Critical Storytelling in Uncritical Times: Stories Disclosed by Nicholas D. Hartlep, Brandon O. Hensley (eds.)

By Nicholas D. Hartlep, Brandon O. Hensley (eds.)

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For all these reasons, and as a teacher who practices sociocultural methodologies, I believed attending the play was worthwhile. Snow White On the day of the play, I sat down in the gym with my students for the practice rehearsal. I watched as various key characters came to the microphone, shared N. D. Hartlep & B. O. ), Critical Storytelling in Uncritical Times, 27–35. © 2015 Sense Publishers. All rights reserved. K. O’Brien lines, and then descended into the background. I watched my students’ body language.

But what do I mean, specifically? The student harm and endangerment to which I refer are the ways in which school—that is, the process of formal K–12 schooling as an institution—socializes “docile bodies” (Foucault, 1995, p. 135) who will not question the established order but will actually reinforce and perpetuate it. To me, the compulsory aspect of public schooling is the essence of the hegemonic socializing system. Meanwhile, the act of branding and selling school to be important, and mandating attendance, ensures that students will be indoctrinated to accept the ideas that the ruling class wishes to legitimize (Alinsky, 1971).

NPR. com&utm_ medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20140612 19 N. D. Hartlep Tutwiler, S. ,… Swain, A. (2013). Standards for academic and professional instruction in foundations of education, educational studies, and educational policy studies third edition, 2012, draft presented to the educational community by the American educational studies association’s committee on academic standards and accreditation. Educational Studies, 49(2), 107–118. , & Kahne, J. (2004). Educating the “good” citizen: Political choices and pedagogical goals.

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