Yes / In this paper, we consider the phenomenon of “pedagogical violence” — infliction of physical, social, emotional, or psychological pains, or threat of such pains that is either the means for or non-accidental by-products of education used on a systematic basis. Pedagogical violence is often used for promoting certain desired learning in students. Alternatively, it can emerge as a violent reaction in students and teachers to particular educational settings directed against other students or teachers. In this paper, we review some of the debates and controversial issues around pedagogical violence, and we use a variety of illustrative examples to explore in more detail what pedagogical violence means in particular contexts. We argue that pedagogical violence is a natural consequence of alienated instrumental education. We will look at teachers’ desire to avoid physical and psychosocial pedagogical violence. We specifically consider diverse forms of psychosocial pedagogical violence and its issues such as: summative assessment, epistemological pedagogical violence, students’ ambivalence around pedagogical violence, rehabilitating/avoiding pedagogical violence through a carnival. We finish with a reflection about what can be done to minimize pedagogical violence. Our analysis heavily relies on the Bakhtinian theoretical framework of critical ontological dialogism.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/17533 |
| Date | 09 December 2019 |
| Creators | Matusov, E., Sullivan, Paul W. |
| Publisher | Springer |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Accepted manuscript |
| Rights | © Springer Science+Business Media, LLC, part of Springer Nature 2019. Reproduced in accordance with the publisher's self-archiving policy. The final publication is available at Springer via https://doi.org/10.1007/s12124-019-09512-4. |
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