Disenchantment with Classroom-Centric Schooling

No one who teaches in senior secondary schools can be ignorant of the disenchanted young adults among whom they work (Hascher and Hagenauer, 2010; Young et al., 1997b). Following Weber (2009) the concept of disenchantment means that schooling provides for young adults’ increasing intellectualisation and rationality, but does not increase their knowledge of the conditions under which they live. Schooling does not help young adults deal with their disaffection, alienation and insecurity with respect to twenty-first-century capital accumulation. Among these young adults, some have at sundry times plotted mischief against the project of classroom-centric schooling (Sheets, 1996).