Fundamentalism And Education: A Case Study In Social Ambiguity

Knight J. (1985) Fundamentalism And Education: A Case Study In Social Ambiguity. Discourse: Studies in the Cultural Politics of Education, 5 2: 19-38. doi:10.1080/0159630850050202


Author Knight J.
Title Fundamentalism And Education: A Case Study In Social Ambiguity
Journal name Discourse: Studies in the Cultural Politics of Education   Check publisher's open access policy
ISSN 1469-3739
Publication date 1985-01-01
Sub-type Article (original research)
DOI 10.1080/0159630850050202
Open Access Status Not yet assessed
Volume 5
Issue 2
Start page 19
End page 38
Total pages 20
Subject 3310 Linguistics and Language
3304 Education
3301 Social Sciences (miscellaneous)
Abstract Religious fundamentalism has played a significant role in the contemporary conserviative attack on public education. For those who are concerned to defend even the limited degree of liberal or progressive education now existing, it is essential to understand the nature and implications of this populist and reactionary social phenomenon whose appeal is enhanced by the current social and economic crisis. Using the Seventh day Adventist Church in case study fashion, the article draws upon sect literature, documents and interviews, to outline normative Adventist assumptions and practice in schooling. On the basis of this analysis, an explanation of the ambivalence of fundamentalism to education is offered. It is argued that while fundamentalism is typically antithetical to social pluralism, secular or humanistic morality and lifestyles and progressive education, it supports the unequal economic and social structures of contemporary western society. Hence fundamentalism typically seeks to control the process and substance of education, not to eliminate it.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 30 Aug 2016, 13:34:11 EST by System User