Abstract
In this paper, I argue that teachers’ efforts to defend education against reactionary forms of digitalization and from complete automation should be supported by progressives. At the same time, efforts aimed at creatively transforming or sublating digitalization in non-deterministic ways to forge new pedagogical projects should also be enthusiastically engaged. Drawing on Marx’s conception of sublation is crucial since it represents the process through which an aspect of something is overcome while other aspects of it are preserved in an altered form. Because sublation occurs both within entities as they develop and out of entities as they are negated, I contend that sublating digitized education both within capitalism and beyond capitalism should be pursued simultaneously.
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