According to Anthropology & Education, Education is cultural transmission. “A calculated intervention in the learning process. ” (Anthropology and Education, George & Louise Spindler). Research has shown that most of what we term as learning takes place during play. Children in many societies learn solely through observing, playing and occasionally asking.

As far as Formal Schooling, for groups of similarly treated individuals schooling works well for the purpose of creating national identification or grooming individuals to occupy critical positions in government, church, economic, military and diplomatic spheres –things that were needed in state formation; a period long past. For teaching life, culture, creativity, schools are weak tools. In the Long Term, `Modern Schools’ need to better serve our children in the modern world and what goes on in school “needs to be redesigned to enhance, rather than inhibit learning.” (Anthropology and Education, Lundy Dobbert & Betty Cooke)

In each generation, the children will renew their lifestyles regardless of the resultant oppression from the Host Group. Why? Once the Host Teacher treats a student as inadequate, they will see them as oppressive and behave inadequately Relations between teacher and student regress, even more quickly with interethnic code differences. As a Result, the child works even more ardently to be visible, which further sets them up to be more condemned.

As the teacher’s role of condemnation becomes more prevalent, the rebellion grows. School work is caught in the middle of this daily battle. In the End Teachers do not enter this battle consciously ascribing failure to certain groups Nor do pariah students “drag failure along, either genetically or socially, from the previous generation. “Rather it is worked out in every classroom, every day, by every teacher and every child in their own peculiar ways.” (Anthropology and Education, Ray Mc Dermott)