EDekens' Blog: Education and Society

2009-12-10T18:11:00.000-08:00

"They may forget what you said, but they will never forget how you made them feel."-Carol Buchner

I was reading over some classmates' blogs and I came upon this quote that Brandie used. If anything, this quote should be an inspiration for every teacher that steps into the classroom. It's especially important to remember this quote when you feel as if you're not making a difference for your students, when it feels they aren't learning anything. Teaching is not just about sharing knowledge with your students, rather, it's only part of it. Teaching is about doing all you can to assist your students to grow and become contributing members of society. It's about having a positive impact on your students and being a role model. Because we tend to judge our effectiveness as teachers mainly on test scores and grades, we seem to forget that we are doing much more than just filling their brains with knowledge. That's the beautiful thing about teaching - we have the opportunity to make a difference in young childrens' lives, and to ultimately effect their futures.

Thinking back on middle school and high school, I hardly remember any of the important content from my classes. If you asked me to balance a chemical equation I wouldn't know where to start. But, one thing I do remember is who my teachers were, and what their personalities were like. Some were fun, had a sense of humor, and motivated and encouraged me to be my best. Others, it seemed to me, looked as if they didn't even want to be there, like teaching was a chore. I still remember those teachers, and I remember how they made me feel. Whether I realize it or not, those teachers have had an impact on who I am today.

I'm reminded of my practicum, where one particular student was average in school, but from what I was told had been experiencing problems at home with a divorce and what not. This partiuclar student may not remember some of the facts about Peru and India that I taught him, but he will remember me for the impact I had on his life. On the last day I was there, his mother came in and told me how great of an impact I had on him, how I was an important male role model to fill the void at home. In my opinion, that's the most exciting part of my practicum, of teaching in general!

So, I figured I'd end on a positive note, and no better then to refer to this quote. Teachers do make a difference, and not just on the report card!

Bullying in School

2009-12-03T10:56:00.000-08:00

Reading through the Lethbridge Herald on Wednesday I noted how November 16-20 was Anti-Bullying Awareness Week. Students from Picture Butte wore pink to school to show support for a significant issue that all schools face on a consistent basis. While in class, in the hallway, or outside for recess or breaks, bullying takes place every day. I guess the newspaper just reminded me how important it is to be aware of bullying as future teachers and parents. As future parents, we need to look for warning signs that a child may be victim of bullying, as discussed in the attached youtube video. As teachers, we need to be constantly aware of these signs so that we can deal with them before it gets out of hand and has detrimental effects on the victimized student. Furthermore, we need to develop strategies ahead of time for how we plan on appropriately dealing with such situations.

I have to admit that in my practicum I witnessed some bullying behaviours in the hallway and I was quite unsure how to respond. I feel like I didn't respond to that situation the way I should have. Nonetheless, I did keep a closer eye on the particular students from then on. The problem is, we as teachers can not always be there to witness every moment students interact, and thus a lot of bullying goes unnoticed. That's why, I believe it's important for teachers to be proactive with bullying, and have programs like Anti-Bullying Awareness Week where studetns are informed and reminded about it. However, I feel there should be more than just one week a year dedicated to bullying; it's something that can be talked about in class any time.

How about you guys, have you witnessed bullying durign your practicums? Did you feel you responded in an appropriate way?

http://www.youtube.com/watch?v=KiLdgc9o2bU

IQ Tests

2009-12-02T14:55:00.000-08:00

I found the proposal that one's level of darkness can determine one's intelligence level absolutely ridiculous. First, I'm not convinced "intelligence" is something we can actually measure, because it involves so many different factors. Secondly, to associate intelligence with biological features like skin color is non-sense, and there certainly isn't enough research to make such a claim.

I guess I just don't agree IQ tests are as valid and reliable as society deems them to be. As mentioned in class, the problem with measuring intelligence is it's dynamic - it changes across time and situations. Rather, IQ tests tend to create the differences they pretend to be measuring. Lastly, is the fact that it is extremely difficult to develop a test that measures innate intelligence without introducing cultural bias, which was illustrated in some of the questions we analyzed in class. The first question in response to the phrase "making hay while the sun shines" requires one to be familiar with English idiom, and so it immediately singles out those without that requirement. Really all it's doing is measuring your values, not your intelligence. The fact that IQ tests are so commonly used and yet are far from reliable is a scary thing because it's giving people false impressions.

Do higher grades make better teachers?

