Classroom interactions act like root metaphors, transmitting power-laden assumptions students internalize.
Evidence
The important point here is that pedagogical practices, curriculum, and school materials are reflective of the very hierarchized value system that creates gendered (and as we’ll see race and class) domination, and they communicate important messages that help to create who these students become; social interactions function just like the metaphors that exist within the list of dualisms discussed earlier because they are filled with assumptions and expectations which are in turn communicated to the participants, who internalize and become the speaking, acting, thinking reproducers of gendered oppositions and power relations. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 761
Categorization
- XREF: Bridges the metaphor/discourse analysis (ch. 10-11) directly to observable classroom practice — a core move useful across the polyad. — connects to: Discourses are systems of shared cultural meanings built from interlocking root metaphors. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 665; Teachers’ metaphor choice can include or exclude students from discussion. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 507; Educational reform programs inherit Enlightenment root metaphors that frame nature as adversary — C. A. Bowers, Educating for Eco-Justice and Community, 6585 (+6 more)
- DEFINE: Models how to read any social interaction as an instance of the same dualistic metaphor system.
Broader Connections
- Root metaphors are buried cultural assumptions reproduced unconsciously across generations
#expands(1.00) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 514 - Root metaphors combine into culturally inherited discourses and discursive practices
#expands(0.95) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 525 - Students internalize class position so deeply they choose lower tracks voluntarily
#exemplifies(0.80) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1034 - Children imitate the powerful because holding power itself is reinforcing.
#corroborates(0.75) — John T. Jost and Jim Sidanius, Political Psychology, 1066