Abstract
This chapter, the first in the second section outlines examples of how schools oppress and what the authors believe currently prevents quality willed learning from being realized. Carlo Ricci uses auto/biography, auto/ethnography, and narrative inquiry to expose the abuses that schooling administers on students, teachers, professors, and teaching assistants/sessionals. He starts by sharing his story to help the reader frame and understand what has led him to believe what he has come to believe and think the way that he has come to think. He starts the chapter by writing a few words about his choice of methodology. He shares how throughout, he will weave a narrative that knits his story with others’ stories to create a tale of idiotic proportions, a tale of pain, suffering, and injustice: a tale of schooling. He goes on to offer an overview of the section. Although the titles of each of the chapters suggest that the focus is on a particular group as victims, as you read them, the hope is that it becomes clear that there are many victims in each chapter and, more importantly, that in a holistic sense we are all victimized by the poisoned apple. By offering a variety of stakeholders in a variety of levels within institutional schooling, the hope is that the reader will get a sense of how ubiquitous and ingrained victimization is, and that the problem is a systemic one that impacts all of mainstream schooling.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: Harper Collins.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Wiley.
Kohl, H. (2003). Stupidity and tears: Teaching and learning in troubled times. New York: The New Press.
Leggo, C. (2005, October). The heart of pedagogy: On poetic knowing and living. Teachers and Teaching: Theory and Practice, 11(5), 439–455.
Mintz, J. (Speaker). (2004, July 28). Building democratic schools. Radio Free School. Retrieved from http://www.radio4all.net/pub/archive/04.01.05/grassroots@hwcn.org/125-1-20040729-0728rfsc10.mp3
Roth, M. (2005). Auto/biography and auto/ethnography: Finding the generalized other in the self. In M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 1–16). Rotterdam: Sense Publishers.
Shields, C. (2005, Winter). Using narrative inquiry to inform and guide our (re)interpretations of lived experience. McGill Journal of Education, 40(1), 179–188.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Ricci, C., Pritscher, C.P. (2015). Introduction to Part II. In: Holistic Pedagogy. Critical Studies of Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-14944-8_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-14944-8_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14943-1
Online ISBN: 978-3-319-14944-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)