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Education Movies and the Promotion of One Dimensional Thinking: a Marcusean Examination of Films Made Between 2005 and 2017

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Education Movies and the Promotion of One Dimensional Thinking: a Marcusean Examination of Films Made Between 2005 and 2017 EDUCATION MOVIES AND THE PROMOTION OF ONE DIMENSIONAL THINKING: A MARCUSEAN EXAMINATION OF FILMS MADE BETWEEN 2005 AND 2017 by Graham Birrell Canterbury Christ Church University Thesis submitted for the Degree of Doctor of Education 2019 0 1 CONTENTS THE CREDITS: ACKNOWLEDGEMENTS 3 PREFACE CONTRIBUTION TO PROFESSIONAL DEVELOPMENT 4 ABSTRACT 7 CHAPTER 1 THE DIRTY COMMUNIST DOG: INTRODUCING MARCUSE AND THE MOVIES 8 CHAPTER 2 OFFER WEAPON: NEOLIBERALISM AND EDUCATION IN BRITAIN AND THE UNITED STATES 18 CHAPTER 3 NOT QUITE MY TEMPO: THE SCHOLARLY RECEPTION OF EDUCATION IN THE MOVIES 33 CHAPTER 4 METHOD ACTING: CRITICAL THEORY, HERBERT MARCUSE AND THE DIALECTIC 56 4.1 BOYZ ‘N THE HOOD: THE FRANKFURT SCHOOL AND POPULAR CULTURE 57 4.2 CROUCHING TIGER, HIDDEN DRAGON: MARCUSE AND ONE DIMENSIONAL THINKING 67 4.3 FACE/OFF: THE DIALECTIC 80 4.4 VICE: CONSIDERING METHODOLOGICAL LIMITATIONS 86 CHAPTER 5 THE DIRECTOR’S CUT: SELECTION AND JUSTIFICATION OF THE FILM SAMPLE 92 CHAPTER 6 THE DIALECTIC OF THE CELLULOID SCHOOL 98 6.1 TRUE GRIT: PERFORMANCE REGNANT 99 6.2 DAWN OF THE DEAD: REPRESSIVE DESUBLIMATION 111 6.3 TOUCHING THE VOID: GREAT REFUSAL AND REPRESSIVE TOLERANCE 124 6.4 OBLIVION: EDUCATIONAL HAPPY UNCONSCIOUSNESS 134 CHAPTER 7 PRAXIS 145 CHAPTER 8 FINAL SCENE: CONCLUSIONS 158 BIBLIOGRAPHY 169 APPENDICES 196 APPENDIX 1 MOVIE LONG LIST 197 APPENDIX 2 MOVIE SYNOPSIS 200 2 THE CREDITS: ACKNOWLEDGEMENTS Without question, my greatest thanks are to my family. They grew accustomed to not seeing me for long periods, time I spent at the bottom of the garden in ‘the shed’ where I wrote much of this thesis. I emerged from time to time for ‘refuelling’, only to quickly return to the writing den. Including the essay writing period before this thesis, this meant that for five years much family life was either put on hold or was adjusted around periods of doctorate work. My children were nine and eleven when I started this process, both are now teenagers - the oldest is about to start A Levels and beginning to think about university herself. Many trips out happened without me; many playful times with Dad were cut short or didn’t happen at all; and many times the answer to ‘will you be finished soon?’ was always ‘not for a while yet.’ I thank both my children for their calm acceptance of all these things – I hope I can return the favour one day. Most of all however, I thank my wife, Donna, for her incredible patience and understanding – not just in taking on even more roles and responsibilities in family life, but also in listening to me expanding endlessly on ideas and my latest thinking. Few would have such reserves of good will and kindness. It is absolutely true to say I would not have reached this stage without her. I would also like to thank my supervisors, Andrew Peterson and Andrew Humphries. This thesis has been significantly improved at every stage by their advice and guidance. Their expertise and experience has been invaluable – I am in their debt for the time and wisdom they have provided. I also thank my good friend and cinema-going companion, Tobin Wallace-Sims, not only for the regular movie nights that inspired the topic for this thesis in the first place, but also for his incredibly thorough proof-read as it reached its final stages. Finally, I wish to thank my employers, Canterbury Christ Church University, who have kindly provided staff development funding during the course of completing the doctorate. Graham Birrell, May 2019 3 PREFACE CONTRIBUTION TO PROFESSIONAL DEVELOPMENT 4 I have spent twenty-two years as an educator – firstly as a primary school teacher and secondly as a teacher-educator at university: without question, completing the Education Doctorate has been the most significant piece of professional development of my career. On a professional level, its impact has been multi-faceted. In terms of subject knowledge, my understanding of theory, epistemology, methodology and method has become far deeper. The most practical impact of this has been on my teaching, which has become significantly more research-informed. My sessions were always linked to research, but the new knowledge I developed from writing the thesis and completing the seven modules of the doctorate have enabled me to embed research tools, approaches and understandings in a way my previous teaching lacked. In explicitly developing my research-informed teaching, the most obvious improvement has been my knowledge and understanding of not just Marcuse, but also critical theory more widely. However, although critical theory was the framework I chose for this thesis, it only formed one module on the EdD, which also included significant analysis of numerous methodological approaches and epistemological issues. All of these have helped