Scly2 education hidden curriculum and anti school subcultures
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The hidden curriculum refers to the implicit socialization and norms that are taught in schools outside of the official curriculum. It includes ideas around gender roles, individualism, respecting authority, and learning capitalist values like hierarchy and discipline. Anti-school subcultures form in opposition to this and reject conventions like uniforms, respect for teachers, and doing classwork. Marxists believe these subcultures are a rebellion against the capitalist system that labels working class children as failures.
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Anti School Subculture
Some students join an anti-school subculture that rejects the norms and values of the main school culture by not doing homework, disrupting lessons, and breaking rules. These students tend to be placed in lower ability groups and come from working-class backgrounds. They gain status among peers through their rebellious behavior as the school system has labeled them as failures.
Hidden Curriculum
Schools teach students social norms through mechanisms like uniforms, discipline for tardiness, and timetables to help prepare them for societal expectations of conformity, work, and traditional gender roles. These rules and structures are meant to replicate the power dynamics students will face in the working world and reinforce dominant ideas in society whether students want to conform or not.
Marxist & Functionalist Differences
The document compares functionalist and Marxist perspectives on the role of education. Functionalists see education as socializing children with shared societal norms and values through mechanisms like the division of labor and meritocracy. Marxists, however, argue that education serves to socialize children into accepting their class roles and perpetuating inequality, by passing on the dominant ideology of the ruling class through the hidden curriculum and restricting social mobility.
Factors That Affect Attainment In Schools
These small-scale studies examine what occurs in classrooms from the perspective of both pupils and teachers. Researchers found that non-academic factors like speech, dress, and personality influence how teachers evaluate pupils, creating stereotypes. Setting students into bands or streams based on perceived ability can also lead to self-fulfilling prophecies, as students behave according to the labels they are given by teachers. Some studies also looked at how low-achieving boys form their own counter-culture that rejects academic success in favor of breaking rules and disruptive behavior.
Pupil subcultures
Pupil subcultures develop in response to how teachers label and group students. Teachers differentiate students based on their perceptions of ability, attitude, and behavior, such as through streaming which separates students into classes. This polarization process causes students to respond by moving towards one of two extremes - the pro-school subculture of high-achieving middle class students committed to academic success, or the anti-school subculture of low-achieving working class students who seek status through inverting school values in response to feeling a loss of self-esteem from being labeled as failures.
Interactionist Approach To Education
The document discusses interactionist approaches to understanding education. Interactionists believe that human behavior is influenced by how individuals perceive themselves based on interactions with others, rather than being determined by external forces alone. The research of David Hargreaves found that teachers initially categorized students based on attributes like appearance, ability, likability, and conformity. These initial categorizations often led to stereotyping, known as the "halo effect." Further research found that teacher labeling of students as bright or thick could become self-fulfilling prophecies, influencing how students perceived and performed themselves.
AS Sociology Unit 2 (Education) - Cultural Deprivation
This document discusses the cultural deprivation theory, which argues that many working-class children underachieve in school due to lacking certain cultural skills and values taught at home. It outlines three main aspects of alleged cultural deprivation: intellectual development, language development, and attitudes/values. Research is presented that found working-class children scored lower on tests and had less stimulating home environments. Differences in restricted vs. elaborated speech codes and lack of parental interest and achievement motivation are also discussed as factors in the cultural deprivation theory.
Criticisms Of Factors Inside Schools
This document discusses criticisms of interactionsist perspectives that focus too much on factors inside schools. It notes that interactionsists are seen as too deterministic by ignoring outside cultural and material factors. Additionally, interactionsists do not give enough consideration to problems from inequalities in wider society that teachers cannot control. The document also lists some internal school factors that interactionsists sometimes ignore in their conclusions, such as class sizes, school funding, teacher morale, pressures to meet performance targets, and stratifying students for different academic tracks.
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Anti School Subculture
Some students join an anti-school subculture that rejects the norms and values of the main school culture by not doing homework, disrupting lessons, and breaking rules. These students tend to be placed in lower ability groups and come from working-class backgrounds. They gain status among peers through their rebellious behavior as the school system has labeled them as failures.
