New Book. Toxic Schooling: How Schools Became Worse by Professor Clive Harber

Educational Heretics Press are proud to announce their latest title
Toxic Schooling: How Schools Became Worse by Professor Clive Harber

Contents

Introduction        
Chapter 1 The School That I’d Like – Edward Blishen      
Chapter 2 Pedagogy of the Oppressed – Paulo Friere     
Chapter 3 Compulsory Mis-Education – Paul Goodman     
Chapter 4 The Betrayal of Youth – James Hemming     
Chapter 5 How Children Fail – John Holt     
Chapter 6 Deschooling Society – Ivan Illich     
Chapter 7 Life in Classrooms – Philip Jackson    
Chapter 8 Education and Ecstacy – George Leonard    
Chapter 9 The Little Red Schoolbook – Soren Hansen and Jasper Jensen               
Chapter 10 Education for Self-Reliance – Julius Nyerere           
Chapter 11 Teaching as a Subversive Activity – Neil Postman and Charles Weingartner
Chapter 12 School is Dead – Everett Reimer
Chapter 13 Freedom to Learn – Carl Rogers
Chapter 14 Key Critiques
Chapter 15 Schooling Today – Much the Same?
Chapter 16 Schooling Today – Making Matters Worse
Chapter 17 What Is To Be Done?
References
Further Reading

Democracy is not genetic, it is learned behaviour. There is nothing in our genes to programme us as democrats or dictators at birth. Therefore education must have clear idea of the sort of democratic person it hopes to cultivate. What are the characteristics of such a person? Somebody described as democratic would, for example, celebrate social and political diversity, work for and practice mutual respect between individuals and groups, regard all people as having equal social and political rights as human beings, respect evidence in forming their own opinions and respect the opinions of others based on evidence, be open to changing one’s mind in the light of new evidence and possess a critical and analytical stance towards information. The democratic citizen would possess a proclivity to reason, open-mindedness and fairness and the practice of cooperation, bargaining, compromise and accommodation’ (Harber, 2004:137).
If education, whether in something called a school or not, is to be consistent with this then there is a need to move away from the dominant, negative characteristics of formal schooling identified in the critiques of the selected educational writers from the 1960’s and 70’s.
Clive Harber
Dr Clive Harber is Professor of International Education at the University of Birmingham and author of the acclaimed book Schooling as Violence

ISBN 9781-900219-37-2                                        Price £16.00
www.edheretics.gn.apc.org                          Tel:   0115 925 7261  

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