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dc.creatorRodriguez, Arturo
dc.creatorMagill, Kevin R.
dc.date.accessioned2017-03-07T19:33:16Z
dc.date.available2017-03-07T19:33:16Z
dc.date.issued2015
dc.identifierdoi:10.15781/T2QB9VB08
dc.identifier.urihttp://hdl.handle.net/2152/45919
dc.description.abstractIn this paper we consider how students are positioned in school classrooms and the effect positioning has on their ontological and social development. The creation of a powersanctioned objective reality, we argue, pervades student learning in contemporary U.S. classrooms, reducing knowledge students might otherwise acquire to socially acceptable conditions they assume in adulthood. Consequently, this creates a society in which antiintellectualism is normalized as learned codes of behavior are lived. Homogenization then isolates and alienates students as they are produced to fill the ranks of a skills-based workforce. Several factors work in tandem to ingrain students with a perceived objective consciousness, they include: top down educational policy, commodification of difference, distraction and normalization of the above mentioned codes of conduct, a sense of morality tied to citizenship, and civilized absurdity: students become mere abstractions of living experience as they accept life as citizen worker.
dc.relation.ispartofseriesTexas Education Review; Vol.3, Issue 2
dc.subjectTexas Education Review; Vol.3, Issue 2
dc.subjectcritical theory
dc.subjecthumanism
dc.titleStudent as Value Based Product: Reconceptualizing the Subjective Nature of Education
dc.description.departmentEducationen_US


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