“Hello, It’s Your Wake Up Call”: Images and Narratives as Tools for Exploring Democratic Ideals and Practices in Teacher Education
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Presentation at the National Art Education Association Conference, this spring, 2009. Multi-year research with partner, Dr. Allen Trent at the University of Wyoming.
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CULTURE: Symbols (words, colors, objects, artifacts)
Beliefs (shared ideas about what’s true)
Values (shared ideas about what’s desirable)
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Norms, Sanctions (Expectations about behavior, rewards, punishments, what’s normal and what’s not.
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Institutions, style of governance, civil and political rights.
Social Order:
Arts, music dance, dress, skirt length, racism, sexism etc.
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Individualism, freedom
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(Rational calculation in the quest for wealth
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Family:
Parental interest in politics, party i.e., religion, power/authority decision-making models.
Primary school:
group norms, national slogans, symbols, introduce outside authority
Secondary school:
Civics, field trips, distinguishes between leaders and institutions.
College:
Critical thinking, emerging peers.
Adulthood:
media, religion, community, peers (the greatest impact- people most like you.)
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Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
Representation Intro
Representation involves the relationship between real people, events, and ideas and how they are portrayed in media. It is a selective process that does not show everything. Dominant groups in society tend to control media representations and promote themselves as normal while marginalizing others. Analysis of representation and stereotypes considers who is represented, how they are portrayed, and why, as well as how micro-level production elements like editing, sound, and camerawork construct certain portrayals.
SociologyExchange.co.uk Shared Resource
Here are some possible links each word could have to today's lesson on explaining sociological perspectives:
Cloak - A Marxist may see education as cloaking or disguising the true nature of inequality and class divisions in society.
Sledge - Functionalists see education like a sledgehammer, forging students into roles that maintain social stability.
Tourist - Postmodernists see students as tourists, able to pick and choose educational experiences rather than passively accept a set curriculum.
Machine - Marxists compare education to a machine that mass produces workers for capitalism, mirroring the division of labor experienced in work.
By considering random words in relation to the lesson content, it encourages creative thinking about how different concepts and ideas
20161017111010what kind of_citizen
This document discusses different conceptions of citizenship that underlie civic education programs. It identifies three main conceptions: personally responsible citizens who obey laws and help their community through volunteering; participatory citizens who actively engage in community organizations and efforts; and justice-oriented citizens who critically analyze social problems and work towards systemic solutions for social justice. The document argues that while developing personal responsibility in citizens is important, it is an inadequate focus for democratic education as it can obscure needs for collective action and distract from analyzing and addressing root causes of social issues.
TheoriesComparative.ppt
This document provides an overview of different theories in comparative politics as discussed by Ruth Lane in her chapter on theory and the art of comparative politics. It outlines three main forms of theory - Michel's "iron law of oligarchy," functionalism, and rational choice theory. It also discusses Lane's perspective on model building as a method of theory construction and presents the "politics" model as an example. Overall, the document aims to illustrate different approaches to conceptualizing and constructing theories in comparative politics.
Chapter 1 ucsp [autosaved]
Understanding culture and society
Chapter 1 The social science and the three faces of the social
lesson 1 Key observation
Lesson 2 The social science
Objective
question
what is social science
herbert spencer survival of the fittest
emile dukheim suicide
Essays On Democracy. College of the Florida Keys
Crafting an essay on democracy is a challenging task that requires comprehensive understanding and nuanced exploration of its political, social, and philosophical dimensions. There are diverse perspectives on democracy from scholars and theorists throughout history. Additionally, the essay must address democracy's historical evolution through different cultures and analyze how historical events impacted the concept. The practical functioning of modern democratic institutions also adds complexity when discussing electoral systems, the media's role, and other challenges. The essay should also reflect an awareness of ongoing debates around issues like populism, technology's influence on politics, and challenges to democratic values. While complex, writing on this topic provides an opportunity for critical thinking by grappling with fundamental questions about governance, representation, and citizen participation.
L5 revision guide making
This document provides guidance for a media studies exam focusing on representations of youth in media. It outlines four key areas exam questions may focus on: how different groups are represented, how representations have changed over time, social implications, and the mediation of identity. Students are instructed to refer to historical, contemporary, and future representations in their essays. The document also provides advice on how to structure an essay to hit assessment criteria focusing on explanation, examples, and terminology. It emphasizes developing an argument connected to the question using theories, case studies, and media texts from different forms and industries.
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