Hidden Curriculum
Schools teach students social norms through mechanisms like uniforms, discipline for tardiness, and timetables to help prepare them for societal expectations of conformity, work, and traditional gender roles. These rules and structures are meant to replicate the power dynamics students will face in the working world and reinforce dominant ideas in society whether students want to conform or not.
Marxist & Functionalist Differences
The document compares functionalist and Marxist perspectives on the role of education. Functionalists see education as socializing children with shared societal norms and values through mechanisms like the division of labor and meritocracy. Marxists, however, argue that education serves to socialize children into accepting their class roles and perpetuating inequality, by passing on the dominant ideology of the ruling class through the hidden curriculum and restricting social mobility.
Factors That Affect Attainment In Schools
These small-scale studies examine what occurs in classrooms from the perspective of both pupils and teachers. Researchers found that non-academic factors like speech, dress, and personality influence how teachers evaluate pupils, creating stereotypes. Setting students into bands or streams based on perceived ability can also lead to self-fulfilling prophecies, as students behave according to the labels they are given by teachers. Some studies also looked at how low-achieving boys form their own counter-culture that rejects academic success in favor of breaking rules and disruptive behavior.
Pupil subcultures
Pupil subcultures develop in response to how teachers label and group students. Teachers differentiate students based on their perceptions of ability, attitude, and behavior, such as through streaming which separates students into classes. This polarization process causes students to respond by moving towards one of two extremes - the pro-school subculture of high-achieving middle class students committed to academic success, or the anti-school subculture of low-achieving working class students who seek status through inverting school values in response to feeling a loss of self-esteem from being labeled as failures.
Interactionist Approach To Education
The document discusses interactionist approaches to understanding education. Interactionists believe that human behavior is influenced by how individuals perceive themselves based on interactions with others, rather than being determined by external forces alone. The research of David Hargreaves found that teachers initially categorized students based on attributes like appearance, ability, likability, and conformity. These initial categorizations often led to stereotyping, known as the "halo effect." Further research found that teacher labeling of students as bright or thick could become self-fulfilling prophecies, influencing how students perceived and performed themselves.
AS Sociology Unit 2 (Education) - Cultural Deprivation
This document discusses the cultural deprivation theory, which argues that many working-class children underachieve in school due to lacking certain cultural skills and values taught at home. It outlines three main aspects of alleged cultural deprivation: intellectual development, language development, and attitudes/values. Research is presented that found working-class children scored lower on tests and had less stimulating home environments. Differences in restricted vs. elaborated speech codes and lack of parental interest and achievement motivation are also discussed as factors in the cultural deprivation theory.
Criticisms Of Factors Inside Schools
This document discusses criticisms of interactionsist perspectives that focus too much on factors inside schools. It notes that interactionsists are seen as too deterministic by ignoring outside cultural and material factors. Additionally, interactionsists do not give enough consideration to problems from inequalities in wider society that teachers cannot control. The document also lists some internal school factors that interactionsists sometimes ignore in their conclusions, such as class sizes, school funding, teacher morale, pressures to meet performance targets, and stratifying students for different academic tracks.
Education ppt
This document discusses sociological perspectives on education, including functionalist, conflict, and interactionist views. It also addresses schools as formal organizations and how they have become increasingly bureaucratized over time. Finally, it examines social policy issues regarding education, using the No Child Left Behind program as a case study. It outlines the key provisions of this policy as well as debates around its implementation and effectiveness.
HIDDEN CURRICULUM AND CORRESPONDENCE THEORY
Bowles and Gintis proposed a correspondence theory where the structure of schools mirrors the structure of the economic system. They believed schools teach a hidden curriculum of obedience and conformity through techniques like discipline, hierarchy, and grades that prepare students to accept their future economic roles. Critics argue this view overstates schools' role in reproducing inequality and fails to recognize teachers' influence or changes in work organization. Functionalists saw the hidden curriculum as transmitting shared social values to promote cooperation.
