ERIC Number: EJ1361360
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1358-684X
EISSN: EISSN-1469-3585
The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools
Changing English: Studies in Culture and Education, v29 n3 p232-250 2022
In her ethnographic study, Factories for learning: Making race, class and inequality in the neoliberal academy (2017), Christine Kulz depicts an oppressive system in a United Kingdom secondary school, Dreamfields. Kulz illustrates how many children and teachers are stripped of their autonomy, rights and dignity. In this article, Northfields, a school like Dreamfields, is profiled. Like Dreamfields, Northfields is an authoritarian, heavily surveilled institution with both teachers and pupils often being reprimanded for minor transgressions. This case study shows how an English teacher managed to successfully use Reciprocal Teaching in her classroom, even though its emphasis on co-operative learning was contrary to the spirit of Northfields. Reciprocal Teaching changes the way pupils and teachers see themselves, improves their discussion, reading and exam results. Reciprocal Teaching re-orders education by fostering meaningful relationships, challenging the hegemony of neoliberal schools: it is a rebellion against their authoritarianism.
Descriptors: Secondary Schools, Secondary Education, Authoritarianism, Foreign Countries, Case Studies, Reciprocal Teaching, Resistance (Psychology), Cooperative Learning, Educational Benefits, Neoliberalism, Personal Autonomy, Professional Autonomy, Institutional Characteristics, High Stakes Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A