What does an education involve, where does it take place, and who decides? ECS Year 1 The Curriculum: Historical and Philo...
Social Capital and Educational Outcomes <ul><li>Social Capital </li></ul><ul><ul><li>The creation of human capital (James ...
Coleman’s (1988) Definition of Social Capital  <ul><li>Level of trust as evidenced by obligations and expectations </li></...
Educational Outcomes <ul><li>Measured by achievement and attainment </li></ul><ul><li>Coleman (1988)—greater amounts of so...
What does education involve? <ul><li>How a society selects, classifies, distributes, transmits, and evaluates the educatio...
Societal Interpretation of Education <ul><li>Mechanical Solidarity </li></ul><ul><ul><li>Each unit in the society is funct...
Consider…. <ul><li>What society fits the description of “Mechanical Solidarity”? </li></ul><ul><li>Why do you think so? </...
Organic Solidarity <ul><li>Units are functionally dependent on each other </li></ul><ul><li>Division of labour is well dev...
Consider… <ul><li>What society fits the description of “Organic Solidarity”? </li></ul><ul><li>Why do you think so? </li><...
Where does education take place? <ul><li>Classroom? </li></ul><ul><li>In the “field”? </li></ul><ul><li>Community? </li></...
Who decides where education takes place? <ul><li>Individuals? </li></ul><ul><li>Government? </li></ul><ul><li>Governing Ed...
Seminar <ul><li>ALEC—building on paragraph structure </li></ul><ul><li>Consider—using your “mind web”, discuss what you de...
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What does education involve

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What does education involve

  1. 1. What does an education involve, where does it take place, and who decides? ECS Year 1 The Curriculum: Historical and Philosophical Perspectives
  2. 2. Social Capital and Educational Outcomes <ul><li>Social Capital </li></ul><ul><ul><li>The creation of human capital (James Coleman, 2000) </li></ul></ul><ul><ul><li>Benefits accruing to individuals or families by virtue of their ties to others </li></ul></ul><ul><ul><li>Access to institutional resources (Bourdieu, 1986) </li></ul></ul><ul><ul><li>Social capital is made up of social obligations or connections </li></ul></ul>
  3. 3. Coleman’s (1988) Definition of Social Capital <ul><li>Level of trust as evidenced by obligations and expectations </li></ul><ul><li>Information channels </li></ul><ul><li>Norms and sanctions that promote the common good over self-interest </li></ul>
  4. 4. Educational Outcomes <ul><li>Measured by achievement and attainment </li></ul><ul><li>Coleman (1988)—greater amounts of social capital lead to higher educational success </li></ul><ul><li>Bourdieu (2000)—power and control translates into principles of communication (class, gender, ethnicity) </li></ul>
  5. 5. What does education involve? <ul><li>How a society selects, classifies, distributes, transmits, and evaluates the educational knowledge it considers to be public reflects both the distribution of power and the principles of social control. (B. Bernstein, 2003) </li></ul>
  6. 6. Societal Interpretation of Education <ul><li>Mechanical Solidarity </li></ul><ul><ul><li>Each unit in the society is functionally equivalent </li></ul></ul><ul><ul><li>Everyone is independent of anyone else </li></ul></ul><ul><ul><li>Individuality is at a minimum and social roles are ascribed </li></ul></ul><ul><ul><li>Common set of values, collective consciousness to which all individuals give allegiance and which regulates behaviour </li></ul></ul><ul><ul><li>Individual personality is absorbed into collective personality </li></ul></ul>
  7. 7. Consider…. <ul><li>What society fits the description of “Mechanical Solidarity”? </li></ul><ul><li>Why do you think so? </li></ul><ul><li>What would education look like in this society? </li></ul>
  8. 8. Organic Solidarity <ul><li>Units are functionally dependent on each other </li></ul><ul><li>Division of labour is well developed </li></ul><ul><li>Individuality is stressed </li></ul><ul><li>Personal differences valued </li></ul><ul><li>Each unit has a distinct and valued personality </li></ul>
  9. 9. Consider… <ul><li>What society fits the description of “Organic Solidarity”? </li></ul><ul><li>Why do you think so? </li></ul><ul><li>What would education look like in this society? </li></ul>
  10. 10. Where does education take place? <ul><li>Classroom? </li></ul><ul><li>In the “field”? </li></ul><ul><li>Community? </li></ul><ul><li>Elsewhere? </li></ul>
  11. 11. Who decides where education takes place? <ul><li>Individuals? </li></ul><ul><li>Government? </li></ul><ul><li>Governing Educational Body? </li></ul><ul><li>Others? </li></ul>
  12. 12. Seminar <ul><li>ALEC—building on paragraph structure </li></ul><ul><li>Consider—using your “mind web”, discuss what you defined as education and what/who influenced your definitions </li></ul><ul><li>Consider—what/who influences how the definition of education alters, who has access to education, and what is offered in education </li></ul>

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