Pub Date : 2016-12-15DOI: 10.14288/CE.V7I16.186189
Özlem Sensoy
This paper traces the discourse of "angry Muslim men" in popular culture, and examines the pedagogical work of the neocolonial project underlying that discourse. In so doing, the paper considers how public discourse about the Middle East and Islam have historically been organized, presented, and understood in Western colonial ideology.
{"title":"Angry Muslim Man: Neo-orientalism and the Pop Culture Curriculum","authors":"Özlem Sensoy","doi":"10.14288/CE.V7I16.186189","DOIUrl":"https://doi.org/10.14288/CE.V7I16.186189","url":null,"abstract":"This paper traces the discourse of \"angry Muslim men\" in popular culture, and examines the pedagogical work of the neocolonial project underlying that discourse. In so doing, the paper considers how public discourse about the Middle East and Islam have historically been organized, presented, and understood in Western colonial ideology.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73004830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-15DOI: 10.14288/CE.V7I14.186147
Ezekiel Dixon-Román
Digital technologies and data have become ubiquitous in social life yet a paradigmatic rift remains between critical inquiry and quantitative educational research. This article demonstrates an alternative ontological and epistemological approach to critical inquiry with quantitative methods. By building on new materialists thought, the critical possibilities of quantification are reconsidered via a diffractive methodology. This study demonstrates an alternative approach to analyzing the multiplicity of “difference” in parenting practices. Data are diffractively analyzed demonstrating how parenting practices are a result of myriad forces that cannot be reduced to pathology or deficiency but rather convey the inheritance of constraining and disenabling sociocultural and historical conditions. Concluding remarks suggests the enfolding futures of data analytics and critical inquiry in educational research.
{"title":"Diffracting Enfolding Futures: Critical Inquiry in Quantitative Educational Research","authors":"Ezekiel Dixon-Román","doi":"10.14288/CE.V7I14.186147","DOIUrl":"https://doi.org/10.14288/CE.V7I14.186147","url":null,"abstract":"Digital technologies and data have become ubiquitous in social life yet a paradigmatic rift remains between critical inquiry and quantitative educational research. This article demonstrates an alternative ontological and epistemological approach to critical inquiry with quantitative methods. By building on new materialists thought, the critical possibilities of quantification are reconsidered via a diffractive methodology. This study demonstrates an alternative approach to analyzing the multiplicity of “difference” in parenting practices. Data are diffractively analyzed demonstrating how parenting practices are a result of myriad forces that cannot be reduced to pathology or deficiency but rather convey the inheritance of constraining and disenabling sociocultural and historical conditions. Concluding remarks suggests the enfolding futures of data analytics and critical inquiry in educational research.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"111 1","pages":"1-24"},"PeriodicalIF":1.0,"publicationDate":"2016-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77046943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-31DOI: 10.14288/CE.V7I13.186129
Wyatte C Hall, Thomas K. Holcomb, C. Elliott
The Deaf community is an oppressed sociolinguistic, collectivist minority that primarily uses sign language. Interpreters are frequently used to bridge the gap between the members of the Deaf community and hearing people. In the past, many of these interpreters were raised in Deaf households with Deaf family members, or had other close connections to the Deaf world. However, the establishment of training programs in the 1970s reoriented sign language interpreter education to the academic classroom. This removed Deaf cultural values and norms from interpreter development. Deaf community members are increasingly unsatisfied with perceived culturally inappropriate and oppressive behaviors by academically trained interpreters. Popular Education is proposed as a way to remediate the negative effects of the individualist-based hearing academic reorientation, which can create Language Technicians. Allies, interpreters who strive for social justice and Deaf empowerment, can be created through Popular Education-centered interpreter programs.
