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School & Society PowerPoint - Oct 17

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University of Minnesota

University of Minnesota
Fall 2006

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School & Society PowerPoint - Oct 17 School & Society PowerPoint - Oct 17 Presentation Transcript

  • Sociology of Education EDHD 5005: School and Society October 17, 2006 Presentation by: Emanda Thomas
  • Do you agree with this quote? Why or why not? How do you feel about this statement.
    • “The values, beliefs, and norms of a society are internalized within children so that they come to think and act like other members of society…schools socially and culturally reproduce the existing society though the systemic socialization of it’s youngest members.”
  • Class overview:
    • Why Sociology of Education is important?
    • Theories of Sociology of Education
    • Processes
    • Norms, Values, Beliefs
    • Lot’s of discussion in class
  • A Brief Introduction to Sociology
    • Sociology focuses on the study of relationships between people, and the structures they develop
    • Relationships/structures can include small groups and larger collectives.
    • The study of sociology is embedded in culture
  • Why is it important?
    • “ Without clear thinking, good information, and honest assessments, education as an institution is bound to move into the future like a ship without a rudder, floundering, directionless, and in danger of sinking. Before better educational programs can be designed, educators must know what works and what does not. The empirical and conceptual tools of sociology are ideally suited to this task because they guide one toward systematic thinking and realism about what is actually possible.”
    • (Sadovnik et al., 112)
  • Four major theories of sociology
    • Positivist theories:
      • Functionalism
      • Conflict
    • Constructivist theories:
      • Institutionalism
      • Post-modern
  • Positivism vs. Constructivism
    • Both are perspectives/lenses
    • Positivism
      • Knowledge reflects an objective external reality.
    • Constructivism
      • Human beings discover and authenticate knowledge through their personal experience.
  • Functionalism, Durkheim
    • Education’s larger purpose is to support social/cultural development and the effective functioning of social structures.
    • Education for all is important for social cohesion
    • Moral education
  • Conflict, Marx
    • The powerful classes dominate education.
    • All education is experienced through the knowledge that is approved for each social class.
    • Formal educational structures support the preferences of the elite.
  • Contemporary Structuralism, Institutionalism
    • Existing institutional structures and norms dominate the goals, procedures and outcomes of major social sectors, including (especially) education.
    • Education’s larger purpose is to support the status quo.
  • Post Modernism
    • Educational institutions reflect local values. Educational institutions are based on local preferences and promote variability rather than uniformity in knowledge and achievement. We do not.
  • Interactional, Bernstein An additional Theory from Sadovnik et al.
    • Emphasizes a micro understanding of schools and society.
    • The processes which lead to the structure
      • How are student’s determined to be gifted or learning disabled?
    • Processes carry norms, values, and assumptions
  • Norms, Values, Assumptions
    • Norms – behavior, patterns, rituals, traditions, rules, etc.
    • Values – what an a person or group stands for, defines fundamental character, a sense of identity
    • Assumptions or Beliefs – What is generally understood as truth and agreed upon by an individual or group.
  • Effects of Schooling on Individuals
    • What contributes to effects:
    • Difference between schools
      • Curriculum, teacher quality, academics, teacher expectations, time in school
    • Considering issues of class, race, gender, special needs, etc.
  • Effects of Schooling on Individuals
    • Knowledge and attitudes that are learned in school
    • Employment opportunities
    • Education and Mobility
      • Context mobility vs. sponsored mobility
  • Think about and discuss:
    • “… why do [students] study the materials that they do? Who selects what people teach and learn, and why? Is knowledge value free or socially constructed?”
    • (Sadovnik et al, 113)
  • Questions???