In this episode of Conceptually Speaking, I sit down with Dr. Susan D. Blum, a cultural, linguistic, and psychological anthropologist and author of Schoolishness: Alienated Education and Authentic, Joyful Learning. Our conversation centers on a powerful concept that captures much of what constrains contemporary education: schoolishness. Drawing on thinkers from Marx to the Buddha, from school-aged children to sociolinguists, Susan's work reveals how the seemingly natural structures of institutional education are not only artificial but actively work against the joy and meaning that make learning worthwhile.Key Concepts from the Episode:Schoolishness and AlienationUnderstanding schoolishness as packaged learning, uniformity, arbitrary forms, predetermined time, and delayed rewardsRecognizing how alienated labor in school means students trade meaningless tasks for credentials rather than engaging in authentic learningExamining ten dimensions of schooling that contribute to alienation (including space, time, assessment, etc.)Contrasting alienated education with authentic, joyful learning that happens naturally everywhereThe Naturalization of School StructuresHow institutional forms become "naturalized" and seem inevitable despite being historical constructsThe survivorship bias of educators who succeeded at the "school game" and now perpetuate its structuresUnderstanding that grades, classrooms, and standardized curricula are not universal or timeless features of learningRecognizing that learning to walk, talk, and engage with the world happens without curriculum, grades, or coercionUngrading Practices & CommunitiesThe role of social media and digital networks in building communities of practice around alternative approachesHow the ungrading movement demonstrates organic, educator-led change despite institutional inertiaThe importance of generous knowledge-sharing and making work public so others can adapt itFinding colleagues and collaborators across institutions when local support isn't availableSusan's work offers both devastating critique and hopeful possibility. While she acknowledges the massive structural constraints facing educators—particularly contingent faculty with limited time and security—she also demonstrates how networked communities and committed collaboration can support meaningful change. Her approach to working with colleagues emphasizes meeting people where they are, rather than imposing solutions, and offering alternatives when existing practices aren't working, rather than demanding revolution.For educators feeling trapped by institutional constraints yet hungry for something more authentic, this episode validates both the struggle and the possibility of change. It offers permission to question what seems inevitable while providing concrete examples of how others have created learning experiences that honor both student agency and genuine intellectual engagement.Check out Susan's work:Schoolishness: Alienated Education and the Quest to Learn with Authentic PrideUngrading: Why Rating Students Undermines Learning (and What to Do Instead) (editor)Dr. Susan D. Blum's Website & SubstackSupport the show

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