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Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling.

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Title: Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling.
Authors: Francis, Becky1 (AUTHOR) Becky.Francis@kcl.ac.uk, Mills, Martin2 (AUTHOR)
Source: Pedagogy, Culture & Society. Jul2012, Vol. 20 Issue 2, p251-271. 21p.
Subject Terms: *Education & society, *School violence, *School psychology, *School involvement, Equality, Liability for emotional distress
Abstract: 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. [ABSTRACT FROM PUBLISHER]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling.
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  Data: <searchLink fieldCode="AR" term="%22Francis%2C+Becky%22">Francis, Becky</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Becky.Francis@kcl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Mills%2C+Martin%22">Mills, Martin</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Jul2012, Vol. 20 Issue 2, p251-271. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+%26+society%22">Education & society</searchLink><br />*<searchLink fieldCode="DE" term="%22School+violence%22">School violence</searchLink><br />*<searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22School+involvement%22">School involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Liability+for+emotional+distress%22">Liability for emotional distress</searchLink>
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  Data: 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. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681366.2012.688765
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