2009-11-27T17:43:00.000-08:00

Although I found the presentation was solid, I really dislike this topic because it downplays all the effort I have put forth in my years of post-secondary education to get good grades. I have wanted to become a teacher since my last year of high school, and I knew it would take hard work and a lot of schooling to get there. Also, being a social studies major, the GPA standards for acceptance into the faculty of education are fairly high so I had no choice but to buckle down and get some "A's". Even though I have been accepted and finished my first practicum I am still motivated to continue to get good grades.

The part that really bothers me about it all is the assumption that if you have all A's on your transcript some principles will deem you a less successful teacher than one with B's. As we discussed in class, many people feel that those who have all A's are too intelligent and thus are highly unlikely to be able to sympathize with students when they are slower at learning things. Because it makes sense to them, they don't understand why it wouldn't for others. I thought about my own situation: A majority of my marks have been A's throughout university, but it's not because i'm naturally intelligent (and I'm certain that's not the case :) ). Rather, I have dedicated myself to put in the extra hours of studying to get the grades. So, it's not fair to simply look at grades and associate it with how good of a teacher someone will be. There's sometihng to be said about putting in extra effort and dedication to get good grades. Hard work and dedication are two important attributes that help make a successful teacher in my opinion.

I believe looking at grades as a predictor of success in teh teaching profession is a waste of time. That's what practicums are for; practicums are where we can see ourselves beyond academic skills, and determine whether the necessary practical and interpersonal skills are there. Without a balance of these skills, it's going to be a long and difficult road in the classroom.

Private Schools in Canada

2009-11-26T15:23:00.000-08:00

After Tuesday's class where we continued watching the "Up Series" and talked about private schools in Canada, I wanted to find out more about some of those types of schools we have in Alberta. The one school I looked at was Strathcona-Tweedsmuir School, a private school in Okotoks that we briefly talked about in class. It's obviously much different than most private schools in Canada; I know the catholic school I went to was hardly different than any other school in Lethbridge.

When I visited the Strathcona-Tweedsmuir School website I was amazed at some of the things I saw. First, I was amazed at the cost for tuition: for Middle School, parents pay just under $16,000 for one year of school, with tuition for high school even more. That's absolutely crazy! And we complain about paying $6,000 for a full year of post secondary education at University. Second, students who attend the school have to perform a couple of admission procedures: first, they have to pay $100 admission fee, regardless of being accepted or not. Second, there's a personal interview that is arranged with the student. Third, the students must complete the SSAT and score a solid grade.

I also found a few programs in the school that are excellent opportunities for the students. Some of the programs include "outdoor education", "speech and debate", "student exchanges", and "model United Nations". I guess that explains one benefit of a private school. Because all the students are extremely competent and express a willingness to learn, they are given the opportunity to engage in these extra activities which in my opinion appear very effective. Being a social studies major I was especially interested in the "model United Nations" program, where students are assigned a specific country and are expected to debate their stance on important global issues. This is not to say teachers can not implement these types of activities in public schools, but it's sure a lot easier in a private school where students are more likely to buy into these types of activities.

Nonetheless, I still question the overall effectiveness of such private schools like STS. Surely students are given an extra opportunity and are placed in an environment that promotes learning in an effective matter, but these students also lose out in other areas, like social skills. One study that I would be interested in is a comparison study of students who graduate in the top percentile of a public school, and those who graduate from a private school such as STS. It would be interesting to see whether the money parents pour into their children's schooling really makes that big of a difference.

Homework: Good or Bad??

2009-11-21T13:47:00.000-08:00

Being out of the game the past week with the flu I was unable to take part in the movie series. However, I did read an interesting article in Thursday's Globe and Mail regarding homework: "Weary of nightly battles, some parents refuse to push their kids." It's a solid article dealing with an emerging country-wide issue in education - homework. Basically, it discusses whether homework is too burdensome for students coming home from a 6 1/2 hour school day, especially at the elementary age.

I was instantly reminded of the pages of math and spelling homework that I went home with at least 2-3 times a week when I was in elementary. Things have certainly changed. I generally didn't have too big of an issue getting my homework done, but I specifically remember certain times where I needed some parental motivation to get started. Certainly homework is an issue for some more than others. I think of my brother, who despised school from right from day one until the day he graduated. I remember my parents constantly pushing him to do his homework, much of it still never getting done. You gotta wonder if all the fuss of homework really has its benefits at all!

