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ERIC Number: EJ977972
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-1468-1366
Schools as Damaging Organisations: Instigating a Dialogue Concerning Alternative Models of Schooling
Francis, Becky; Mills, Martin
Pedagogy, Culture and Society, v20 n2 p251-271 2012
Various injurious effects of schooling have been documented in the literature over the years, leading some authors to characterise schooling as violence. In this article we draw together such research to present an account of the ways in which schooling in the Global North damages young people (and their teachers). The range of damage includes: the reproduction of social inequality via schooling and the psychological injury and practices of harassment and exclusion this involves for pupils; institutional structures of discipline and surveillance; brutalisation of young people; and the effects of participation and experiences of these practices for teachers. As well as drawing together this research, the article also seeks to precipitate debate on forms and structures of schooling. We argue that it is insufficient to simply criticise existing practices; rather, we seek to instigate a dialogue as to possible alternative forms of schooling that would avoid the damaging effects of the present prevalent model. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom