Schooling & Culture is a print journal concerned with secondary education and recognises a critical need for collective action towards models of avant garde political methodologies in the classroom. Schooling & Culture supports future generations to develop powerful, self-led practices of resistance and alternatives to those imposed by the state and the private sector.
Schooling & Culture seeks to:
— Strengthen networks against isolation and towards invigorating imaginative teaching and learning.
— Support teachers, parents, youth workers, young people and and those organising both structures and pedagogies against racism and fascism in light of Brexit and the refugee crisis.
— Work against hegemony sustained by exams, league tables, leadership, payment by results, and the threat of increasing selective schooling and privatisation.
— Continue the depth of cultural studies and expand on the breadth of radical and alternative educational practices and movements
Schooling & Culture disrupts a culture of individualism, competition and surveillance by claiming a new collective position within, and outside of, the school context through self-representation and lived experience. This journal is an invitation to strengthen solidarity between teachers, students and cultural practitioners by exploring politicised praxes of secondary school teaching in the face of increasing conservative toxicity.
The journal was printed with an intention to move in unpredictable ways. Different people expressed a desire for a printed journal which they could strategically place on a staff-room coffee table open on a particular page. Other teachers working in panopticon-esque buildings who are denied private space wanted a printed journal which could be camouflaged amongst more commonplace literature. And crucially we recognise increased isolation experienced by teachers who are in conflict with their working conditions for whom the journal seeks to support.
Whichever scenario the journal finds itself in we intend for it to be used towards meaningful relationships with students and peers, in and against schools, and as part of a network of fraternity; be it photocopying pages for a lesson plan, or giving language to articulate complex dis/positions of dis/content. The journal is also made available online recognising the ease with which content can be shared across time and space. We are self-published under Creative Commons and welcome content being reproduced freely.