commodity, labour-power, is determined. The use-value which the former gets in exchange, manifests itself only in the actual usufruct, in the consumption of the labour-power. The money-owner buys everything necessary for this purpose, such as raw material, in the market, and pays for it at its full value . The consumption of labourpower is at one and the same time the production of commodities and of surplus-value. The consumption of labour-power is completed, as is the case of every other commodity, outside the limits of the market or the sphere of circulation. Accompanied by Mr. Moneybags and by the possessor of labour-power, we therefore take leave for a time of this noisy sphere, where everything takes place on the surface and in view of all men, and follow them both into the hidden abode of production, on whose threshold there stares us in the face "No admittance except on business . " Here we shall see, not only how capital produces, but how capital is produced. We shall at last force the secret of profit making. This sphere that we are deserting, within whose boundaries the sale and purchase of labour-power goes on, is in fact a very Eden of the innate rights of man. There alone rule Freedom, Equality, Property and Bentham. Freedom, because both buyer and seller of a commodity, say of labour-power, are constrained only by their own free will. They contract as free agents, and the agreement they come to, is but the form in which they give legal expression to their common will. Equality, because each enters into relation with the other, as with a simple owner of commodities, and they exchange equivalent for equivalent. Property, because each disposes only of what is his own. And Bentham, because each looks only to himself. The only force that brings them together and puts them in relation with each other, is the selfishness, the gain and the private interests of each. Each looks to himself only, and no one troubles himself about the rest, and just because they do so, do they all, in accordance with the pre-established harmony of things, or under the auspices of an all-shrewd providence, work together to their mutual advantage, for the common weal and in the interest of all. On leaving this sphere of simple circulation or of exchange of commodities, which furnishes the "Free-trader vulgaris" with his views and ideas, and with the standard by which he judges a society based on capital and wages, we think we can perceive a change in the physiognomy of our dramatis personae. He, who before was the money-owner, now strides in front as capitalist; the possessor of labour-power follows as his labourer. The one with an air of importance, smirking, intent on business; the other, timid and holding back, like one who is bringing his own hide to market and has nothing to expect but-a hiding. Materialist critique is fundamental to a transformative feminist politics. Through critique the subject develops historical knowledges of the social totality: she acquires, in other words, an understanding of how the existing social institutions (motherhood, child care, love, paternity, taxation, family, . . . and so on ) are part of the social relations of production, how they are located in exploitative relations of difference, and how they can be changed. Materialist critique, in other words, is that knowledge practice that historically situates the conditions of possibility of what empirically exists under capitalist relations of class difference-particularly the division of labor-and, more important, points to what is suppressed by the empirically existing: what could be, instead of what actually is. Critique indicates, in other words, that what exists is not necessarily real or true but only the actuality under wage labor. The role of critique in pedagogy is exactly this: the production of historical know ledges and class consciousness of the social relations, knowledges that mark the transformability of existing social arrangements and the possibility of a different social organization--one that is free from necessity. Quite simply then, the pedagogy of critique is a mode of social knowing that inquires into what is not said, into the silences and the suppressed or the missing, in order to unconceal operations of economic and political power underlying the myriad concrete details and seemingly disparate events and representations of our lives . It shows how apparently disconnected zones of culture are in fact linked by the highly differentiated and dispersed operation of the systematic, abstract logic of the exploitation of the division of labor that informs all the practices of culture and society. It reveals how seemingly unique concrete experiences are in fact the common effect of social relations of production in wage labor capitalism. In sum, materialist critique both disrupts that which represents itself as natural and thus as inevitable and explains how it is materially produced. Critique, in other words, enables us to explain how social differences, specifically gender, race, sexuality, and class, have been systematically produced and continue to operate within regimes of exploitation-namely, the international division of labor in global capitalism-so we can change them. It is the means for producing politically effective and transformative knowledges . The claim of affective pedagogy is that it sets the subject free by making available to her or him the unruly force of pleasure and the unrestrained flows of desire, thereby turning her or him into an oppositional subject who cuts through established representations and codings to find access to a deterritorialized subjectivity. But the radicality of this self, at its most volatile moment, is the radicality of the class politics of the ruling class, a class for whom the question of poverty no longer exists. The only question left for it, as I have already indicated, is the question of liberty as the freedom of desire. Yet this is a liberty acquired at the expense of the poverty of others. The pedagogy of critique engages these issues by situating itself not in the space of the self, not in the space of desire, not in the space of liberation, but in the revolutionary site of collectivity, need, and emancipation. The core of the pedagogy of critique is that education is not simply for enlightening the individual to see through the arbitrariness of signification and the violence of established representations . It recognizes that it is a historical practice and, as such, it is always part of the larger forces of production and relations of production. It understands that all pedagogies are, in one way or the other, aimed at producing an efficient labor force. Unlike the pedagogy of desire, the pedagogy of critique does not simply teach that knowledge is another name for power, nor does it marginalize knowledge as a detour of desire. It acknowledges the fissures in social practices-including its own-but it demonstrates that they are historical and not textual or epistemological. It, therefore, does not retreat into mysticism by declaring the task of teaching to be the teaching of the impossible and, in doing so, legitimate the way things are. Instead, the pedagogy of critique is a worldly teaching of the worldly.