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The document discusses different sociological perspectives on the role of education: - Functionalists see education as passing on shared societal values to contribute to social cohesion and stability. Critics argue it reinforces social inequalities. - Marxists believe education socializes students to accept hierarchy and obedience to benefit the capitalist class, rather than being truly meritocratic. - One view is that education's main role is to integrate individuals into society's shared culture, as this is necessary for social cooperation and the continued existence of society.
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Functionalism views education as serving three key functions for society: 1) teaching skills for work and the economy, 2) sorting and selecting students for appropriate jobs, and 3) socializing students with societal values. Durkheim and Parsons were influential functionalists who believed education creates social order and consensus by passing on norms. However, Marxists like Althusser saw education as reinforcing class inequality by reproducing the values of the ruling class. The New Right argued for market-based education reforms to better meet the needs of employers, teachers, and students. Overall, functionalism posits that education maintains society through a system that transmits shared values across generations.
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This document provides an overview of structuralist perspectives on the role and purpose of education in contemporary society. It discusses functionalism, Marxism, and feminism. Functionalism views education as preparing students for social roles and maintaining social stability. Marxism sees education as reproducing social class through cultural reproduction and a hidden curriculum. Feminism examines how gender socialization influences subject choices and career opportunities for males and females. The document explores key concepts from each perspective, such as meritocracy, correspondence theory, and differential socialization.
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This document provides an overview of interactionism and its key themes, including how individuals seek status and develop their self-concept through social interaction. It discusses interactionist critiques of functionalist and Marxist accounts of educational underachievement, focusing on their deterministic views and neglect of internal factors. The document also examines interactionist perspectives on how the organization of schools, teacher expectations, and labeling can influence student achievement and self-concept.
School & Society PowerPoint - Oct 17
This document provides an overview of a sociology of education class presentation. It discusses key topics that will be covered, including why sociology of education is important, major theories in the field like functionalism and conflict theory, and concepts like norms, values and beliefs. The presentation introduces positivist and constructivist perspectives and outlines four major sociological theories - functionalism, conflict theory, institutionalism, and postmodernism. It also discusses how schools socialize children and reproduce societal norms and values.
Theories on Sociological Perspective
Conflict theory sees education as perpetuating social inequality by providing greater resources to schools in affluent districts, giving those students advantages. It argues that standardized tests exhibit cultural bias and are used to track students into different levels of education and careers. Critics say conflict theory takes too negative a view and does not acknowledge positive aspects of society. Functionalism sees education as socializing students and imparting skills and knowledge to benefit society. It argues education preserves culture but also changes it. Interactional theory focuses on day-to-day interactions in schools and how teacher expectations influence students, rather than larger social forces.
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Running head: YOUR THEORETICAL POSITIONALITY 1
ACADEMIC SUMMARY 4
YOUR THEORETICAL POSITIONALITY 2
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Sarita Phumvichit
California State University, San Bernardino
College of Education: EDUC 605
December 3, 2014
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory.
To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets.
Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.
Online assignment
Critical pedagogy has its roots in critical theory and aims to help students question existing beliefs and power structures. It was influenced by Paulo Freire's work "Pedagogy of the Oppressed" and focuses on empowering oppressed groups through raising critical consciousness. Critical pedagogy views education as emancipatory and promotes understanding issues from different perspectives to facilitate social change. It encourages open discussion and recognizes multiple views on social issues.
The Teacher and the Community School Culture and Organizational Relationship
The Teacher and the Community School Culture and Organizational Relationship
Bachelor of Secondary Education
Professional Education
Sociology
The document discusses key concepts in sociology related to theories, major theoretical perspectives, and the sociology of education. It provides overviews of structural functionalism, social conflict theory, feminism, and symbolic interactionism as major theoretical approaches. It also discusses how sociological theories and research help explain issues in formal education like social inequality and how social forces influence educational processes and outcomes. Key issues in the sociology of education mentioned include language, gender, technology, family structure, and cultural diversity.
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Here are some potential positive and negative consequences of divorce for each group:
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Positive: Opportunity for personal growth and happiness in a new relationship.
Negative: Financial difficulties from single parenthood or splitting assets. Emotional distress.
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Positive: Conflict may be reduced.
Negative: Loss of the traditional family structure, less contact with extended family. Financial difficulties.
For the children:
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Chapter 2
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- 4. Functionalism Durkheim Parsons Davis and Moore Value Consensus Universalistic values Meritocracy Role Allocation Society in Miniature Marxism Althusser Bowles and Gintis Paul Willis Capitalist relations of production Correspondence theory Cultural Capital Hidden Curriculum Ideology Myth of Meritocracy Counter School Subcultures New Right Chubb and Moe Marketisation State Private Competition Consumer Conservative National Identity Post Modernism Usher and Thompson Fordism Post-Fordism Choice Uncertainty Diversity New Technology Interactionism Becker Hargreaves Rosenthal and Jacobson Labelling Self fulfilling prophecy Teacher expectations Pupil adaptations MORE CONCEPTS Achieved status Social action Polarisation Fragmentation of knowledge Ideological state apparatus Stratification Status frustration