Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

6774

No description
by

Ben Nicol

on 7 May 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of 6774

“What role should education play in reconstructing society, and towards what aims?”
Education
Society
Do schools legitimate social reproduction?
CONFLICT THEORY
RESISTANCE THEORY
CAPITAL THEORY
SOCIAL REPRODUCTION:
3 THEORIES
Reproduction
Emancipation
Agency
Structure
Bottom-up
Top-down
Mobility
Determinism
SOCIETY
Which ideology is dominant in society and it's institutions (schools)?
Which ideology is more desriable for meeting the needs of individuals/society?
Is change possible? How can it be realised?
Mobility?
Structure?
Agency?
dêmos
krátos
DEMOCRACY
vote
LINKING EDUCATION AND SOCIAL REPRODUCTION
Simon Says...
lets play
Simon Says!
“What role should education play in reconstructing society, and towards what aims?”
presented by

Heather, Haylee, Elise, Ashlea, Tamara and Ben
SOCIETY
SCHOOL
SCHOOL
Similarities between school and society
CONTROL/ORDER
Rules
Law
NON-COMPLIANCE
Detention, Suspension, Expulsion
Community service, Gaol
Subject heirarchy
Industrial heirarchy
Academic achievement awards
Commissions, promotions and 'longer working hours and greater effort for equal pay'
Teachers, Principal, Staff
Bosses, Law enforcement, politicians
Social values, morals, laws voting, etc.
Content, tests, teachers and students
STANDARDISATION
AUTHORITY FIGURES
GOALS/REWARDS
VALUE
REFERENCES
Education and its relationship with society
SOCIETY
EDUCATION
What kind of citizens are we aiming to create?
Education for democracy
The importance of experience
Education and its relationship with society
How can we integrate society into our classrooms?
Knowing your
local community
Member
Member
Indigenous
Communities
Member
Member
Excursions
Simon Says...
lets play
Simon Says!
Simon Says...
lets play
Simon Says!
TEACHERS AS RESTRICTED PROFESSIONALS WITHIN EDUCATIONAL INSTITUTIONS
DEC POLICY FOR DUMMIES
•Teaching a prescribed, content heavy curriculum in order to meet specific outcomes in a timely manner. •Enforcing standardised testing.
•Conforming to policies of the particular schools, government legislation and policies specified by NSW DET.
NSW DET Code of Conduct (2010)
NSW DET Controversial Issues in Schools Policy (1983)
“You may also have personal views that differ from those of the elected Government or the Department’s management. However, your views should not interfere or be seen to interfere with the performance of your duties; nor can they take precedence over the Department’s or Government policy and decisions” (NSW DET, 2010).
Bowles, S., & Gintis, H. (2002). Schooling in Capitalist America Revisited. Sociology of Education, 75(1), 1-18.

Burgh, G., Field, T., & Freakley, M. (2006). Ethics and the Community of Inquiry: Education for Deliberative Democracy. South Melbourne: Cengage Learning.

Dewey, J. (1903). Democracy in Education. The Elementary School Teacher, 4(4), 193-204. Retrieved September 8th, 2012, from Jstor.

Dewey, J. (1944). Democracy and Education. Toronto, Canada: MacMillan Company.

Dewey, J. (2010). Democracy and Education: An Introduction to the Philosophy of Education. Retrieved September 8th, 2012, from Ebook Library.

Emmison, M. (2003). Social Class and Cultural Mobility : Reconfiguring the Cultural Omnivore. Journal of Sociology, 39(3).

Englund, T. (2000). Rethinking democracy and education: towards an education of deliberative citizens. Curriculum Studies, 32(2), 305-313.

Howell, F. M. & McBroom, L. W. (1982). Social Relations at Home and at School: An Analysis of the Correspondence Principle. Sociology of Education, 55(1), 40-52.

MacLeod. (unknown). Three Theories of How Social Reproduction Happens. Retrieved August 28, 2012, from crab.rutgers.edu/~ccoe/courses/soe/.../MacLeod1.ppt

Mulheron, M. (2012). More power to the principals: the case for and against. Sydney: Sydney Morning Herald.

Noddings, N. (2011). The Philosophical and Educational Thought of John Dewey Philosophy of Education (3rd ed.). Boulder: Westview Press.
NSW DET. (2010). Code of conduct: Fairness, respect, integrity and responsibility. Retrieved August 15, 2012, from http://www.dec.nsw.gov.au/detresources/codeofconduct_VkQRxHvLzM.pdf.

NSW DET. (2004). Code of conduct. NSW DET. Retrieved August 15, 2012, from http://www.oldguildford-p.schoolwebsites.com.au/Sites/ogps/CMS/Docs/Policies/Code%20of%20Conduct.pdf.