The article talks about a survey that was done on homework by the Canadian Council on Learning. It found that a majority of parents felt that homework enhanced learning, but more than 60% said it was a source of stress in their homes. Many also admitted that they offered more than just moral support, that often they themselves were doing the work. The parents simply could not get their children motivated to do it under any circumstances. In my opinion this is becasue, especially at a young age, homework is an utter waste of time and and is unncessary. Children need their break from school - to socialize with friends and family, to play sports, do hobbies, have down time. School is stressful enough for most children as is. I agree with my PS1 T.A. who hardly ever gave homework, but did keep her students accountable to read every night. Let the children read what they want. As long as they're reading, it shouldn't matter at this stage.

Even though I experienced a lot of homework in all my years growing up, I do sympathize with students and parents these days who feel homework should be banned up until a certain age. Some teachers fear this idea stating it's the only way to get through all the material, and it helps slower students catch up with everyone else. I'm not convinced it does however. Students just get burnt out and give up when they are overloaded with work. They're young and need to experience the world beyond sentences and numbers, and the parents need a break and time with their children too! What do you guys think, should homework be banned in schools before a certain age? Should homework be banned across all grades? Is that even possible?

Are schools and teachers to blame for lower voter turnout among youth in Canada?

2009-11-16T11:05:00.000-08:00

In my "Canadian Political Behaviour" course I'm taking this semester, one of the common trends political scientists are noticing is a increasing tendency for youth (that is, age 18-29) to refrain from voting. Youth have always ranked lower in voter turnout than other age groups becasue they're typically busier at this stage in their life with school, searching for jobs and careers, and starting families. However, the number of youth choosing not to cast a ballot is increasing substantially, to the point where it has become a fairly large concern for Canada's democratic system of government.

Researchers have conducted various studies on this phenomenon, and have cited many possible reasons, but the one that I found most interesting for our purpose is in regards to social studies education in high school. Many researchers point to the fact that schools and teachers should be held responsible for not equipping their students with enough political knowledge to actively fulfill their civic duty in society. Students are choosing not to vote because they are unfamiliar with the whole process, which is a result of less political science material in the curriculum, but also less informed teachers on the topic. The researchers who propose this issue suggest that there should be a greater focus on political science in high school social studies, because schools can help students become well informed/better contributing citizens. Since there is less talk about politics etc at the dinner table (for most families hardly have that opportunity anymore with busy schedules), schools should pick up the slack.

What do you guys think, should schools place a greater emphasis on the political science dimension of high shool social studies? Should teachers be expected to have more professional knowledge in politics?

Anti-Racist Education

2009-11-13T13:47:00.000-08:00

Following the "Anti-racist Education" presentation on Thursday, I read about a few more anti-racist pedagogies in the textbook. The pedagogy that caught my attention was the "pedagogy of whiteness" (p.103-105). Kincheloe and Steinberg (1998) point out that teachers and students must "call into question the taken-for-granted assumption and acceptance of whiteness or white supremacy as the norm." This topic hit home with me because there seems to be this issue in most schools in Canada, where teachers and schools reinforce "whiteness", or "white supremacy" sometimes explicitly, but likely more often implicitly. And it's important teachers are aware of this issue, as such prevailing attitudes has a trickle down effect, where teachers' attitudes supporting white dominance can influence the attitudes of their students. According to Kincheloe et al, teachers must first help students understand how social, political, socio-economic, and educational forces can influence individual consciousness, which will then help students and teachers in examining how "racial identity, racial privilege, and racial discomfort" develop. But, the process is not easy. As a teacher I'd be fairly clueless knowing where to start, being somewhat of a touchy issue.

Nonetheless, this is a topic we future teachers should all keep in mind, especially with our upcoming practicums. As noted in our lecture, Alberta has the third highest visible minority percentage in Canada, and so it's important that we are aware of the common tendancy to display white supremacy, and work against our teacher reputation as "the roots of inequality." On that note, what kinds of actions or strategies might teachers use in their classroom to help with this issue? Any suggestions?

Social Mobility: Contest and Sponsored Mobility

2009-11-10T16:06:00.000-08:00

Todays lecture on social mobility, or the potential for individuals to move up or down the class system, was fairly interesting. It made me think about my family's social status, which I would consider middle class, and question whether my social status will change. Being a future teacher, I assume my social class will not alter very much, therefore I will experience minute intergenerational social mobility.

