Students go to school to gain skills and knowledge that will help them get good jobs and participate productively in society. However, schools also teach students norms and values like respect for authority and acceptance of the existing social order. They promote the cultural capital, or exposure to art and literature, of higher socioeconomic classes over others. While education is meant to promote social mobility, in reality those from wealthy families tend to receive better education resources and maintain their privileged status over time.
Building a pedagogy of engagement for students in povertyJonathan Dunnemann
The only surefire way to eliminate the achievement gap is to eradicate can still take many research-proven steps to foster equality of opportunity in education.
Building a pedagogy of engagement for students in povertyJonathan Dunnemann
The only surefire way to eliminate the achievement gap is to eradicate can still take many research-proven steps to foster equality of opportunity in education.
Creating Something Out of Nothing: Social Media in the Nonprofit SectorRebecca Gordon
We all know of organizations that have used social media to dramatically impact their connections with the people they serve and potential donors. This presentation focuses on how to build relationships with social media in the nonprofit sector.
A satyrical analysis of compulsory schooling. It explores the ways in which school is designed to pacify and produce quiescent, compliant citizens who will not challenge the power status quo.
For similar and related slide shows that can be downloaded free, please visit my website at www.tonywardedu.com.
Name ________________________Date ________________________.docxrosemarybdodson23141
Name ________________________
Date ________________________
Critical Reflection #4- “The Myth of the Culture of Poverty”
Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7). Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx
Read the assigned article(s), then answer the following questions honestly and completely in short answer form. Your response to EACH section of every question should be between 150-500 words. Answers that do not fulfill the minimum word requirement will NOT earn credit. Collegiate-level writing is expected, including, but not limited to, using complete sentences, appropriate punctuation, proper paragraph structure, and editing for spelling and grammar mistakes. Please cite any sources you use, and quotations are not counted in the word minimum.
Use appropriate supporting evidence for your statements. Answer each prompt question thoroughly. If you can ask "why?", "how so?", or "how do you know that?" after reading what you've written, you've got more work to do. Your answers are for your own reflection and will only be viewed by your instructor. Each question should address the information in the article, content from class, and your reflections of the material.
1. According to the article, “what is the so-called “culture of poverty”? What are some common stereotypes of people who live in poverty? What are some incomplete ideas you have or have had about people who live in poverty? Moving forward, how can you reevaluate these incomplete ideas and apply them to everyday life?
2. In what ways do or could the myths about poverty in the article affect the population with whom you work?
3. Gorski describes the deficit perspective in schools, the idea that teachers and schools may define students by their weaknesses rather than their strengths. Look through materials that your organization produces: their website, brochures, flyers, fundraising letters, etc. In what ways is the population you serve described in terms of weaknesses? In terms of strengths?
4. Based on our discussion in class and the article, what role do you think the government should play in providing assistance for its citizens? How is the Federal Poverty Line determined? Do you think that Line is fairly determined? Why or why not?
5. Gorski names a handful of American iconic persons or groups who have done significant antipoverty work in the U.S.: Martin Luther King, Jr., Helen Keller, the Black Panthers, Cesar Chavez. Choose one about which you know the least, and describe 1-2 of their antipoverty efforts: Who was it aimed to help? During which period of time did they operate? What was their work, and where did it take effect? What were the results of their work? (400 words minimum)
The Myth of the
Instead of accepting myths that
harm lo'w-income students, we
need to eradicate the systemwide
inequities that stand in their way.
Paul G.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
Forensic Drug Chemistry and White Powder IdentificationIn this e.docxbudbarber38650
Forensic Drug Chemistry and White Powder Identification
In this experiment you will perform a series of tests on some of the white powders commonly encountered in the crime laboratory. You will distinguish each of the powders based upon the differences in physical and chemical properties.