{"title":"Using Popular Education with the Oppressor Class: Suggestions for Sign Language Interpreter Education","authors":"Wyatte C Hall, Thomas K. Holcomb, C. Elliott","doi":"10.14288/CE.V7I13.186129","DOIUrl":"https://doi.org/10.14288/CE.V7I13.186129","url":null,"abstract":"The Deaf community is an oppressed sociolinguistic, collectivist minority that primarily uses sign language. Interpreters are frequently used to bridge the gap between the members of the Deaf community and hearing people. In the past, many of these interpreters were raised in Deaf households with Deaf family members, or had other close connections to the Deaf world. However, the establishment of training programs in the 1970s reoriented sign language interpreter education to the academic classroom. This removed Deaf cultural values and norms from interpreter development. Deaf community members are increasingly unsatisfied with perceived culturally inappropriate and oppressive behaviors by academically trained interpreters. Popular Education is proposed as a way to remediate the negative effects of the individualist-based hearing academic reorientation, which can create Language Technicians. Allies, interpreters who strive for social justice and Deaf empowerment, can be created through Popular Education-centered interpreter programs.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"256 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77004023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-15DOI: 10.14288/CE.V7I12.186121
R. Low
In this text, I offer an account of the Australian Tertiary Admissions Rank (ATAR) – a competitive university admissions ranking system – and its impact on historically underrepresented youths’ aspirations toward higher education. It is a fictionalised tale of the experiences of a careers advisor in a suburb in Western Sydney on a day in 2012 when ATARs were allocated to prospective university entrants. Centred on the protagonist’s interactions with five students, this story discloses a world of experiences usually hidden from view, foregrounding the irreducible human suffering that dwells in the gap between policy slogans of “raising aspiration” toward higher education in Australia and the prevalent symbolic violence of the education system, a suffering represented by the faces of the young people who bear it.
{"title":"Facing Symbolic Violence: A Cruel Tale of Competitive University Admission","authors":"R. Low","doi":"10.14288/CE.V7I12.186121","DOIUrl":"https://doi.org/10.14288/CE.V7I12.186121","url":null,"abstract":"In this text, I offer an account of the Australian Tertiary Admissions Rank (ATAR) – a competitive university admissions ranking system – and its impact on historically underrepresented youths’ aspirations toward higher education. It is a fictionalised tale of the experiences of a careers advisor in a suburb in Western Sydney on a day in 2012 when ATARs were allocated to prospective university entrants. Centred on the protagonist’s interactions with five students, this story discloses a world of experiences usually hidden from view, foregrounding the irreducible human suffering that dwells in the gap between policy slogans of “raising aspiration” toward higher education in Australia and the prevalent symbolic violence of the education system, a suffering represented by the faces of the young people who bear it.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1961 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91245067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-15DOI: 10.14288/CE.V7I11.186145
L. Weiner, Mary Compton
We analyze elsewhere how teachers unions globally are responding to the Global Education Reform Movement or GERM. In this article we interrogate five key premises that drive policy recommendations in the 2014 World Bank report Great Teachers: How to Raise Student Learning in Latin America and the Caribbean and examine the evidence for its prescriptions. We find that Great Teachers report ignores earlier World Bank research on education in Latin America and the Caribbean (LAC), fails to address contradictions in its own findings, and, as it has done previously, omits acknowledgment of educational research that challenges its analysis. We also scrutinize the World Bank’s research on LAC teacher quality and performance as reported in Great Teachers, identifying significant flaws in methodology that limit the credibility and usefulness of its findings and the recommendations based on its research.
{"title":"Understanding the Aims and Assumptions of the World Bank's Report on \"Great Teachers\" for Latin America and the Caribbean","authors":"L. Weiner, Mary Compton","doi":"10.14288/CE.V7I11.186145","DOIUrl":"https://doi.org/10.14288/CE.V7I11.186145","url":null,"abstract":"We analyze elsewhere how teachers unions globally are responding to the Global Education Reform Movement or GERM. In this article we interrogate five key premises that drive policy recommendations in the 2014 World Bank report Great Teachers: How to Raise Student Learning in Latin America and the Caribbean and examine the evidence for its prescriptions. We find that Great Teachers report ignores earlier World Bank research on education in Latin America and the Caribbean (LAC), fails to address contradictions in its own findings, and, as it has done previously, omits acknowledgment of educational research that challenges its analysis. We also scrutinize the World Bank’s research on LAC teacher quality and performance as reported in Great Teachers, identifying significant flaws in methodology that limit the credibility and usefulness of its findings and the recommendations based on its research.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"9 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77687385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.14288/CE.V7I10.186128
Sandy Pensoneau Conway, M. W. Cummins
In this essay, we investigate the potential of letters as a communicative genre that embodies dialogue, and thus, disrupts power relations. To do so, we first outline a theoretical framework that draws upon feminist and critical communication pedagogies. We specifically focus on two scholars—Nel Noddings and Paulo Freire—for the ways they utilize dialogue in developing their pedagogical positions. We then explain our epistolary method of letter writing, which stood as the central component of a semester-long project between us as student and teacher. We use excerpts from our letters to analyze the epistolary form as conducive to dialogic engagement—what we call epistolary dialogue . We argue that epistolary dialogue is made possible due to letters being invitational, temporal, personal, and constructive.
{"title":"Towards Epistolary Dialogue","authors":"Sandy Pensoneau Conway, M. W. Cummins","doi":"10.14288/CE.V7I10.186128","DOIUrl":"https://doi.org/10.14288/CE.V7I10.186128","url":null,"abstract":"In this essay, we investigate the potential of letters as a communicative genre that embodies dialogue, and thus, disrupts power relations. To do so, we first outline a theoretical framework that draws upon feminist and critical communication pedagogies. We specifically focus on two scholars—Nel Noddings and Paulo Freire—for the ways they utilize dialogue in developing their pedagogical positions. We then explain our epistolary method of letter writing, which stood as the central component of a semester-long project between us as student and teacher. We use excerpts from our letters to analyze the epistolary form as conducive to dialogic engagement—what we call epistolary dialogue . We argue that epistolary dialogue is made possible due to letters being invitational, temporal, personal, and constructive.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"112 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79688788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A central tenant of a Marxist critical pedagogy is a critique of the role education can, and does, play within a superstructure that validates and maintains a capitalistic base. Recognizing the great hegemonic potential of education, such critical pedagogues have long sought to usurp its power – especially in the case of mass, compulsory schooling – and reverse its current; transforming it into a tool of enlightenment and empowerment for those whose exploitation serves as fuel animating the capitalist tyranny. In seeking to manipulate, if not outright commandeer, the role that education plays within the superstructure, we acknowledge that the maintenance of the capitalist base requires the development of a specific human character and, in turn, a specific “form of social conscience” – informed by what Marx and Engels (1932/1996) described as the “ruling ideas” that represent the “ideal expression of the dominant material relationships” (p.61). As Erich Fromm (1941) indicated, there is a dynamic correlation between the structure of human character within a given society and the economic base of that society. In other words, the maintenance of any particular “way of life” requires a compatible, if not mirrored, version of human consciousness and character. Fromm (1941) argued that even intellectuality itself “…aside from the purely logical elements that are involved in the act of thinking, [is] greatly determined by the personality structure of the person who thinks” (p. 305). This, Fromm (1941) continued, “holds true for the whole of a doctrine or of a theoretical system, as well as for a single concept, like love, justice, equality, sacrifice” (p. 306). Education therefore, when carefully shaped and crafted, can serve the pernicious goal of providing those in power with an invaluable tool for nurturing and