Against school: an epistemological critique

The paper argues that the modern school is an ‘intolerable’ institution.11 We refer to in Foucault’s sense of modernity as attitude and a power/knowledge regime. That is, form power developed since sixteenth century, drawing on expanding older technique ‘pastoral’ has it’s origins Christian institutions (Foucault, 1982 Foucault, M. (1982). subject power. Critical Inquiry, 8(4), 777–795.[Crossref], [Web Science ®] , [Google Scholar], p. 782). Contrary sensibilities educational research look for more and/or better schooling way making education equal inclusive, our position against European institution normalisation within which equality inclusion are impossible. strategy reversal used means subversion argue end schooling. Concretely highlights epistemic fundamentals particular dynamics related universal production inequalities isolated individuals. asserts need be ‘against’ rather than ‘for’ abandonment ‘redemptive perspective’. Over this, we propose think differently apart from order open up other educations, specifically ethical activity, exploration limits, politics self.