Schooling has historically perpetuated social and ecological violence despite appearing benign.

Evidence

In this chapter, we’ll examine how modernist discourses structured by centric thinking and a logic of domination also create our assumptions and experiences of gender, and especially what this means in terms of boys’ and girls’ different experiences of education and schooling. This chapter is the first of three chapters that look at how EcoJustice Education helps us to think differently—more deeply from a cultural eco logical analysis—about social justice issues as they play out in school - ing. We’ll be delving into historical processes in order to trace the ways specific cultural ways of thinking—the root metaphors and dis courses we’ve been discussing—are at the heart of all sorts of domination among people, and how these link to ideas and attitudes leading to environmental degradation as well. These chapters look explicitly at how schooling (though we may think of it as benign or essentially beneficial) has been used as a means of perpetuating social and ecological violence. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 670

Categorization

• XREF: Contradicts the benign-image of public schooling that Ch3’s eco-ethical framework implicitly questions; also links the sexism-and-nature thread (Ch12, Ch13) to actual classroom practice for this teacher-ed polyad course. — connects to: Racism is learned at school, not innate — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 1108; For colonial subjects the racial trauma occurs in childhood schooling; Political struggle spans schooling, culture, and family, not just the workplace (+1 more)
• SEED: An essay angle: how a standard teacher-education assumption that schooling is inherently good hides its role in reproducing environmental and social violence.
• recurring: this claim recurs 2 times within its source

Broader Connections

• For colonial subjects the racial trauma occurs in childhood schooling #exemplifies (0.88)
• Racism is learned at school, not innate #expands (0.85) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 1108
• Political struggle spans schooling, culture, and family, not just the workplace #expands (0.80)
• Schooling disciplines students through practices borrowed from army life #exemplifies (0.72) — Timothy Mitchell, Colonising Egypt, 258