Feminism
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
Labelling and self-fulfilling prophecy
This document discusses labelling and its impact on student achievement. It defines labelling as stereotyping students based on biased perceptions. Teachers inevitably label students, such as viewing working-class students or poorly-behaved students as less bright. This labelling can become a self-fulfilling prophecy, where students internalize the labels and their behavior and performance conform to teacher expectations. The document also summarizes Rosenthal and Jacobson's famous study which found that when teachers were told certain students were high-achievers, even though the labels were random, those students performed better due to increased teacher attention and expectations.
SociologyExchange.co.uk Shared Resource
Functionalism views society as a system of interdependent parts that work together to maintain stability. Functionalists see the education system as serving important functions for society, such as socializing children into shared cultural values and preparing them for their future roles. However, Marxists and postmodernists criticize the functionalist perspective. Marxists argue that education serves to reproduce class inequalities and transmit the values of the ruling class. Postmodernists believe education has become more diverse and responsive to individual needs in postmodern society. Ethnic minority students often face both external factors like cultural and material deprivation, as well as internal factors within the education system like institutional racism, that can contribute to differences in educational achievement compared to white students.
Sociological perspective on education
Education serves important sociological functions from different theoretical perspectives. Functionalism views education as serving functions like socialization, social integration, and cultural innovation. Conflict theory sees problems in how education promotes social inequality through tracking and standardized testing that reinforce social class and racial disparities. Symbolic interactionism focuses on how social interactions in school settings shape outcomes like gender roles and teachers' expectations of students' abilities.
Sociology of education
This document provides an overview of sociological perspectives on education. It discusses how functionalists view education as contributing to social stability and mobility, while conflict theorists see it as perpetuating social inequalities. It also examines issues like unequal funding of schools, the role of cultural capital, and racial segregation/integration in the education system.
Criticisms Of Cultural Explanations
This document discusses criticisms of explanations for educational underachievement that blame working-class culture. It argues that the differences between working and middle-classes are exaggerated, and lack of parental involvement may be due to long work hours rather than lack of interest. It also notes that teacher expectations can influence how children are labeled. Additionally, schools tend to reflect middle-class values rather than catering to working-class needs, and could do more to accommodate working families through flexible meetings and hiring working-class teachers.
LO3 Essay
The document is a sociology essay analyzing the impact of the "hidden curriculum" in schools. The hidden curriculum refers to the unofficial lessons learned through routines, rules and reinforcement in schools. The essay discusses different sociological perspectives on how the hidden curriculum can positively teach values like respect and teamwork but may also negatively impact achievement for some students. It suggests the hidden curriculum structure may not be the best fit for all pupils and could result in labeling students as "troubled" if they do not conform. While functionalists support teaching values through the hidden curriculum, Marxists and feminists disagree believing it exploits and undermines students. The essay concludes the hidden curriculum benefits many but alternatives are needed so all students have equal chance at educational
Stereotyping
Teachers often make non-academic evaluations of students based on stereotypes related to their social class, such as perceiving working-class students as less motivated and articulate and middle-class students as more able even if less bright. This stereotyping can cause problems by leading teachers to ignore bright working-class students and give them less support and encouragement, while thick middle-class students receive more support just because of their perceived social class.
Educational underachievement external & internal factors
Educational underachievement external & internal factors (some)
Unit 1
AS level sociology
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includes : gender, ethnic minorities and social class.
research inc: Sewell & Rosenthal & Jacobsen e.t.c
Chapter 2: What Is a School and What Is It For?
The document discusses the differences between education and schooling. Education is a process of human growth and understanding, while schooling is a formalized process that varies little between settings. Schools can either transmit or re-create culture by socializing students to prevailing ways or training them as agents of change. The four basic purposes of schools are intellectual development, civic and political training, economic preparation, and social adaptation. The roles of teachers and experiences of students differ between elementary, middle, and high schools. Effective schools have high expectations, engaged instruction, well-managed behavior, instructional leadership, and involved parents.
