Dangerous Liaisons: Metonymic Effects between School and Education

Autor/in	Kupferman, David W.
Titel	Dangerous Liaisons: Metonymic Effects between School and Education
Quelle	In: Policy Futures in Education, 16 (2018) 7, S.906-917 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317753029
Schlagwörter	Schools; Education; Language Usage; Figurative Language; Definitions; Public Opinion; Misconceptions; Concept Formation; Case Studies; Foreign Countries; Semantics; Neoliberalism; Indigenous Knowledge; Translation; Federated States of Micronesia + Suchen Sie Ihr Suchwort? School; Schule; Bildung; Erziehung; Sprachgebrauch; Begriffsbestimmung; Öffentliche Meinung; Missverständnis; Concept learning; Begriffsbildung; Case study; Fallstudie; Case Study; Ausland; Semantik; Neo-liberalism; Neoliberalismus
Abstract	This paper considers the ways in which the words "school" and "education" are conflated in the social imaginary, and what the effects of this conflation in meaning and purpose are both theoretically and in practice. It is not difficult to see the ways in which these two terms are used almost synonymously, and uncritically. Yet "school" and "education" operate in a double-bind, as both are interchangeable in meaning while simultaneously opposed to each other: education is often defined as a traditional process, whereas school is a formal, updated structuring of that process. This paper looks first at the place of metaphor in terms of the construction of knowledge, and how that produces both a "proper" as well as a forgetting within and through discourses. Following Nietzsche's concept of metaphoricity, note is then taken of the distinctions between both the meaning and uses of metaphor and metonymy, in that the former creates conditions of applicability between concepts, while the latter allows one thing to stand in for another, effectively subsuming meaning altogether. These various notions are then applied to a trio of case studies, specifically from the region in Oceania commonly known as Micronesia, where interplay of metaphoricity and its effects on and in purportedly decolonizing contexts can be seen. Finally, a pair of schools in a Dr. Seuss tale are visited that provide a positive reticulation of spaces of education that is not beholden to the pernicious effects of metaphorical forgetting, substitution, and erasure, nor to a search for origins and latency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01