From submission to forlornness: covert exclusion from schooling

  • Cristina Nosei Universidad Nacional de La Pampa

Keywords:

school, submission, abandonment, exclusión, inequality

Abstract

The return to democracy in Argentina reinstalled a central topic: the education of youngsters as critical and autonomous subjects able to advocate a new way of life. The criticism to learning from memory led in most cases to memory abuse, not only to foster irreflection but also to lead to manipulation from the present hegem­ony. Illusion defeated research: learning to think as if were possible without knowl­edge. Memory was condemned as well as school norms. In many cases, trying to dismantle authoritarism led to the in­genuous belief that moral and intellectual autonomy would emerge spontaneous-ly due to the disappearance of “control mechanisms of behaviour” in schools: free from asymetric impositions, schools would become a place in which there is dialogue among equals. Research shows that instead of generating equality, the non-acceptance of authority and know-ledge led to a deepening of inequality.

Downloads

Download data is not yet available.

Author Biography

Cristina Nosei, Universidad Nacional de La Pampa

Profesora en Historia. Magíster en Evaluación. UNLPam. Especialista en Análisis Institucio­nal y Animación Socio Cultural de la Universidad Nacional de Salta. Profesora Adjunta de las Cátedras de Didáctica y Práctica Educativa, Facultad de Ciencias Humanas, UNLPam.

Downloads

Published

2012-07-19

How to Cite

Nosei, C. (2012). From submission to forlornness: covert exclusion from schooling. Praxis Educativa, 15(15), 19–30. Retrieved from https://ojs.unlpam.edu.ar/index.php/praxis/article/view/398

Issue

Vol. 15 No. 15 (2011): marzo 2011-febrero 2012

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).