IMAGINE LIVING DIFFERENTLY,
LEARNING, CREATING, GROWING ....
WITHOUT SCHOOLING.


Sunday, 22 January 2017

The Cultural Imperialism of Schooling

I have thought & spoken before about the idea of schooling being a kind of cultural imperialism, by which I mean, a culture imposed upon the masses by those who think they know best - usually by virtue of their background, class or their own educational success. This is an idea taken up by Carol Black in her profoundly challenging film: Schooling the World: The White Man's Last Burden. If you haven't watched it, do.


The description of the film says ....
"If you wanted to change a culture in a generation, how would you do it?
You would change the way it educates its children.
The U.S. Government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a ‘better’ life for rural and Indigenous children.
But is this true?  What really happens when we replace another culture’s canon of knowledge with our own?  Does life really get better for its people?
SCHOOLING THE WORLD takes a challenging, sometimes funny, ultimately deeply troubling look at the role played by modern education in the destruction of the world’s last sustainable land-based cultures ....
And it questions our very definitions of wealth and poverty – and of knowledge and ignorance – as it uncovers the role of schools in the destruction of traditional sustainable agricultural and ecological knowledge, in the breakup of extended families and communities, and in the devaluation of ancient spiritual traditions.
... SCHOOLING THE WORLD calls for a “deeper dialogue” between cultures, suggesting that we have at least as much to learn as we have to teach, and that these ancient sustainable societies may harbor knowledge which is vital for our own survival in the coming millenia."

Although it appears wholly disconnected, for Christmas I received a book:


Today, down with a heavy cold, I have started reading it. I want to share the first few pages with you (With credit to James Rebanks) Click on each page to read ....


My husband often works in challenging classrooms in our own city here in the Midlands where there seems to be disconnect between the teacher / culture of school and the young people who frequent these classrooms. That is why I said in my TEDx talk we need to profoundly change the way in which we engage these young people. We need to recognise the value of their own stories and the worlds that they inhabit. We need to help them to write their own journeys, discover the dreams and talents within, enabling and facilitating, rather than always thinking that we know better ....

When I was 15, I went to my GCSE Geography teacher with an idea for my coursework, a geographical enquiry. I went to him, a young Sussex girl with my love for the Downs and the Weald, and fascination for the geographical features I encountered walking the local hills with my friend. I wanted to investigate the strata of the hillsides; I certainly wanted a project rooted in the local countryside I loved. But the teacher didn't encourage my interest .... "You should do urbanisation," he said. Urbanisation? What did I know about urbanisation? But, ever the compliant student, I spent the weeks that followed studying global urbanisation, and drawing seemingly endless pie-charts, all beautifully coloured and nicely presented. I got an A in GCSE Geography, but a line of self-initiated enquiry was closed to me and, a few years later, life and education moved me away from those Downs I so love. I miss them still ....


"Students learn to pass, not to know. They do pass, and they don’t know."(Thomas Huxley)

"The question is not - How much does the youth know when he has finished his education - but how much does he care?" (Charlotte Mason)

Though I no longer dwell in the South Downs, the South Downs will always dwell in me.

Now as fracking companies threaten those hills of mine, who will stand before the destructive machinery and say, "No" if we do not care? Who will stand with the native American communities at Standing Rock and say, "Save our Water" unless we care? The Grade A is not so important, really, is it? Not for a rootless urbanite who really just wants to go home ....

"I sometimes think we are so independently minded because we have seen just enough of the wider world to know we like our own old ways and independence best. My grandfather went as far as Paris for a trip to an agricultural fair once. He knew what cities had to offer, but also had a sense that they would leave you uprooted, anonymous and pushed about by the world you lived in, rather than having some freedom and control. The potential wealth on offer counted for little or nothing set against the sense of belonging and purpose that existed at home." (James Rebanks in "The Shepherd's Life)
 

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