Abstract
This article deals with a critical perspective on modern schooling based on my own experience as a child and young adult. I illustrate the effects of what I call a pedagogic of detachment and argue for a decolonial option of the modern school system. I will start with my personal history as a minority pupil in Argentina and will also use cases from my experiences as an immigrant in the Norwegian school system and from my ethnographic work among the Mbya-Guaraní in Northern Argentina.
Highlights
From the moment we enter school or church, education chops us into pieces: it teaches us to divorce soul from body and mind from heart... (Galeano, 1991, p. 121)
Decolonial perspectives highlight how modern schooling has been developed on a body of knowledge that is racist, patriarchal and reductionist (Mignolo & Walsh, 2018)
By drawing on my personal story, and my ethnographic experience among the Mbya-Guaraní in Northern Argentina, I aim to show the scope of the detrimental impacts of racism, patriarchalism and reductionism through schooling
Summary
From the moment we enter school or church, education chops us into pieces: it teaches us to divorce soul from body and mind from heart... (Galeano, 1991, p. 121)This article is licenced with CC-BY ISSN: 2535-4051Decolonial perspectives highlight how modern schooling has been developed on a body of knowledge that is racist, patriarchal and reductionist (Mignolo & Walsh, 2018). In addition to the negative feelings I developed at school, I think my own experience, my negative embodied experience of life in a race-class-based society, obstructed my intellectual learning.
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