By Clive Harber
Asking basic and infrequently uncomfortable questions about the character and reasons of formal schooling, this publication explores the 3 major methods of taking a look at the connection among formal schooling, participants and society: * that schooling improves society* that schooling reproduces society precisely because it is* that schooling makes society worse and harms participants. when academic coverage files and masses educational writing and examine stresses the 1st functionality and infrequently make connection with the second one, the 3rd is essentially performed down or neglected. during this exact and thought-provoking ebook, Clive Harber argues that whereas education can play a favorable position, violence in the direction of young ones originating within the colleges process itself is usual, systematic and frequent the world over and that faculties play an important function in encouraging violence in wider society. themes lined contain actual punishment, studying to hate others, sexual abuse, tension and anxiousness, and the militarization of college. The publication either presents exact facts of such kinds of violence and units out an research of education that explains why they take place. against this, the ultimate bankruptcy explores latest substitute varieties of schooling that are aimed toward the advance of democracy and peace. This ebook may be learn via somebody excited about schooling - from scholars and lecturers to policy-makers and practitioners worldwide.
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Extra resources for Schooling as Violence: How Schools Harm Pupils and Societies
Many individual acts of violence have been carried out and justi®ed in the name of the duty to obey. Milgram's experiments using ordinary people to carry out what they thought were acts of violence against others simply because the authority said that it was necessary indicated that behaviour similar to that of of®cials in Nazi Germany could be replicated in American citizens. The experiment involved two people: an actor playing the part of a student trying to remember different words and the other ± the real subject ± playing the role of the teacher.
Rudolph Hess, Commandant at the Auschwitz concentration camp, said, It was constantly impressed upon me in forceful terms that I must obey promptly the wishes and commands of my parents, teachers and priests, and indeed of all grown-up people, including servants, and that nothing must distract me from this duty. Whatever they said was always right. These basic principles by which I was brought up became second nature to me. (Miller 1987: xxiii) Miller analyses what she terms the `poisonous pedagogy' of doing harm to children while using a language that purports to be doing them good.
Authoritarian schooling 23 China, particularly under Mao Tse-tung, are examples of states that have been described as totalitarian. State sponsored violence exercised by the police, secret police and army is a feature of both authoritarian and totalitarian regimes where it is used to suppress criticism and opposition and punish those responsible. An important feature of authoritarianism and totalitarianism is the use of indoctrination to control the population and maintain compliance and obedience.