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
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This document discusses the importance of understanding family dynamics in the classroom. It notes that students bring their families with them to school, regardless of whether their family is considered "normal" or "abnormal" by school standards. It also mentions that research shows greater family involvement leads to better student performance. The document provides strategies for educators to engage with families, such as respecting their needs, recognizing student strengths, and avoiding appearing intimidating. It discusses parenting styles, social learning theory, and gives examples of how the home environment can influence student behavior and learning. Finally, it emphasizes the importance of parent/teacher conferences to address student needs.
Child 90.1 'School' Group Project
Spring 2013 Group Project by:
Caroline Ackroyd
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Meghan Rucker
Copy of sociological perspective of education
Schools have both overt and hidden functions. The manifest function is to teach reading, writing and arithmetic, while latent functions include transmitting culture, promoting social integration, maintaining social control, and serving as agents of change. Education serves to socialize students into the existing social values and norms of the culture through exposure to heroes and institutions. It also promotes social integration by transforming a diverse population into a society with a shared identity. Schools go beyond academics to teach proper conduct, manners, punctuality, discipline and work habits to prepare students for productive roles in society and the economy.
Perspective Test Answers
The document discusses different perspectives on the hidden curriculum in schools. It defines the hidden curriculum as everything taught beyond core subjects, including rules, codes of conduct, and social norms. Functionalists see the hidden curriculum positively as developing character, while Marxists argue it prepares students to be obedient workers subject to exploitation. The hidden curriculum also serves to socialize students by transmitting societal values and norms and shifting students from family-centered particularistic values to universal values that apply to all.
Student-Centered Philosophies
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Report system the cultural subsystem inside the schoolsystem
(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system.
(2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging.
(3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the
SOCIOLOGY OF EDUCATION - Copy.pptx
The document discusses the key concepts and perspectives in the sociology of education. It examines structural functionalist perspectives that see education as socializing children and sorting them according to achievement. It also considers conflict theory perspectives that view education as reinforcing social inequalities and maintaining the status quo. Finally, it discusses labeling theory and exchange theory as two interactionist perspectives important in the sociology of education.
REPORT-foundations-of-education.pptx
Education is a social system and a process of socialization. As a social system, education has a formal structure defined by roles like administrators and teachers, as well as an informal social structure defined by relationships. It aims to transmit social and cultural values to students. As a process of socialization, education teaches students the accepted behaviors and norms of society through both formal curriculum and informal social learning. It prepares students to learn social roles and responsibilities so they can function as members of society. Overall, education socializes young people and helps preserve culture by passing on skills, knowledge, and values across generations.
SociologyExchange.co.uk Shared Resource
Functionalists view education as beneficial for society by unifying people, maintaining social order, teaching work skills, and allocating individuals to roles through meritocracy. However, Marxists argue that education serves to reproduce social inequality and class divisions by conditioning students to accept their place within the capitalist system through mechanisms like the hidden curriculum. The hidden curriculum teaches students values like conformity, obedience, and acceptance of hierarchy that prepare them for future working class roles. While schools claim to be meritocratic, Marxists believe they actually maintain the power of the capitalist class and ensure social reproduction by blaming working class students for their lack of success.
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Education ppt
This document discusses sociological perspectives on education, including functionalist, conflict, and interactionist views. It also addresses schools as formal organizations and how they have become increasingly bureaucratized over time. Finally, it examines social policy issues regarding education, using the No Child Left Behind program as a case study. It outlines the key provisions of this policy as well as debates around its implementation and effectiveness.
HIDDEN CURRICULUM AND CORRESPONDENCE THEORY
Bowles and Gintis proposed a correspondence theory where the structure of schools mirrors the structure of the economic system. They believed schools teach a hidden curriculum of obedience and conformity through techniques like discipline, hierarchy, and grades that prepare students to accept their future economic roles. Critics argue this view overstates schools' role in reproducing inequality and fails to recognize teachers' influence or changes in work organization. Functionalists saw the hidden curriculum as transmitting shared social values to promote cooperation.
