Schooling as Violence: How Schools Harm Pupils and Societies

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Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:

* that education improves society
* that education reproduces society exactly as it is
* that education makes society worse and harms individuals.

Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored.

In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace.

This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

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Schooling as Violence: How Schools Harm Pupils and Societies Review

One of the most direct, straightforward, research-based presentations of the shadow side of compulsory education, Harber, a professor of international education at the University of Birmingham, describes in global terms the ways in which schooling not only reproduces violence around the world, but actually naturalizes it and propels it. Because compulsory education is fundamentally authoritarian in nature, and the institution is arranged to control and survey those within it, formal education in many contexts (even dear old Britain) inculcates insensibility towards emotional and physical brutality, sexual abuse, racism and classism. Harber, a plain speaking, no nonsense academic with abundant experience in international education projects, offers a unique and compelling global perspective on the toxic effects of education on pupils. He takes on directly the ways in which almost all educational policy discourse begins with a false consensus--and perhaps a false consciousness--that universal formal education is always of positive humanist benefit in childrens' lives. Instead, after several chapters in which he traces the relationship between recent genocides in (the former) Yugoslavia or Rwanda to common school practices, or the incidence of corporal punishment in the classrooms of contemporary "developed" countries like the United States and Britian, Harber suggests pointedly, "It would be good if in the future politicians, academics and others concerned with educational policy always acknowledged in their speeches and their writing that schools do hard as well as good and that school-pupil violence exists." His book is chock ablock with evidence that this is so, as uncomfortable as this for many. In an American context, where very few academics write bluntly and unapologetically about the harmful effects of education on the human mind and spirit, Harber's work is refreshingly unadorned and unembellished.

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