Advertisement

The Otherness of Education

  • Ellen McCabe
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

This chapter considers the implications of the Macbeth case study with regard to the nature of the education system and its relationship with wider culture. Whereas contemporary society continues to embody the ambiguity and fluidity enabled by technology, education remains dominated by a culture of rigidity. Together with this a preoccupation with quantification and a dedication to perceived “fairness” have resulted in a high level of standardisation. This has led to a situation where skills such as memorisation and reproduction of information are valued above analytical and creative ability, ironic in a world where information can not only be accessed easily but instantly. In this way the everyday experience of students and teachers will be examined in a broader cultural context, giving full consideration to their theoretical significance as well as rooting such theory in lived experience.

Keywords

Segmented education Crisis of significance Otherness of education Homogenous learning Peer learning Passive learning Filter bubble Echo chamber Factual fiction Ambiguity in Macbeth Narrative complexity Drama and the leaving cert Quantification of learning Macbeth and the leaving cert Standardised testing Arts education Media manipulation Regimented learning systems Educational reform 

Bibliography

  1. Arthur, P. (2005). Extreme makeover: The changing face of the documentary. Cineatse, 30, 18–23.Google Scholar
  2. Barthes, R., & Heath, S. (2009). Image, music, text (Nachdr. ed.). New York, NY: Hill and Wang.Google Scholar
  3. Bradley, A. C. (2010). Shakespearean tragedy. New Delhi: Atlantic.Google Scholar
  4. Bruner, J. (2004). Life as narrative. Social Research, 71(3), 691–710.Google Scholar
  5. Byrne, D., McGinnity, F., Darmody, M., & Smyth, E. (2009). Adapting to diversity: Irish schools and newcomer students. Retrieved March 4, 2015, from http://www.ucd.ie/issda/static/documentation/esri/diversity-report.pdf.
  6. Garber, M. (2010). The Gutenberg parenthesis: Thomas Pettitt on parallels between the pre-print era and our own internet age. Nieman Lab. Retrieved March 12, 2015 from http://www.niemanlab.org/2010/04/the-gutenberg-parenthesis-thomas-pettitt-on-parallels-between-the-pre-print-era-and-our-own-internet-age/.
  7. Haraway, D. (2010). A cyborg manifesto: Science, technology, and socialist-feminism in the late twentieth century. In I. Szeman & T. Kaposy (Eds.), Cultural theory: An anthology (pp. 454–471). Oxford: John Wiley & Sons.Google Scholar
  8. Honebein, P., Duffy, T. M., & Fishman, B. (2012). Constructivism and the design of learning environments. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 87–107). Heidelberg: Springer Science & Business Media.Google Scholar
  9. Joint committee on education and skills: Third level curricular reform. (2011). Houses of the Oireachtas. Retrieved October 10, 2014, from http://debates.oireachtas.ie/EDJ/2010/12/02/00004.asp.
  10. Langer, E. (2010). Mindfulness and mindlessness. In J. O’Brien (Ed.), The production of reality: Essays and readings on social interaction (pp. 82–87). Thousand Oaks, CA: SAGE Publications.Google Scholar
  11. Langer, E. J. (2014). Mindfulness, 25th Anniversary Edition. Philadelphia, PA: Da Capo Press.Google Scholar
  12. Langer, E., & Moldoveanu, M. (2000). Mindfulness research and the future. Journal of Social Science., 1, 129–139.Google Scholar
  13. Livingston, S., & Haddon, L. (2011). EU kids online. Retrieved July 6, 2015, from http://www.lse.ac.uk/media%40lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf.Google Scholar
  14. MacArthur, B. (2009). Bestselling authors of the decade. The Telegraph. Retrieved February 13, 2016, from http://www.telegraph.co.uk/culture/books/6866648/Bestselling-authors-of-the-decade.html.
  15. McDonald, I. (2007). Situating the sports documentary. Sports and Social Science, 3, 208–225.Google Scholar
  16. Mittel, J. (2006). Narrative complexity in contemporary American Television. Velvet Light Trap Fall, 29–40.Google Scholar
  17. O’Toole, F. (2002). Shakespeare is hard, but so is life: A radical guide to Shakespearian tragedy. London: Granta.Google Scholar
  18. Ong, W. J. (2013). Orality and literacy. New York, NY: Routledge.Google Scholar
  19. Redmond, B., Quin, S., Devitt, C., & Archbold, J. (2011). A qualitative investigation into the reasons why students exit from the first year of their programme and UCD. Retrieved January 4, 2015, from http://www.ucd.ie/t4cms/Reasons%20Why%20Students%20Leave.pdf.
  20. RSA animate: Changing education paradigms. (2010). Youtube. Retrieved September 6, 2014, from https://www.youtube.com/watch?feature=player_embedded&v=zDZFcDGpL4U.
  21. School of advanced study, novel approaches: The popularity of historical fiction. (2011). Youtube. Retrieved July 8, 2014, from https://www.youtube.com/watch?v=i7ahTRWUz5w.
  22. Second Age Theatre Company’ (n.d.) Irish Theatre Online. Available at: http://www.irishtheatre.ie/company-page.aspx?companyid=61 (accessed 2.9.16).
  23. Shaughnessy, R. (Ed.). (2007). The Cambridge companion to Shakespeare and popular culture. Cambridge; New York, NY: Cambridge University Press.Google Scholar
  24. The 88th Academy Awards|2016. (n.d.). Oscarsorg Academy of Motion Picture Arts and Sciences. Retrieved February 20, 2016, from http://www.oscars.org/oscars/ceremonies.
  25. The Man Booker Prizes. (n.d.). Retrieved February 20, 2016, from http://themanbookerprize.com/.
  26. The NCCA teacher guidelines for drama education. (1999). NCCA. Retrieved from http://www.ncca.ie/uploadedfiles/curriculum/primary_drama_guidelines.pdf. Web 15 October 2014.
  27. The Telegraph. (2018). Is Donald Trump delivering on his promise to build a border wall?. Retrieved May 14, 2018 from https://www.telegraph.co.uk/news/2017/10/20/donald-trump-delivering-promise-build-border-wall/.
  28. Transition Year Programme – Guidelines for Schools. (1994). Retrieved March 4, 2015, from https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Transition-Year-/ty_transition_year_school_guidelines.pdf.
  29. von Glaserfeld, E. (1998). Cognition, construction of knowledge and teaching. In M. R. Matthews (Ed.), Constructivism in science education: A philosophical examination (pp. 11–30). Dordrecht; Boston, MA: Kluwer Academic.CrossRefGoogle Scholar
  30. Wesch, M. (2008). Anti-teaching: Confronting the crisis of significance. Education Canada, 48, 4–7.Google Scholar
  31. Wesch, M. (2014). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons. Retrieved July 1, 2014, from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able.