shaping a particular human character, consciousness and epistemology that is tuned to the specific needs of a respective base. Although such a revelation seems obvious, should one require further convincing, we need look no further than the desperate efforts to control education by some of the most authoritarian regimes in history, from Hitler to Stalin to Kim Jung-un. As Anton Makarenko (1955), architect of Stalin’s educational system, wrote, “It was clear to me that many details of human personality and behavior could be made from dies, simply stamped out en masse … although of course the dies themselves had to be of the finest description, demanding scrupulous care… by the communist party” (pp.267-268). Conversely, when education is conceived as an act of liberation, illuminating systems of oppression, it becomes an equally powerful threat to the dominant. For such liberatory education, as Marx (1843) contended, "…our motto must be: reform of consciousness not through dogmas, but by analysing the mystical consciousness that is unintelligible to itself, whether it manifests itself in a religious or a political form" (p. 46). In short, a liber
{"title":"Religion, Authoritarianism and the Perpetuation of Capitalism: The Role of Atheism in a Marxist Critical Pedagogy","authors":"John M. Elmore","doi":"10.14288/CE.V7I9.186135","DOIUrl":"https://doi.org/10.14288/CE.V7I9.186135","url":null,"abstract":"A central tenant of a Marxist critical pedagogy is a critique of the role education can, and does, play within a superstructure that validates and maintains a capitalistic base. Recognizing the great hegemonic potential of education, such critical pedagogues have long sought to usurp its power – especially in the case of mass, compulsory schooling – and reverse its current; transforming it into a tool of enlightenment and empowerment for those whose exploitation serves as fuel animating the capitalist tyranny. In seeking to manipulate, if not outright commandeer, the role that education plays within the superstructure, we acknowledge that the maintenance of the capitalist base requires the development of a specific human character and, in turn, a specific “form of social conscience” – informed by what Marx and Engels (1932/1996) described as the “ruling ideas” that represent the “ideal expression of the dominant material relationships” (p.61). As Erich Fromm (1941) indicated, there is a dynamic correlation between the structure of human character within a given society and the economic base of that society. In other words, the maintenance of any particular “way of life” requires a compatible, if not mirrored, version of human consciousness and character. Fromm (1941) argued that even intellectuality itself “…aside from the purely logical elements that are involved in the act of thinking, [is] greatly determined by the personality structure of the person who thinks” (p. 305). This, Fromm (1941) continued, “holds true for the whole of a doctrine or of a theoretical system, as well as for a single concept, like love, justice, equality, sacrifice” (p. 306). Education therefore, when carefully shaped and crafted, can serve the pernicious goal of providing those in power with an invaluable tool for nurturing and shaping a particular human character, consciousness and epistemology that is tuned to the specific needs of a respective base. Although such a revelation seems obvious, should one require further convincing, we need look no further than the desperate efforts to control education by some of the most authoritarian regimes in history, from Hitler to Stalin to Kim Jung-un. As Anton Makarenko (1955), architect of Stalin’s educational system, wrote, “It was clear to me that many details of human personality and behavior could be made from dies, simply stamped out en masse … although of course the dies themselves had to be of the finest description, demanding scrupulous care… by the communist party” (pp.267-268). Conversely, when education is conceived as an act of liberation, illuminating systems of oppression, it becomes an equally powerful threat to the dominant. For such liberatory education, as Marx (1843) contended, \"…our motto must be: reform of consciousness not through dogmas, but by analysing the mystical consciousness that is unintelligible to itself, whether it manifests itself in a religious or a political form\" (p. 46). In short, a liber","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"2 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87193515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Critical pedagogy currently exists today as precariously as a shabby lean-to room added to a typical American hall-and-parlor house. I’m referring to the type of house that formed the basic English prototype for the classic American building we see everywhere in New England and on the East Coast. If the hall-and-parlor house represents education in the main, then we critical educators are as rare as hen’s teeth, shunted to the rear of the house, squatters huddled under a slanted roof, wearing fingerless gloves, clutching our tin cups of broth and spearing biscuits and dreaming of the day when we will become an official part of the architecture of democracy.
