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Ornette D. Clennon's Alternative Education and Community Engagement: Making PDF

By Ornette D. Clennon

This publication explores the moral and philosophical concerns at the back of the supply of market-led substitute schooling. the quantity examines the types of loose, Studio, Supplementary and Co-operative institution provisions, asking even if a market-based method of supplying greater criteria of schooling really works.

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3, original stress) insist that: in order to understand and act on education in its complicated connections to the larger society, we must engage in the process of repositioning. 0006  Cassie Earl must see the world through the eyes of the dispossessed and act against the ideological and institutional processes that reproduce oppressive conditions. There are many strands in all our lives where we can actively resist oppressive conditions, and education is one of them. The education of our children and young people and the education of ourselves (I will return to the education of ourselves later).

Melancholic attachment” is a specific Freudian reference (and later discussed at length by Butler, (1997)) that describes a state of unrequited love, where the “lover” realises that he cannot attain love from his “object”, so instead of mourning the loss of his “object” (and moving on) he redirects his love of his “object” towards himself. However, he knows that his self-directed love (narcissism) is only a pale substitute for the true “object” of his affections, so he becomes melancholic in this realisation of his loss that he refuses to mourn (or let go of).

448) of BAME immigrants to the United Kingdom especially those from the Caribbean contain important narratives that directly affect notions of education and aspiration, as during the Colonial days when the United Kingdom was considered to the “Mother Country” the education system in the British Caribbean was built on the English educational system, where students took the same exams as those in the England and Wales; O and A-Level GCEs (Hickling-Hudson, 2004).  See Chapter 5 cf. Foucault and Bourdieu.

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