Filmography

  1. Breaking Bad [Television]. (2008). New York, NY: AMC.Google Scholar
  2. Deadwood [Television]. (2004). New York, NY: HBO.Google Scholar
  3. Dir Affleck, B. (2012). Argo [Film]. Burbank, CA: Warner Bros.Google Scholar
  4. Dir Bigelow, K. (2009). The Hurt Locker [Film]. Los Angeles, CA: Voltage.Google Scholar
  5. Dir Hooper, T. (2010). The King’s Speech [Film]. London: The Weinstein Company.Google Scholar
  6. Dir McQueen, S. (2013). 12 Years a Slave [Film]. Century City, CA: Fox Searchlight.Google Scholar
  7. Homeland [Television]. (2011). New York, NY: Showtime.Google Scholar
  8. Rome [Television]. (2005). Rome: HBO.Google Scholar
  9. The Wire [Television]. (2002). New York, NY: HBO.Google Scholar
  10. Top of the Lake [Television]. (2013). Queenstown: BBC.Google Scholar
  11. True Detective [Television]. (2014). New York, NY: HBO.Google Scholar

Copyright information

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Ellen McCabe
    • 1
  1. 1.Huston School of Film & Digital MediaNational University of Ireland, GalwayGalwayIreland

Personalised recommendations