Advertisement

School: Rhetoric, Reality, and Revisionism

  • Thomas Stehlik
Chapter

Abstract

This chapter asks what is included and excluded in the military memoir. We consider this question not as an issue of factual accuracy and the exposition of ‘truth’, but rather, taking our authors’ lead, we explore how these claims to truth which all memoirs make sit in relation to an awareness all military memoirists share about the demands of convention and genre. We discuss self-censorship, and the efforts authors make to balance a need for veracity with a need for operational security, and the need to protect groups and individuals, particularly the relatives of others described in a text, from detailed information about events and occurrences which may be too traumatic to know. We examine official state censorship and the interventions made by the Ministry of Defence and branches of the armed forces, which of course have an interest in what their serving and former personnel publish. We also explore the less formalised interventions of military institutions. We ask how authors’ accounts of inclusion and exclusion, and the stories behind the publication of particular books where this has been an issue, sit alongside arguments about the validity of these books, and question what this might mean in turn for the role of the military memoir in the reproduction of state and wider public narratives about the meaning of war. We also raise the idea that as well as absences within each published memoir, there are absences across the genre of the contemporary British military memoir.

References

  1. ACARA. (2017). https://www.acara.edu.au/. Accessed 19 May 2017.
  2. Atwood, M. (1988). Cat’s eye. New York: Doubleday.Google Scholar
  3. Barnes, J. (2016). Working class boy. Sydney: Harper Collins.Google Scholar
  4. Bauman, Z. (2012). Liquid modernity. Cambridge: Polity Press.Google Scholar
  5. Biesta, G. (2006). Beyond learning: Democratic education for a human future. London: Paradigm Publishers.Google Scholar
  6. Dahlin, B. (2006). Education, history and be(com)ing human: Two essays in philosophy and education. Karlstad: Karlstad University.Google Scholar
  7. Hayes, D., & Wynyard, R. (2002). The McDonaldization of higher education. London: Sage.Google Scholar
  8. Inskeep, S. (2010). Former ‘No Child Left Behind’ advocate turns critic. http://www.npr.org/templates/story/story.php?storyId=124209100. Accessed 20 May 2017.
  9. Irish Times. (2017, March 30). Tablets help school cure problem of rote learning. The Irish Times, Business Technology and Innovation. Google Scholar
  10. Lo Shan, Z. (2000). ‘Plato’s counsel on education’, chapter 3. In A. Oksenberg Rorty (Ed.), Philosophers on education, historical perspectives. London/New York: Routledge.Google Scholar
  11. McCarthy, P. (1988). McCarthy’s bar: A journey of discovery in Ireland. London: Hodder & Stoughton.Google Scholar
  12. Merz, C., & Furman, G. (1997). Community and schools: Promise and paradox. New York: Teachers College Press.Google Scholar
  13. Moore, M. (2015). Where to invade next. IMG Films.Google Scholar
  14. Oltermann, P. (2016, July 1). No grades, no timetable: Berlin school turns teaching upside down. The Guardian, www.theguardian.com/world/2016/jul/01/no-grades-no-timetable-berlin-school. Accessed 22 Aug 2016.
  15. Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on school students on their families: Literature review. Sydney: University of Sydney Whitlam Institute.Google Scholar
  16. Ravitch, D. (2010). The death and life of the Great American School System: How testing and choice are undermining education. New York: Basic Books.Google Scholar
  17. Reingold, J. (2015). Everybody hates Pearson. Fortune. http://fortune.com/2015/01/21/everybody-hates-pearson/. Accessed 16 May 2017.
  18. Rizvi, F., & Lingard, B. (2010). Globalising education policy. Oxon: Routledge.Google Scholar
  19. Rothman, J. (2017, May 1). The seeker. The New York Times, pp. 46–55.Google Scholar
  20. Sahlberg, P. (2012). https://pasisahlberg.com/. Accessed 17 May 2017.
  21. Wlodkowski, R. (1999). Enhancing adult motivation to learn. San Francisco: Jossey Bass.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Thomas Stehlik
    • 1
  1. 1.School of EducationUniversity of South AustraliaMagillAustralia

Personalised recommendations