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When the politician Roman Haider of the party Freiheitliche Partei Österreichs (FPÖ--Freedom Party of Austria) caused the interruption of a lecture about political extremism in an Austrian school in spring 2017, a heated debate erupted over the place of politics in school education. While Haider accused the lecturer of political propaganda, teachers, students and political opponents were upset about this seeming act of censorship. The controversy raises important questions over the aims and principles of civic education, which will continue to engage teachers and educationalists.

For the Austrian School, the problem of efficient allocation of scarce resources is not computational in nature (ability to collect and process data) but economic-entrepreneurial (human assessment and decision around new ends and means of productive activity), and that can only be resolved through exchanges and private property rights, thereby making the market an experimental and decentralized entrepreneurial process. This thesis has two variants: the Misesian emphasizes the role of economic calculation as an entrepreneurial appraisement made in conditions of uncertainty; and the Hayekian the coordinating role of entrepreneur in the face of the cognitive limits of agents (where omniscience is impossible). In this article, we show the inconsistency of this thesis in both its variants and argue that the theory of cyber-communism offers a solution that combines technological and institutional responses to the not merely computational complexity of the allocation problem.

This paper outlines the methodological framework of a discourse study of the Austrian school system and presents findings on the question of what underlying meanings and ideologies are mediated by practices of self-regulated learning and how this contributes to the reproduction of neoliberal societies. In the first section I will discuss how practices at schools can be analyzed by the methodical framework of the Sociology of Knowledge Approach to Discourse and whether practices can be analyzed by discourse study at all. The key assumption is here that although discourse studies cannot examine the subjectification process of the single student, the range of possible options and a presumed "ideal" way of acting can be determined. Referring to concepts of the sociology of knowledge, an understanding of the relationship between discourses and practices will be described and implications for empirical studies will be argued. In the second section of this paper, I will show briefly three main findings of the study: the first one shows how practices of self-regulated learning are positioned as measures to promote more efficiency in the learning process as certain competencies like creativity and self-responsibility are assumed to be acquired more effectively. The second is that self-regulated learning environments promote an understanding of equality of opportunities as performance-related justice and thereby delegate the responsibility to the individual regarding their positions in schools and societies. In the third finding it is argued that the claim for more equality of opportunities actually derives not only from a humanistic perspective but also from demands of a neoliberal speaker position.