This article aims to explore the ways in which power structures the learning experience in high school, detailing what kind of cultures it creates and what practices it fosters. By interviewing students (currently enrolled in the Faculty of Sociology and Social Work, Cluj-Napoca) recalling their high school years, I can tap into their reflexivity regarding the experiences of being taught to and of learning, focusing especially on how these have become legitimated and have formed the subject. Drawing on Paulo Freire’s theory of the banking model and using a post-structuralist framework, the research intends to make visible a current account of institutionalization of learning. Finally, the research shows how pupils become subjects to be categorized according to their compliance to the programme’s requirements and how they might internalize legitimized forms of learning (such as memorizing for further testing) in detriment of others.
The environment is no longer a backdrop, but an agent pressing us to restructure our economic and political systems, down to our livelihoods. This research aims to make a critical overview of the Sustainable Development (SD) model. It looks at how market fundamentalism and anthropocentrism are driving forces in the shaping of its proposed form of education: education for sustainable development (ESD). This “new” educational paradigm aims to support the SD strategies that are globally implemented and “localized” at the nation-state level. The current SD model and the Agenda 2030 operate within a specific framework of the nature/culture divide, one that reiterates human domination. As such, this research aims to analyse the educational values within the idea of sustainable development – one that wishes to “reorient” society but instead ends up emphasizing it in its anthropocentric form. It does so by close reading and analysis of the UNECE Strategy for Education for Sustainable Development and Romania’s National Strategies for Sustainable Development, 2008 and 2018. Concluding, it might very well be the case that restructuring schooling – and governing - to bring it up to the realities of climate change requires rethinking our fundamental educational values and the nature/culture divide, as well as making nation-states less servient of markets and less growth-oriented.