Just another brick in the wall: education as violence to the spirit

This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Chater, Mark [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2006

Schlagwörter:	Violence Monitoring Metaphor Mechanization Education Compliance

Übergeordnetes Werk:	Enthalten in: International journal of children's spirituality - London [u.a.] : Taylor & Francis, 1996, 11(2006), 1, Seite 47-56
Übergeordnetes Werk:	volume:11 ; year:2006 ; number:1 ; pages:47-56

Links:	Volltext

DOI / URN:	10.1080/13644360500503308

Katalog-ID:	1779671083

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allfields	10.1080/13644360500503308 doi (DE-627)1779671083 (DE-599)KXP1779671083 DE-627 ger DE-627 rda eng 1 0 ssgn Chater, Mark verfasserin aut Just another brick in the wall: education as violence to the spirit 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence. Violence Monitoring Metaphor Mechanization Education Compliance Enthalten in International journal of children's spirituality London [u.a.] : Taylor & Francis, 1996 11(2006), 1, Seite 47-56 Online-Ressource (DE-627)320589013 (DE-600)2018670-8 (DE-576)263253384 1469-8455 nnns volume:11 year:2006 number:1 pages:47-56 https://doi.org/10.1080/13644360500503308 Resolving-System lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_101 GBV_ILN_110 GBV_ILN_151 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4338 GBV_ILN_4700 mteo AR 11 2006 1 47-56 2019 01 DE-Tü135 4008486631 00 --%%-- --%%-- --%%-- n l01 27-11-21
spelling	10.1080/13644360500503308 doi (DE-627)1779671083 (DE-599)KXP1779671083 DE-627 ger DE-627 rda eng 1 0 ssgn Chater, Mark verfasserin aut Just another brick in the wall: education as violence to the spirit 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence. Violence Monitoring Metaphor Mechanization Education Compliance Enthalten in International journal of children's spirituality London [u.a.] : Taylor & Francis, 1996 11(2006), 1, Seite 47-56 Online-Ressource (DE-627)320589013 (DE-600)2018670-8 (DE-576)263253384 1469-8455 nnns volume:11 year:2006 number:1 pages:47-56 https://doi.org/10.1080/13644360500503308 Resolving-System lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_101 GBV_ILN_110 GBV_ILN_151 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4338 GBV_ILN_4700 mteo AR 11 2006 1 47-56 2019 01 DE-Tü135 4008486631 00 --%%-- --%%-- --%%-- n l01 27-11-21
allfields_unstemmed	10.1080/13644360500503308 doi (DE-627)1779671083 (DE-599)KXP1779671083 DE-627 ger DE-627 rda eng 1 0 ssgn Chater, Mark verfasserin aut Just another brick in the wall: education as violence to the spirit 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence. Violence Monitoring Metaphor Mechanization Education Compliance Enthalten in International journal of children's spirituality London [u.a.] : Taylor & Francis, 1996 11(2006), 1, Seite 47-56 Online-Ressource (DE-627)320589013 (DE-600)2018670-8 (DE-576)263253384 1469-8455 nnns volume:11 year:2006 number:1 pages:47-56 https://doi.org/10.1080/13644360500503308 Resolving-System lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_101 GBV_ILN_110 GBV_ILN_151 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4338 GBV_ILN_4700 mteo AR 11 2006 1 47-56 2019 01 DE-Tü135 4008486631 00 --%%-- --%%-- --%%-- n l01 27-11-21
allfieldsGer	10.1080/13644360500503308 doi (DE-627)1779671083 (DE-599)KXP1779671083 DE-627 ger DE-627 rda eng 1 0 ssgn Chater, Mark verfasserin aut Just another brick in the wall: education as violence to the spirit 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence. Violence Monitoring Metaphor Mechanization Education Compliance Enthalten in International journal of children's spirituality London [u.a.] : Taylor & Francis, 1996 11(2006), 1, Seite 47-56 Online-Ressource (DE-627)320589013 (DE-600)2018670-8 (DE-576)263253384 1469-8455 nnns volume:11 year:2006 number:1 pages:47-56 https://doi.org/10.1080/13644360500503308 Resolving-System lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_101 GBV_ILN_110 GBV_ILN_151 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4338 GBV_ILN_4700 mteo AR 11 2006 1 47-56 2019 01 DE-Tü135 4008486631 00 --%%-- --%%-- --%%-- n l01 27-11-21
allfieldsSound	10.1080/13644360500503308 doi (DE-627)1779671083 (DE-599)KXP1779671083 DE-627 ger DE-627 rda eng 1 0 ssgn Chater, Mark verfasserin aut Just another brick in the wall: education as violence to the spirit 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence. Violence Monitoring Metaphor Mechanization Education Compliance Enthalten in International journal of children's spirituality London [u.a.] : Taylor & Francis, 1996 11(2006), 1, Seite 47-56 Online-Ressource (DE-627)320589013 (DE-600)2018670-8 (DE-576)263253384 1469-8455 nnns volume:11 year:2006 number:1 pages:47-56 https://doi.org/10.1080/13644360500503308 Resolving-System lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_101 GBV_ILN_110 GBV_ILN_151 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4338 GBV_ILN_4700 mteo AR 11 2006 1 47-56 2019 01 DE-Tü135 4008486631 00 --%%-- --%%-- --%%-- n l01 27-11-21
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title_sort	just another brick in the wall: education as violence to the spirit
title_auth	Just another brick in the wall: education as violence to the spirit
abstract	This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence.
abstractGer	This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence.
abstract_unstemmed	This article is concerned with the violence done in and to education. It does not address physical violence in schools, but is interested in cultural, emotional and psychological violence in schools and education systems. It asks three questions: is education inherently violent? If so, how serious a problem is this? How should spiritual education respond? Using discourse analysis, it seeks to show that much educational language is implicitly violent, because it is in the habit of using terminology and metaphors taken from warfare and from heavy mechanical industry, and because its cultural position in relation to the people involved in its enterprise is domineering, controlling and invasive. This analysis is followed by a discussion of the extent to which implicitly violent discourses and cultural models matter, and whether they can be said to do any damage if physical violence is avoided. Finally, it invites spiritual educators to consider the ambiguous response of spirituality to violence, and to develop their own resources for dealing with education as violence.
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title_short	Just another brick in the wall: education as violence to the spirit
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