Feminism
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
Labelling and self-fulfilling prophecy
This document discusses labelling and its impact on student achievement. It defines labelling as stereotyping students based on biased perceptions. Teachers inevitably label students, such as viewing working-class students or poorly-behaved students as less bright. This labelling can become a self-fulfilling prophecy, where students internalize the labels and their behavior and performance conform to teacher expectations. The document also summarizes Rosenthal and Jacobson's famous study which found that when teachers were told certain students were high-achievers, even though the labels were random, those students performed better due to increased teacher attention and expectations.
SociologyExchange.co.uk Shared Resource
Functionalism views society as a system of interdependent parts that work together to maintain stability. Functionalists see the education system as serving important functions for society, such as socializing children into shared cultural values and preparing them for their future roles. However, Marxists and postmodernists criticize the functionalist perspective. Marxists argue that education serves to reproduce class inequalities and transmit the values of the ruling class. Postmodernists believe education has become more diverse and responsive to individual needs in postmodern society. Ethnic minority students often face both external factors like cultural and material deprivation, as well as internal factors within the education system like institutional racism, that can contribute to differences in educational achievement compared to white students.
Sociological perspective on education
Education serves important sociological functions from different theoretical perspectives. Functionalism views education as serving functions like socialization, social integration, and cultural innovation. Conflict theory sees problems in how education promotes social inequality through tracking and standardized testing that reinforce social class and racial disparities. Symbolic interactionism focuses on how social interactions in school settings shape outcomes like gender roles and teachers' expectations of students' abilities.
Sociology of education
This document provides an overview of sociological perspectives on education. It discusses how functionalists view education as contributing to social stability and mobility, while conflict theorists see it as perpetuating social inequalities. It also examines issues like unequal funding of schools, the role of cultural capital, and racial segregation/integration in the education system.
Criticisms Of Cultural Explanations
This document discusses criticisms of explanations for educational underachievement that blame working-class culture. It argues that the differences between working and middle-classes are exaggerated, and lack of parental involvement may be due to long work hours rather than lack of interest. It also notes that teacher expectations can influence how children are labeled. Additionally, schools tend to reflect middle-class values rather than catering to working-class needs, and could do more to accommodate working families through flexible meetings and hiring working-class teachers.
LO3 Essay
The document is a sociology essay analyzing the impact of the "hidden curriculum" in schools. The hidden curriculum refers to the unofficial lessons learned through routines, rules and reinforcement in schools. The essay discusses different sociological perspectives on how the hidden curriculum can positively teach values like respect and teamwork but may also negatively impact achievement for some students. It suggests the hidden curriculum structure may not be the best fit for all pupils and could result in labeling students as "troubled" if they do not conform. While functionalists support teaching values through the hidden curriculum, Marxists and feminists disagree believing it exploits and undermines students. The essay concludes the hidden curriculum benefits many but alternatives are needed so all students have equal chance at educational
Stereotyping
Teachers often make non-academic evaluations of students based on stereotypes related to their social class, such as perceiving working-class students as less motivated and articulate and middle-class students as more able even if less bright. This stereotyping can cause problems by leading teachers to ignore bright working-class students and give them less support and encouragement, while thick middle-class students receive more support just because of their perceived social class.
Educational underachievement external & internal factors
Educational underachievement external & internal factors (some)
Unit 1
AS level sociology
AQA
includes : gender, ethnic minorities and social class.
research inc: Sewell & Rosenthal & Jacobsen e.t.c
Chapter 2: What Is a School and What Is It For?
The document discusses the differences between education and schooling. Education is a process of human growth and understanding, while schooling is a formalized process that varies little between settings. Schools can either transmit or re-create culture by socializing students to prevailing ways or training them as agents of change. The four basic purposes of schools are intellectual development, civic and political training, economic preparation, and social adaptation. The roles of teachers and experiences of students differ between elementary, middle, and high schools. Effective schools have high expectations, engaged instruction, well-managed behavior, instructional leadership, and involved parents.
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
Tech powerpoint assignment
This document discusses the importance of understanding family dynamics in the classroom. It notes that students bring their families with them to school, regardless of whether their family is considered "normal" or "abnormal" by school standards. It also mentions that research shows greater family involvement leads to better student performance. The document provides strategies for educators to engage with families, such as respecting their needs, recognizing student strengths, and avoiding appearing intimidating. It discusses parenting styles, social learning theory, and gives examples of how the home environment can influence student behavior and learning. Finally, it emphasizes the importance of parent/teacher conferences to address student needs.
Child 90.1 'School' Group Project
Spring 2013 Group Project by:
Caroline Ackroyd
Ashley Fossum
Fernando Maldonado
Ellie Poore
Meghan Rucker
Copy of sociological perspective of education
Schools have both overt and hidden functions. The manifest function is to teach reading, writing and arithmetic, while latent functions include transmitting culture, promoting social integration, maintaining social control, and serving as agents of change. Education serves to socialize students into the existing social values and norms of the culture through exposure to heroes and institutions. It also promotes social integration by transforming a diverse population into a society with a shared identity. Schools go beyond academics to teach proper conduct, manners, punctuality, discipline and work habits to prepare students for productive roles in society and the economy.
Perspective Test Answers
The document discusses different perspectives on the hidden curriculum in schools. It defines the hidden curriculum as everything taught beyond core subjects, including rules, codes of conduct, and social norms. Functionalists see the hidden curriculum positively as developing character, while Marxists argue it prepares students to be obedient workers subject to exploitation. The hidden curriculum also serves to socialize students by transmitting societal values and norms and shifting students from family-centered particularistic values to universal values that apply to all.
Student-Centered Philosophies
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Report system the cultural subsystem inside the schoolsystem
(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system.
(2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging.
(3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the
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Educational underachievement external & internal factors
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at least 150 wordsHello Professor,MinorGiggling – Disrupti.docx
at least 150 words
Hello Professor,
Minor
Giggling – Disruptive to other students/teachers instruction
Out of seat – Off task, or confused on work assigned
Slamming a book – Inappropriate noise level and possible property misuse
Intermediate
Sleeping – Signs of traumatic/ neglected home life
Talking – Not following rules of classroom, disregard for others working.
Tapping a pencil – Unaware of distraction, off task, disruptive behavior
Major
Weapons – Safety issue for all involved, disregard of the law and school policies
Vandalism – Disregard to property of others/ disrespect for self and his environment,
Tripping another student – Impulsive/deliberate show of violence, student views act as funny and does not consider consequences ( victim hurt, suspension, parents contacted)
As educators, dealing with different personalities, different family dynamics, different cultures, and different levels of behaviors, we must “pick our battles” in ways that drive us to categorize behaviors and the consequences of those behaviors. In the classroom our focus is or our students to learn and the way we manage our classrooms reflect the level of respect that we expect from our students in order to foster respect for the education that is being offered to the students.
Some behavior simply disrupts and takes time away from instruction and can be dealt with fairly quickly. Where other behaviors are indicators that learning for some is so challenging due to what is going on outside the classroom that if not taken seriously, it could lead to complete academic failure and serious social inadequacies. Without categories for which we see what behaviors lead to harm from the least severe to the most severe, our jobs as educators would not go beyond teaching. As educators we teach children to mold them into people that value themselves, honor education and are motivated to lead their city, state, and/ or our country. We teach balance of people not just core subjects.
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The document discusses several reasons for student noncompliance with school rules. It notes that peer pressure, drugs, poverty, low self-esteem, and lack of family support can all contribute to students failing to follow rules. It further explains that students from broken families may act out to gain attention or feel selfishly focused on their own happiness due to lack of family support and guidance. Media exposure can also negatively influence students by exposing them to inappropriate behaviors and content at a young age. Overall, the document suggests that non-compliance with rules may stem from external social and family factors outside of a student's control.
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Chapter 5
The document discusses student development and diversity, covering theories of cognitive, moral, and social development from Piaget, Erikson, and Kohlberg. It also addresses the benefits and disadvantages of ability grouping students and the implications of development for effective teaching at different grade levels. Parenting styles and their impact on development are also examined.
