Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of "commons" and "enclosure." Neoliberal reforms should be regarded as enclosures because they seek to privatize education for profit accumulation, foreclosing the possibility of education operating as a commons, or a collective process of sustainable, democratic, and ethical social production. However, educational enclosures have "subjective" dimensions as well. Specifically, the author argues, there is a raced, classed, and gendered process of "educational subjection" operating through these enclosures. Although mainstream educational research calls for "educational innovations" in policy and practice, this article contends that the proliferation of ecological devastation and economization of curriculum and pedagogy requires that educational studies rethink educational collectivity and the possibilities of "constituting common subjects" who resist, refuse, or seek to dismantle neoliberal subjection and enclosure and instead produce social life in common with each other and with nonhumans and ecosystems.