Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733310
Title: Systems of indoctrination : accelerated Christian education in England
Author: Scaramanga, Jonathan Theodore
ISNI:       0000 0004 6497 5341
Awarding Body: UCL Institute of Education
Current Institution: University College London (University of London)
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
Accelerated Christian Education (ACE) is an individualised curriculum used in some private schools. It is known for its conservative Protestant stance and largely literal interpretation of the Bible, and for teaching every academic subject from a biblical perspective. ACE claims the curriculum is used in more than 6,000 schools worldwide, but there has so far been minimal academic research into the curriculum or students' experiences of it. I attended an ACE school for some of my secondary education, and this thesis combines reflections on my experiences and analysis of qualitative interviews with students who were educated at ACE schools in England. These interviews give a sense of what it is like to attend an ACE school, students' perceptions of their education and its effect on their subsequent lives. ACE promotional materials have in the past said the system is "designed for programming the mind to see life from God's point of view". From a liberal perspective, this raises concerns about indoctrination. I conceptualise indoctrination as education which makes students closed-minded, and argue that closed-mindedness is linked to cognitive biases and cognitive dissonance. I then examine ways in which ACE is likely to instill closed-mindedness in its students through the use of forced compliance, conformity pressures, and extrinsic rewards. While some participants found their ACE experience beneficial, the majority experienced inadequate education, sexism, homophobia, excessive punishment, and discrimination against those considered 'ungodly'. Many participants described continued effects of indoctrination despite their rejection of ACE's teachings. Inspection reports from ACE schools do not indicate awareness of these issues. The thesis concludes with a discussion of the possible effects of increased regulation on these schools.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.733310  DOI: Not available
Share: