Sociological Approach to Education

1. ED- 602:Sociological Approach to Education
Conducted by:
Dr. MD. KHAIRUL ISLAM
Professor & Chairman
Department of Social Science Education
Institute of Education Research(IER)
University of Dhaka
Class starts:10.03.2023
[Note: This PPT can be revised and modified by the
course teacher]

2. Unit-IV: Sociology of Learning and Teaching
Social Context of Learning
Social Context of Teaching
Activity:
• Make a list of students’ characteristics
• Make a list of teachers’ characteristics
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3. Unit-IV: Sociology of Learning and Teaching
Social Context of Learning
Social Context of Teaching
Activity:
Think back to your own (early) learning experiences..
Think back how your teachers taught….
Think about the present learning and teaching
process/ Approaches
3

4. Unit-IV: Sociology of Learning and Teaching
Social Context of learning
Social processes dominate our consciousness.
• For example, Vygotsky (1986) explored social context
in developing of child's mind.
• For her, learners mediate knowledge within a social
context. Learners are moved forward through stages
of cognitive development through socially mediate
situations.
• Vygotsky pointed, culture is the product of social life
and human social activity.
• Therefore, when learners actively construct
knowledge in a social context- mediate through
language, situated in a framework of problem posing-
it provides not only an optimal learning environment,
but the potential cultural reality (Vygotsky, 1986,
cited in Hirtle, 1996, p. 91). 4

5. Unit-IV: Sociology of Learning and Teaching
Social Context of Teaching
• Sociocultural's principles consider the learner's
cultural aspect which profoundly helps to
flourish learner as a social being.
• Dewey (1938) was one of early theorists who
primarily has incorporated the concept of
'social constructivism'.
• Dewey pointed that education coming as a result
of the empowerment of the learners in a social
situation.
• He believed that school is one form of
community which can help learners construct
knowledge socially so that may fully participate
in the "social consciousness of the race" (p. 26,
cited Hirtle, 1996, p. 91). 5

6. Unit-IV: Sociology of Learning and Teaching
Social Context of Teaching
• Macfarlane (2004, 2007) offered culturally
responsive approach for improving behavior
and learning outcomes for students.
• Hikairo rationale and educultural wheel is
used for teaching (Macfarlane, 2004)
1. Opening Doorways – The practices the
teacher employs to start lessons with
assurance.
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7. Unit-IV: Sociology of Learning and Teaching
Edu-cultural Wheel (Macfarlane, 2004)
7
Maintaining
Pulse
Opening
Doorways
Assertiveness
Establishing
inclusion
Regulating
fluidity
Engendering
care
Enhancing
Meaning

8. Unit-IV: Sociology of Learning and Teaching
2.Assertiveness – The teacher’s ability to have a
structured and no-nonsense approach to
classroom management.
• This includes having clear, certain boundaries
that are fair and consistent, and offering
constructive activities for real learning
experiences.
• The teacher is the leader not the boss,
confident rather than aggressive in managing
behavioural issues.
• Once again, the teacher models what is required
of the students within the classroom 8

9. Unit-IV: Sociology of Learning and Teaching
3. Establishing Inclusion – Respect and a feeling
of connection are the two main aspects of this
component.
• Consensus is achieved through discussion; due
respect to opinions is given even if they cannot
carry weight in the final decision.
• At the wider ecological juncture links between
the home and school are carried out in
accordance with school processes and cultural
protocols.
• Cultural identity is encouraged through the
curriculum (stories, poetry, legends, art), and
the notion of transference of meeting values to
the classroom is espoused.
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10. Unit-IV: Sociology of Learning and Teaching
4. Regulating Fluidity – The quest for staying
on track with smoothness and momentum, by
reducing or eliminating disjointedness.
• The helping process involves teacher
attitude (requires respect, genuine caring,
and assertiveness); student attitude (beliefs
and lived reality may not be the same as the
teacher); and classroom climate.
• Note self-esteem is highly valued as is an
overriding belief in students’ ability to learn.
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11. Unit-IV: Sociology of Learning and Teaching
5. Engendering Care – The development of a positive
attitude toward students and learning, in the classroom
and across the school.
• This means classroom experiences having personal and
cultural relevance, and students being offered choice and
individual preference in lesson activities.
• The demonstration of care and healing processes through
justice, integrity and love ensures students are cared for
as individual’s, and their performance and work is
expected, nurtured, supported, and understood.
6. Enhancing Meaning – The promotion of engaging and
challenging learning.
• Teacher’s instructions, explanations, questions and
feedback are geared to stimulate and strengthen learning
in a manner that is meaningful to the student.
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12. Unit-IV: Sociology of Learning and Teaching
7. Maintaining Pulse – Viewing teaching as an
act that creates an uplifting and positive
tone; creating classroom ambience that is
happy, energetic, and safe.
• In a leadership role, the teacher creates an
atmosphere where: love is given and
received; culture matters; relevant curricula
and choice are offered; a sense of worth is
achieved in one’s own eyes and the eyes of
others; and finally students are skilfully
moved onto next activities and routines, and
encouraged to become self disciplined.
12

13. Unit-IV: Sociology of Learning and Teaching
7. Maintaining Pulse – Viewing teaching as an
act that creates an uplifting and positive
tone; creating classroom ambience that is
happy, energetic, and safe.
• In a leadership role, the teacher creates an
atmosphere where: love is given and
received; culture matters; relevant curricula
and choice are offered; a sense of worth is
achieved in one’s own eyes and the eyes of
others; and finally students are skilfully
moved onto next activities and routines, and
encouraged to become self disciplined.
13

14. Unit-IV: Sociology of Learning and Teaching
Teaching as a Profession
A profession is something a little more than a job, it is a career
for someone that wants to be part of society, who becomes
competent in their chosen sector through training;
maintains their skills through continuing professional
development (CPD); and commits to behaving ethically, to
protect the interests of the public.
The professions are for you if you want...
• an occupation which will help you to build your skills and
develop your expertise in a field which interests you;
• to keep learning, be challenged and stay up to date with the
latest developments in your chosen area;
• to solve problems, do good work, and be involved in making
decisions which help to improve people’s lives.
(Hussain, February 6, 2021) 14

15. Unit-IV: Sociology of Teaching-Learning
Profession(some characteristics)(considering from teachers’
perspective)
1. The performance of a service to the public
2. The profession of a unique body of knowledge and skills
3. The requirement of a highly specialized and usually formal
preparation
4. Professional Autonomy
5. Professional Ethics
5.1 Commitment to the student
5.2 Commitment to the community
5.3 Commitment to the profession
5.4 Commitment to the professional employment practices
5.5 Commitment to professional learning and development
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16. Unit-IV: Sociology of Learning and Teaching
Factors contributing to commitment to the teaching profession
(Mohan Raju & Srivastava,1994) :
• Perceived status
• External expectations
• Interest in profession
• Intrinsic motivation
• Intention to stay in the profession
• Choice satisfaction
• Social support
• Self-accountability
• Desire to improve skills
• Group attitudes
• Raju, P. M., & Srivastava, R. C. (1994). Factors contributing to commitment to the
teaching profession. International journal of educational management. 16

17. Unit-IV: Sociology of Learning and Taeching
Social Roles of the Teacher
• Teacher in the Institution
1. Guide
2. Facilitator
3. Innovator
4. Mentor
• Social Roles of the Teacher
1. Community Leader
2. Change-Master
3. Role Model 17