Abstract
This chapter continues to outline examples of how schools oppress and what the authors believe currently prevents quality willed learning from being realized. Ricci shares how as a student he hated school. He actually did not get into university after high school, so he went to college first and then from there he got grades that they deemed high enough for him to be admitted into a university. For a while he was ashamed of this, now he remains extremely proud. He is glad that he did not merely conform to their demands and attempts at controlling him, but instead resisted and remained true to himself. For example, when given a homework assignment, he had the choice to complete it or to go out with his friends and girlfriend at the time, so instead of writing a paper about love within Romeo and Juliet, he chose to experience love and friendship in the world. As he looks back, this was not a waste of time but an even more important lesson than the one schooling tried to impart on him. As he looks at his life today, it is that choice to put friends and family and people he loved first that serves him well as a father, and brother, and husband, and son, and friend, and teacher and, citizen and so on. He was not wasting his time in choosing his friends over schoolwork, but he was rejecting one curriculum for one that he now understands to be another more infinitely important one. It is relationships that matter, taking care of each other, supporting each other, and loving each other.
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Ricci, C., Pritscher, C.P. (2015). Ricci as a Schooling Victim. In: Holistic Pedagogy. Critical Studies of Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-14944-8_12
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