Ain't No Makin' It in the Age of Austerity: The Making and Taking of Educational Life

Autor/in	Bourassa, Gregory
Titel	Ain't No Makin' It in the Age of Austerity: The Making and Taking of Educational Life
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 39 (2017) 3, S.329-347 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2017.1326279
Schlagwörter	Stellungnahme; Educational Theories; Role of Education; Public Schools; Politics of Education; Social Theories; Achievement; Ideology; Social Control; Student Attitudes; Educational Attitudes + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsauftrag; Public school; Öffentliche Schule; Educational policy; Bildungspolitik; Gesellschaftstheorie; Performance; Leistung; Ideologie; Soziale Kontrolle; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	One of the more long-standing and commonly held views among educational theorists maintains that schools are one of the primary sites of social and cultural reproduction--sites where students are corralled and organized for the reproduction of the existing social arrangement. In this article author Gregory Bourassa argues that if this understanding of schools proves to be accurate, then we can begin to recognize schools as important instruments for the maintenance of a social order buttressed by what bell hooks (2003) has aptly referred to as "imperialist white-supremacist capitalist patriarchal values." Although many conventional narratives adopt a celebratory stance regarding the democratic origins and aims of public schooling, hooks resists the temptation of nostalgia for an enterprise that has, from its inception, been tethered to and reinforced "dominator values.". hooks' analysis is important not only because it carries with it a sobering view of a pathological social order but also because it unveils, and thus attempts to demystify, the operations of one of its primary instruments of domination and social control. Bourassa begins the discussion by saying here that such an understanding of schooling certainly has damning implications and offers a sinister insight to accompany consideration of John Dewey's (1916) assertion that the "conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind." Bourassa warns that education is in the midst of an extraordinary moment in which youth are collectively calling into question the achievement ideology and the efficacy of schooling. He argues that educators should be responsive to this questioning and listen to the grievances of youth. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01