Contribution
Description: The main aims of this paper are following: 1) to propose a hierarchical structure for educational institutions as opposed to the current horizontal structure introduced by educational progressives in the 1920s, and reinforced by critical theory as enunciated by Freire, and 2) to examine the effects of horizontal structures on student-teacher interactions and student interactions in the outside environment. The philosophical foundations for developing the theory of hierarchical structure are based on traditional schooling practices pre-Progressivism and studies of student subcultures by Willis. Studies of the culture wars suggest that there is an increasing tribalism within American society; this paper proposes that the horizontal structure of education currently practiced contributes to this phenomenon. Lensmire's study reveals an underlying tribalism within a typical American classroom. The methodology of analysis is dialectical and argumentative. I argue that in creating a horizontally-structured environment for students, teachers give students the space to create their own hierarchically-structured subculture, contrary to adult norms and ideals. This student subculture functions much like a tribe, and implements its own set of norms which it holds peers, teachers, and others to. In addition, the student subculture creates its own hierarchy. Once students are allowed this space, they assert their power in contradiction to the power teachers or other authorities hold.
Methodology: The methodology of analysis is dialectical and argumentative.
Conclusions: I argue that in creating a horizontally-structured environment for students, teachers give students the space to create their own hierarchically-structured subculture, contrary to adult norms and ideals; therefore, I argue for a hierarchical structure within educational institutions.
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