Materials
· baking soda
· table salt
· corn starch
· granulated sugar
· eyedropper
· iodine solution
· vinegar
· water
· measuring spoon set
· black construction paper
· silver or white marking pen
· white cups or small white bowls
· hand magnifier or preferably a pocket microscope
Note:
The eyedropper and iodine solution are readily available in most pharmacies.
The eyedropper must be carefully cleaned prior to performing each different test. The measuring spoons must be cleaned prior to the sampling of each powder.
You will be able to observe the appearance of the powders better with a pocket microscope than with a hand magnifier.
Procedure:
Place ½ teaspoon of each of the four white powders on a separate sheet of black paper.
Test # 1
Take your eyedropper and add a drop or two of warm water on to a portion of each of the powders.
Test # 2
Using your eyedropper, add about 10 to 15 drops of the iodine to about ½ cup of water and stir. The solution should look somewhat like a moderately dark tea beverage. Add ½ teaspoon of each powder to a separate small white bowl or cup. Using your eyedropper, add 1 to 2 drops of the iodine solution to the powders.
Test # 3
Place ½ teaspoon of each powder into a separate bowl or cup. Using the eyedropper, add 1 to 2 drops of the vinegar to the powders.
Deschooling Society Page # 1
DESCHOOLING
SOCIETY
IVAN ILLICH
Contents
Introduction
1 Why We Must Disestablish School
2 Phenomenology of School
3 Ritualization of Progress
4 Institutional Spectrum
5 Irrational Consistencies
6 Learning Webs
7 Rebirth of Epimethean Man
Downloaded from http://philosophy.la.psu.edu/illich/deschool/
Deschooling Society Page # 2
Introduction
I owe my interest in public education to Everett Reimer. Until we first met in Puerto Rico
in 1958, I had never questioned the value of extending obligatory schooling to all people.
Together we have come to realize that for most men the right to learn is curtailed by the
obligation to attend school. The essays given at CIDOC and gathered in this book grew
out of memoranda which I submitted to him, and which we discussed during 1970, the
thirteenth year of our dialogue. The last chapter contains my afterthoughts on a
conversation with Erich Fromm on Bachofen's Mutterrecht.
Since 1967 Reimer and I have met regularly at the Center for Intercultural
Documentation (CIDOC) in Cuernavaca, Mexico. Valentine Borremans, the director of
the Center, also .
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Education
1. Why do we go to school?
Class: think for a minute or two. We will make a
list on the board.
1
2. Why do we go to school?
• Because our parents say we have to
• To get a good job
• To make more money
• To get a bigger world view
• To wizen ourselves
• To better participate in a democracy
2
5. 5
The process of “passive consumption”
Acceptance of the
current social order
6. The Hidden Curriculum*
This is the process in which we learn the
norms and values of the status quo. We learn
nationalism (flag salute), passive learning
(raise hand and be quiet), and other items
mentioned already.
*Pierre Bourdieau
6
7. Cultural Capital
Cultural capital is a concept that was conceived
by Pierre Bourdieu in the 1960s. It refers to
the cultural exposure that a student receives
from his/her family in the way of art, music,
and literature as well as a world view that is
beyond the typical.
How much one has as a child (according to
Borurdieu) has a direct effect upon future
socio-economic status (SES).
7
8. Cultural Capital
How much cultural capital do you have? Is it the
same amount as the wealthy have?
You are accumulating it now. As you pass it on to
your offspring they begin with an edge that
they might not have had otherwise.
Cultural capital can be acquired through
education.
8
9. Social Promotion
• How are we promoted through school?
Should we be “socially” promoted or
promoted only on merit?
• Consider the following link: (note: you must
be logged in to EBSCOhost prior to
connection)
"What if we ended social promotion?”
See research synopsis in Thomas Homes’ study on page
9
10. Tracking (within school effects)
• The process of categorizing students into
groups by IQ and achievement scores.
• The intent is to better facilitate them into
higher achievement.
• The result is labeling and self-fulfilled
prophesy.
• Consider the Jennie Oakes study.
