The Making of Pupils: Institutionalized Education in Romanian High Schools

Abstract

Abstract 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.