{"title":"Revolutionary Critical Pedagogy: Staking a Claim Against the Macrostructural Unconscious","authors":"Peter McLaren","doi":"10.14288/CE.V7I8.186144","DOIUrl":"https://doi.org/10.14288/CE.V7I8.186144","url":null,"abstract":"Critical pedagogy currently exists today as precariously as a shabby lean-to room added to a typical American hall-and-parlor house. I’m referring to the type of house that formed the basic English prototype for the classic American building we see everywhere in New England and on the East Coast. If the hall-and-parlor house represents education in the main, then we critical educators are as rare as hen’s teeth, shunted to the rear of the house, squatters huddled under a slanted roof, wearing fingerless gloves, clutching our tin cups of broth and spearing biscuits and dreaming of the day when we will become an official part of the architecture of democracy.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"335 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85796961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. L. Panayotidis, J. Towers, Darren E Lund, Hans. Smits
In this polyvocal article, four teacher educators evoke Arendt’s notion of world alienation or worldlessness : a fracturing not only of the spaces that allow action in concert with one another, and a more generous recognition of plurality, but also wordlessness , the experience of a flood of meaningless words and constructions that serve to cover up possibilities for understanding. The authors reflect collectively and separately on neoliberal influences on faculties of education, and of experiencing a loss of language that might allow for deeper understandings of humanity in our academic institutions. These collective reflections about teacher education highlight the stories and discussions of experiencing worldlessness, and facing the challenge of narrating more generously the meanings of our work.
{"title":"Worldlessness and Wordlessness: How Might We Talk about Teacher Education in a Fractured World?","authors":"E. L. Panayotidis, J. Towers, Darren E Lund, Hans. Smits","doi":"10.14288/CE.V7I7.186130","DOIUrl":"https://doi.org/10.14288/CE.V7I7.186130","url":null,"abstract":"In this polyvocal article, four teacher educators evoke Arendt’s notion of world alienation or worldlessness : a fracturing not only of the spaces that allow action in concert with one another, and a more generous recognition of plurality, but also wordlessness , the experience of a flood of meaningless words and constructions that serve to cover up possibilities for understanding. The authors reflect collectively and separately on neoliberal influences on faculties of education, and of experiencing a loss of language that might allow for deeper understandings of humanity in our academic institutions. These collective reflections about teacher education highlight the stories and discussions of experiencing worldlessness, and facing the challenge of narrating more generously the meanings of our work.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81958609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sudbury education, a progressive school model that originated in the 1970s United States, provides an example of how pedagogy can be reimagined toward radically empowering children. Sudbury schools project an idealistic vision of individual self-actualization, self-directed learning, and egalitarian democratic participation in an unstructured pedagogical environment. This article draws on ethnographic narratives of students who have experienced Sudbury education to trace a more complex and contradictory reality of Sudbury socialization. Focusing on the case study of Natalie, a lifelong Sudbury student who transitioned to public school at the age of 15, what emerges is a narrative of self and society imbued with neoliberal discourses of self-motivation, entrepreneurship, and individualistic notions of success, punctuated by brief structural critiques of public schooling. The overwhelmingly individualistic consequences of Natalie’s socialization, however, showcase the limits of Sudbury education to promote a collective sense of social responsibility.
{"title":"The Traces of a Radical Education: Neoliberal Rationality in Sudbury Student Imaginings of Educational Opportunities","authors":"M. Wilson","doi":"10.14288/CE.V7I6.186143","DOIUrl":"https://doi.org/10.14288/CE.V7I6.186143","url":null,"abstract":"Sudbury education, a progressive school model that originated in the 1970s United States, provides an example of how pedagogy can be reimagined toward radically empowering children. Sudbury schools project an idealistic vision of individual self-actualization, self-directed learning, and egalitarian democratic participation in an unstructured pedagogical environment. This article draws on ethnographic narratives of students who have experienced Sudbury education to trace a more complex and contradictory reality of Sudbury socialization. Focusing on the case study of Natalie, a lifelong Sudbury student who transitioned to public school at the age of 15, what emerges is a narrative of self and society imbued with neoliberal discourses of self-motivation, entrepreneurship, and individualistic notions of success, punctuated by brief structural critiques of public schooling. The overwhelmingly individualistic consequences of Natalie’s socialization, however, showcase the limits of Sudbury education to promote a collective sense of social responsibility.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"29 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86428275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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