my teaching to becoming richer and deeper in terms of greater insights into theoretical frameworks of how knowledge is developed and understood. By ‘weaving’ a deeper methodological layer into my teaching, it has given it an added depth of analysis and insight, helping my sessions to probe more intensely into education and its place in the world. Undertaking the EdD has also had a significant impact on the development of my professional life. It has already helped me to widen the spread of courses that I lead or make a contribution to. For example, I now lead a ‘Film and Education’ course on the third year of an undergraduate degree in the Faculty of Education. The course involves assessing the importance of movies generally, plus watching and critically assessing films specifically. The understanding I have developed about individual school movies, plus theory and culture more widely, has played a pivotal role in the development of the module. Without undertaking this thesis, it is impossible to imagine I could have taken my career in that direction. Furthermore, thanks to presentations of this thesis to other areas of the university, I am now being asked to lead seminars on film and culture in other university faculties. In addition to the course noted above, since undertaking the EdD I have also begun teaching and leading courses involving research methods, politics and history. An example of this is that I have twice been asked to present to new EdD cohorts on methodology. Upon successful 5 completion, it is my hope to increasingly be in a position to undertake more of this kind of teaching, including the supporting and supervising of postgraduate students, assisting them in their own understanding of research and theory. However, even if this does not happen, the insight into research methods and methodology has already been of significant benefit to my ability to support students through research projects: I already supervise dozens of undergraduate students through their dissertations and my approach to these has significantly developed via the knowledge I have gained during the doctoral process. The last and perhaps most significant impact of undertaking the doctorate is what I hope will be its role in beginning a more research-orientated phase of my career, one where I aim to make a significant contribution to the research life of the faculty, including academic publications. The understanding and insight I have gained from the EdD will be of immeasurable benefit to me in aiming to make this fundamental shift in my university career. I recognise and appreciate the critical importance of the doctoral process in making this step – not from a technical perspective of a line on a CV, but from the development in my thinking and my understanding of research and its role in viewing all vagaries of life, humanity and society. In summary, for these reasons I return to the opening words of this brief section to reassert that no matter what the final judgement of this thesis may be, the EdD has already made a more profound contribution to my professional development than any other activity in my career. It has proven an important turning point in my professional life, one that will shape my teaching and my research for the remainder of my time in education. 6 ABSTRACT This thesis examines how recent movies have depicted schools and teachers in the United Kingdom and the United States. Deploying methodological tools outlined by the Frankfurt School critical theorist Herbert Marcuse, it analyses the messages of twenty-first century film- making in the school genre, asking whether such films reinforce or challenge neoliberal perspectives of education. To address this, ten films are assessed against Marcuse’s most significant and well-known philosophical concept - ‘one-dimensionality’ - modes of thinking in ‘advanced capitalist societies’ where critical spaces and alternative ways of seeing the world are closed down. To analyse whether films contribute to a ‘one-dimensional’ perspective of education, key Marcusean constructs are utilised, concepts that Marcuse argued contributed to the death of critical thinking. The films are analysed through the main written method of the Frankfurt School – the dialectic. Through the combined dialectical analysis of ten films, literature in the field and through exploration of critical theory and Marcuse, this thesis argues that movies play an important role in the consolidation of neoliberal perspectives of education, and that awareness and examination of the impact of popular culture should remain a significant feature of any critical society. In so doing, the thesis also aims to critically contribute towards a recent ‘renaissance’ in the consideration and application of Marcuse’s scholarly output. 7 CHAPTER 1 THE DIRTY COMMUNIST DOG: INTRODUCING MARCUSE AND THE MOVIES 8 Renaissance Man: Herbert Marcuse and One Dimensional Society 1 In the late 1960s, a Jewish academic at the San Diego campus of the University of California, received a number of disturbing letters.
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