NSW DET. (1983). Controversial issues in schools. NSW DET. Retrieved August 15, 2012, from https://www.det.nsw.edu.au/policies/curriculum/schools/cont_issue/PD20020045.shtml

NSW DEC (2012). Local Schools, Local Decisions. Retrieved 2nd September, 2012, from http://www.schools.nsw.edu.au/news/lsld/index.php

NSW DEC (2012). Local Schools, Local Decisions. Retrieved 28th August, 2012, from http://www.myschool.com.au/page/local-schools-local-decisions

OECD. (2010). Economic Policy Reforms: Going for Growth. Retrieved August 24, 2012, from http://www.keepeek.com/Digital-Asset-Management/oecd/economics/economic-policy-reforms-2010_growth-2010-en

Scott, J. & Marshall, G. (2009). "Democracy" A Dictionary of Sociology. Accessed via: http://0-www.oxfordreference.com.library.newcastle.edu.au/views/ENTRY.html?entry=t88.e535&srn=1&ssid=830075364#FIRSTHIT on September 8th, 2012.

Schultz-Byard, N. (2012). Local Schools, Local Defiance. Retrieved 27, June, 2012, from http://www.abc.net.au/local/stories/2012/06/27/3534218.htm

Tzanakis, M. (2011). Bourdieu’s Social Reproduction Thesis and The Role of Cultural Capital in Educational Attainment: A Critical Review of Key Empirical Studies. Educate~ 11(1), 76-90.
LSLD
Deliberative Democracy
SCHOOL
SOCIETY
Relationship between school and society
CREATIVE
INTUITIVE
PROCESS
Reproduction
Other notes...
Emancipation
Thinking outside the box...
Emancipation
Reproduction
NEGATIVE
OBJECTIVE
POSITIVE
Reproduction
Emancipation
Emancipation
Reproduction
Emancipation
Other notes...
Reproduction
How do teachers achieve emancipation for their students when their actions are guided by the obligation to act as obedient servants of the state?
EDUCATION:
Social reproduction vs. mobility
FULL DEMOCRACY
Chile
France
Ghana
Greece
Israel
Italy
Norway
Iceland
Denmark
Sweden
New Zealand
Australia
FLAWED DEMOCRACY
stable economy
knowing how to follow class expectations
doing your bit for society
encourages standardisation
gives people useful paticipatory skills in democracy
keeps people in their place
KLA specific
age stratification
compulsory work placements
set curriculum
age increase
government oversight
family legacy
hidden curriculum
streaming
structure of school
curriculum flexibility
extra-curricular activities
electives
QTM
endorsing workplace opportunities
differentiated teaching and learning
teacher training
allocation of funding (private - public)
Gonski Report
Teachers' attitude towards curriculum
maintaining status quo/oppression
gap in equality
meritocracy
stifles creativity
doesn't address students' needs
teachers expect students to be like them
restrictive- no uniqueness
structure-lack of
uneven distribution of power
lack of direct- is it really emancipatory
revolution?
too many voices = no decisions
lack of clear goals and guidelines
might not benefit community and industry
might not benefit community "if the world is full of academics, there will be no potatoes at woollies, because they are all reading Bourdieu" - Justin
Anxiety over choice.
Classroom without discrimination
communication between students and teachers
building rapport
positive feedback
positive encouragement
In order to create a continual loop of emancipation, a form of social reproduction must be used
Standardised testing = NO
University admission needs to change criteria
good, thumbs up, ultimate aim
I feel good about this as a middle-class parent
quality teaching and quality learning
KLA specific: individuality (creative arts), knowledge/skills (maths, history, sciences)
varies depending on school (public/private)
I doubt emancipation for all will work because of human nature
I feel negatively towards this because it promotes continuity
I feel good about this as a parent because I want them to fit in
I feel there should be a balance
I feel financial growth should be encouraged not reproduced
People of the upper-class feel reproduction is good
Community survival, self-sustainability
Consider all variables (parents, upbringing, background knowledge, individual situation, parental choice
Industrialised schooling is currently in place therefore conflict theory is still relevant to a degree
people in society reproduce what they see as valuable
relevance of social reproduction theories in contemporary global society?
Reproduction theories one size fits all?
Bring about a democratic system within school
personal choice preferences considered (parental choice)
Different schools, different settings, needs a different approach to overcome reproduction
false choice: a pick out of predetermined options
QTM: self regulation, quality learning environment, empathy, progressive teaching strategies
society is fluid and ever-changing
mobility is moving up but we need to also consider moving down and ramifications of this vis-a-vis choice or determinism
at what point do we reach a revolution?
What is our society like compared to others on a range of scales (national and local)
realising social mobility
recognising individual potential
respecting agency
facilitates choice
promotes free thinking
a good critique of society
focus on individual rather than group
promote critical thinking
brings minority groups into focus
promotes creativity and creative thinking
Full transcript