I am not a cog. Or should I say that I do not want to be a cog in a machine that perpetuates the status quo.
So how does my ambition to be more than a cog fit in with the readings on social theory?
It is necessary to see the role of schools and education from multiple perspectives. However, a functionalist theory that suggests schools are simply reinforce norms and values that perpetuate inequality leaves me a more than a little depressed. I am a dreamer and believe in the value of education as a means to advance people beyond their current standing. I tend to fall in with the critical theorists that suggest that schools can address social inequalities and initiate social change.
Taking a look at the theories allows me a chance to explore the impact that education can have on the individual and society. It brings to light, for me, the effects of unintentional repercussions of my actions. For example, if I consistently only respond to the boys during a science lesson, I might be sending a message to the girls that only boys can understand science. As a teacher, I possess the power to shape the childrens’ attitudes towards race, gender, and class. My own attitudes towards inequality, and the role schools play in generating change, will shape the way that I teach.
Sure the education system leaves students behind, but that does not mean that it has to. Theory can be used to understand the root of possible problems. The research of Bowles and Gintis does suggest that the leading determinant in educational success (or lack of success) is based on the socioeconomic background of the students. Should this not suggest to those seeking change that maybe, on top of an education/school experience, something should be done to improve the living standards of children?
In closing, I can see a trend towards education leveling the playing field. I believe that the new Social Studies curriculum will give students the knowledge, skills, and attitudes to examine the status quo, see the inequalities, oppression, and shortcomings, and make change. Children are the future.
So how does my ambition to be more than a cog fit in with the readings on social theory?
It is necessary to see the role of schools and education from multiple perspectives. However, a functionalist theory that suggests schools are simply reinforce norms and values that perpetuate inequality leaves me a more than a little depressed. I am a dreamer and believe in the value of education as a means to advance people beyond their current standing. I tend to fall in with the critical theorists that suggest that schools can address social inequalities and initiate social change.
Taking a look at the theories allows me a chance to explore the impact that education can have on the individual and society. It brings to light, for me, the effects of unintentional repercussions of my actions. For example, if I consistently only respond to the boys during a science lesson, I might be sending a message to the girls that only boys can understand science. As a teacher, I possess the power to shape the childrens’ attitudes towards race, gender, and class. My own attitudes towards inequality, and the role schools play in generating change, will shape the way that I teach.
Sure the education system leaves students behind, but that does not mean that it has to. Theory can be used to understand the root of possible problems. The research of Bowles and Gintis does suggest that the leading determinant in educational success (or lack of success) is based on the socioeconomic background of the students. Should this not suggest to those seeking change that maybe, on top of an education/school experience, something should be done to improve the living standards of children?
In closing, I can see a trend towards education leveling the playing field. I believe that the new Social Studies curriculum will give students the knowledge, skills, and attitudes to examine the status quo, see the inequalities, oppression, and shortcomings, and make change. Children are the future.
Yes. The social studies curriculum has a lot of potential. But seeing how it is implemented differently by teachers in different schools, and seeing that those differences seem to often correspond to the social economic status of the neighbourhoods in which the schools operate, it's difficult to become overly optimistic.
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