(note: if link fails place cursor in address bar to right of address and hit
return again.)
10
11. The Bell Curve controversy
Researchers Herrnstein and Murray (1994) did a
study that claimed that minority groups and
those in lower SES had lower IQs, and that this
was about 40 percent genetically based.
Do you recall the concept of “social Darwinism?”
11
12. The Bell Curve controversy
The eight major claims of the study are:
1 General intelligence exists.
2 At least half of the variation in intelligence is genetically transmitted.
3 Intelligence has become more necessary in the work world than before.
4 Colleges have shifted their entrance priorities away from inherited wealth to those
based upon merit.
5 Society is now dominated by a “cognitive elite.”
6 As the elite forms a social group it reproduces itself through marriage.
7 As well, poor people tend to marry those alike passing on their “modest” abilities
to their children.
8 Because of this genetically passed on intelligence we should see the poor as having
higher crime rates and drug abuse.
12
13. Response to The Bell Curve Study
Assertion (1) Intelligence is a single, unitary
phenomenon consisting of a "core human
mental ability." This "general intelligence"
underlies all forms of "complex mental
work."
13
14. Response to The Bell Curve Study
Response: People may be smart in some
respects, in some contexts, and at some
tasks, but not in others. Some may have a
facility for numbers, others for words…The
kind of intelligence facilitating high
performance in one arena does not
necessarily have the same payoff in another.
…[R]anking on a single intelligence
continuum cannot explain much about their
social and economic outcomes.
14
15. Response to The Bell Curve Study
Assertion (2) Standardized intelligence tests
provide a precise measure of general
intelligence, making it possible to rank
individuals on a linear scale according to their
intelligence quotient.
15
16. Response to The Bell Curve Study
Response: There are many kinds of cognitive
abilities and many kinds of social endeavors as
well, each favoring a somewhat different set of
skills and talents. IQ scores, therefore, tell us
little about people's overall practical
competence, nor do they dictate social and
economic destinies.
16
17. Response to The Bell Curve Study
Assertion (3) Intelligence is "substantially
inherited," with genes accounting for at least
40 percent and as much as 80 percent of the
variation among individuals in cognitive
ability.
17
18. Response to The Bell Curve Study
Response: The Bell Curve, according to many
critics, overestimates the genetic basis and
heritability of IQ and underestimates the
influence of the social environment. [..]
While they claim the heritability of IQ may be
as much as 80 percent, other research,
drawing on a wider range of studies, suggests
a much lower figure, somewhere between 30
and 50 percent.
18
19. Response to The Bell Curve Study
Assertion (4) People at birth are either
blessed or doomed with a level of
intelligence that is largely unalterable. Social
and educational interventions cannot
appreciably raise the cognitive ability of
persons born with low IQs….Though it is not
impossible to boost IQ, they admit, it is
impractical because of insufficient knowledge
and limitations in "the available repertoire of
social interventions."
19
20. Response to The Bell Curve Study
Response: The problem is not that nothing
can be done, but that an "inexpensive,
reliable method of raising IQ is not available."
This is a political, not a scientific, judgment,
however
20
21. Icing on the Cake
The ordinary routine of neutral reviewers [peer review]
having a month or two to go over the book with care
did not occur. Another handpicked group was flown to
Washington at the expense of the American Enterprise
Institute and given a weekend-long personal briefing
on the book's contents by Murray himself … just before
publication. The result was what you'd expect: The first
wave of publicity was either credulous or angry, but
short on evidence, because nobody had had time to
digest and evaluate the book carefully.
(The Bell Curve Flattened - Slate Magazine 1997)
21
22. Response to The Bell Curve Study
For a more complete critique of the work of
Murray and Herrnstein, see the following link:
Critique of the Bell Curve study
(NOTE: You must already be logged in to
Hartnell’s EBSCOhost for link to work.)
22
23. Between school effects:
• According to the Coleman study (1966) material
resources in schools made little difference to
educational performance.
• The decisive influence was the children’s background.
(Giddens et al, 2008)
23
24. Social Economic Status and
Education
There IS a relationship between social class and
wealth to education—this is not the same as
intelligence.
Most of a student’s success is based upon the
parent’s education.
So what is causing what?
24
25. Social Economic Status and
Education
Look at the following graphs and see how race
and ethnicity and class overlap. See the
numbers and consider the causes for them.
25
26. We can safely assume that the more
education the more income:
26
35. Who gets the best education?
If primary and secondary education is
financed by property taxes, which districts
flourish and which don’t?
Consider Jonathan Kozol and his comparison
of impoverished schools to affluent ones?
35
42. Who pays for education
• State taxes (from personal property taxes—
your home)—mostly for primary and
secondary education).
• Federal funds ( although this is minimal)—
mostly for primary and secondary education).
• Tuition for college (your direct cost of
education)
42
45. Who pays for education
• Should education be free and tax paid?
• If so, should this apply to college?
• Medical school?
Consider Northern Europe: in Denmark a college
education is completely free to participating
and qualified students.
45
46. Privatization
• School vouchers: Government money granted to
parents who want their children to attend an
alternative to a public school.
• Home schooling: Teaching your children at home via a
qualified curriculum.
• Charter schools: Private schools that nonetheless
receive public money.
• Religious schools: Private schools that receive public
and private money but emphasize a particular religion.
46
47. The College Education
John Merrow (in the film Declining by Degrees,
1995) discusses the following issues:
• Grade inflation
• Debt for an education
• Having to work while going to college
• Government cuts in education overall
• Lack or lessening of grant opportunities
• Different educations for different income brackets
more ->
47
48. The College Education
• Lack of counseling
• Special privileges to special groups (athletes,
high school honor students)
• An eroding social contract (gone is the easy
access to a college education as is available in
other developed countries)
48
52. The Governor Ronald Reagan
• Once elected, [1966]Mr. Reagan set the educational tone for
his administration by:
• a. calling for an end to free tuition for state college and
university students,
• b. annually demanding 20% across-the-board cuts in higher
education funding,[2]
• c. repeatedly slashing construction funds for state campuses
• d. engineering the firing of Clark Kerr, the popular President of
the University of California, and
• e. declaring that the state "should not subsidize intellectual
curiosity,[3]”
http://www.newfoundations.com/Clabaugh/CuttingEdge/Reaga
n.html
52
53. Further
• Mr. Reagan's denunciations of student protesters were both
frequent and particularly venomous. He called protesting
students "brats," "freaks," and "cowardly fascists." And when
it came to "restoring order" on unruly campuses he observed,
"If it takes a bloodbath, let's get it over with. No more
appeasement!"
• Several days later four Kent State students were shot to death.
In the aftermath of this tragedy Mr. Reagan declared his
remark was only a "figure of speech." He added that anyone
who was upset by it was "neurotic."[4] One wonders if this
reveals him as a demagogue or merely unfeeling.
http://www.newfoundations.com/Clabaugh/CuttingEdge/Reaga
n.html 53
54. Finally the Nail in the Coffin
• Proposition 13 in 1978 limited property taxes.
• Section 1. (a) The maximum amount of any ad valorem tax on real
property shall not exceed one percent (1%) of the full cash value of
such property. The one percent (1%) tax to be collected by the
counties and apportioned according to law to the districts within
the counties.
• The proposition decreased property taxes by assessing property
values at their 1975 value and restricted annual increases of
assessed value of real property to an inflation factor, not to exceed
2% per year. It also prohibited reassessment of a new base year
value except for in cases of (a) change in ownership, or (b)
completion of new construction. (Wiki – I know! I know! I was in a
hurry.)
54
56. Social problem
All of these issues and more compound to
make education in the United States a severe
social problem.
How does this affect you and your educational
experiences?
56