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Conflict theorists believe that the education system reproduces social inequalities and maintains the status quo. They view education as being controlled by the state and dominant social groups to legitimize their power and privileged positions in society. According to conflict theory, the purpose of education is to socialize children into accepting their destined social class - lower class children become lower class adults, and middle/upper class children become middle/upper class adults. The hidden curriculum reinforces the dominant ideology and ensures that the current social hierarchy is preserved from one generation to the next.
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School exercises regulatory power over students through discipline and management of space, time, behavior, and relationships. Students resist this power through various practices that break school rules in order to challenge authority. An ethnographic study examined student resistance at one school through observation and interviews. Findings showed students violated rules regarding space, speech, work, and time. Students resisted teachers they felt abused power or were authoritarian. While acknowledging education's importance, students saw school as suppressive and resisted to defend their autonomy. However, resistance also aimed to shape social situations and identities in relation to both imposed roles and peers. The study concluded understanding student experiences could inform alternative, freedom-oriented pedagogies.
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Inclusion aims to serve students with disabilities primarily in general education classrooms with support from both general and special education teachers. Successful inclusion requires shared responsibility and decision-making between teachers and administrators. It also means educating all learners and avoiding practices like excluding students from activities or only participating in non-academic activities. Both school personnel and families in inclusive schools have interests in professional growth, safety, and community participation, and responsibilities to advocate for students' needs and foster caring, supportive environments. Potential barriers to inclusion include teachers feeling unable to meet students' needs or not wanting to work with them, as well as difficulties finding time for collaboration or social acceptance issues.
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The document summarizes key concepts from Marxist sociological theories about the role and purpose of education in capitalist societies. According to these theories, education functions ideologically to transmit ruling class values and prepare students for roles that support the existing social and economic system. It discusses concepts like ideological state apparatuses, correspondence theory, the hidden curriculum, and how education legitimizes inequality and social reproduction according to Marxists like Althusser, Bowles and Gintis, and Willis.
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Scly2 education hidden curriculum and anti school subcultures
- 1. The hidden curriculum and anti-school subcultures
- 2. Everything learnt in education which is not part of the taught/ official curriculum.
- 3. Taking responsibility for ones own learning, status is given to people who achieve. Self discipline, learning that rules are universal and must be followed. Gender roles, males and females are different and are treated differently.
- 4. Individualism, not to rely on anyone else as well as self responsibility. Respecting authority in wider society, accepting that there are those who have higher status and power than you. For example, bosses, police etc.
- 5. It is functional, children learn how to behave and avoid conflict. The positive functions of the hidden curriculum are to socialise children into the universal norms and values of society informally which generates a consensus of values and therefore a state of equilibrium.
- 6. The hidden curriculum is socialising us into capitalist views and values. Working class children learn to accept capitalist norms and values which promote authority and implements a hierarchy. This prevents working class children from revolting.
- 7. The hidden curriculum is negative because it teaches males and females to see each other differently and to behave differently. This leads to inequalities in education as well as wider society.
- 9. Conformist culture Anti-school subculture Pupils wear uniform Pupils have respect for teachers Pupils attend lessons and are punctual Pupils do work in class and hand homework in on time. Pupils often do not wear uniform or adapt uniform. Pupils have no respect for teachers and are often rude. Pupils either do not attend or are late. Pupils do not do classwork or homework.
- 10. Marxists believe that pupils join anti-school subcultures are actively rebelling against the capitalist system which labels them as failures and ensures that they do fail and are then exploited.
- 11. Anti-school subcultures are a result of teachers labelling pupils negatively as failures. In response they form a group which turns the values of education upside down, they generate their own set of rules. To gain success they go against the laws of the school and become successful in the eyes of their peers.
- 12. Put you notes away, we will now answer some questions about the hidden curriculum and anti-school subcultures.
- 13. Everything learnt in education which is not part of the taught/ official curriculum.
- 15. The hidden curriculum is socialising us into capitalist views and values. Working class children learn to accept capitalist norms and values which promote authority and implements a hierarchy. This prevents working class children from revolting.
- 16. A set of values, attitudes and behaviour in opposition to the main aims of the school. The pupils who belong to anti-school subcultures are said to belong to an anti- school peer group.