On the other hand, I consider my oldest brother, a lawyer, who has experienced a larger amount of social mobility and would be considered "upper class". In his life thus far, he has experienced both intergenerational (difference in status between parents and children) and intragenerational (difference in social mobility in one's own life) social mobility. Based on Turner's "contest mobility", my brother received his "elite" occupation because he proved he was best fit for the particular job through hard work and effort. He obtained his higher status upon graduating from law school. However, graduating from Law School is only one of multiple ways to become an "elite" in American society. Others can complete med school to become doctors, or play on a professional sports team, or come up with a breakthrough invention, or become a famous actor, to name a few. The main thing to note here is that obtaining elite status is based on competition, and can change over time. As Professor Runte noted, failing an important test or an artist putting out a weak album can instantly change the elite's success. Thus, under the "contest" system of social mobility the elite are subject to personal insecurity and public scrutiny, which explains why shows like "entertainment tonight" are so popular in our society. While a lot of such scrutiny is overblown, I do like the fact that the elite are held responsible to society.

Moreover, "sponsored mobility", which is based on the British class system, is comprised of only one type of elite where status is given, not taken. The emphasis on early selection allows the individual more time to be brought up in his/her elite image. The part that really caught my attention was the exam that everyone in England would take at the age of eleven, which depending on the score could move one up from a state school to a private school, and henceforth help one pursue the elite status career path. Despite the fact that it allowed even the working class an equal opportunity to climb the social latter, the system places a child's future on the results of one test at such an early age. Everyone else just learns to accept their place in society, and refrains from being ambitious in any way, for such action is selfish in nature.

I'm certainly not a fan of "sponsored mobility." Maybe it's my competitive nature, I'm not sure, but I don't feel a test written at age eleven should dictate someone's future in society. That's what upper/post secondary education is helpful for (that's not to say every person who attends post-secondary education obtains elite status, but it certainly helps). I think of my brother's situation, and what his future could have been had he not received an exceptional score on the exam. And for the majority of students who don't move on to private school, what are they to take of it? I'm not convinced everyone just accepts their role in such a straight-forward fashion. Okay I'm finished my non-sense rambling for now.

Hidden Curriculum: Process

2009-11-08T20:09:00.000-08:00

Karley's presentation of the Hidden Curriculum (process) really complimented the prior group's presentation. Students are socialized in three different ways, as noted by Karley: 1) parents contribute to the primary socialization at home, 2) teachers contribute to secondary socialization, 3) and children begin to internalize values as they move into the Generalized Other. The type of socialization we're concerned with is "secondary socialization", where students are taught moral socialization, including norms, attitudes, and ideologies based on hegemonic values.

The part of the presentation that really stuck out to me was the literature - I found it hilarious how straight forward and blunt those books are. The book about how to maintain peace in the classroom is a good one, listing numerous examples of what a child is expected to do in various life situations. The literature reminded me of my Ed 2500 practicum when I read a story book to the students every morning. Now that I think about it, the books were full of implicit meanings, especially regarding sharing and getting along with friends and family. My T.A. swore by storybooks, and now I can see why.

The presentation also got us thinking about our first day of school, and how we were socialized right from the start. Like most students my age, I can't remember much about my first day. I do remember, however, putting my backback on a hook by my name, and taking off my shoes and putting them by my grade in the "boot room". I remember story time and nap time, both of which had us pull out out respective mats from the shelf and sit quietly without bothering our neighbours. Also, I remember singing Happy Birthday to classmates when they got to sit in a comfortable chair, and saying a couple things that we liked about the particular student. Even learning how to stand in line quietly and without touching your neighbour could considered part the socialization process.

Anyway, I'm not sure where I'm going with this all, but one thing is for sure, and that is teachers need to be aware of the hidden curriculum socialization process in their classroom environment. This doesn't mean teachers need to be drill sergeants and paste their walls with signs and rules about how a student should and should not behave; rather, teachers should take every opportunity they can to introduce/reinforce their students to the dominant norms and values of society.

Bill 44

2009-11-03T23:03:00.000-08:00

I felt out of the loop today when the presenters discussed Bill 44, and Alberta law which allows parents to pull their students out of class when touchy subjects regarding sex, religion, or sexual orientation are being taught. I wasn't previously familiar with the bill, but at first glance it seemed fairly respectable. I support the idea that parents should have ultimate control over the information their children receive regarding certain touchy issues. For example, if I was a parent with strong religious beliefs I may certainly be opposed to having my child involved in a discussion on evolution vs. creation. In fact, I specifically remember a teacher from my school being critisized for even presenting the topic of evolution, let alone compare it. In this sense, Bill 44 is a proactive way to prevent angry parents coming in and complaining about the controversial or "unnecessary" information that was implanted in their child's brain at school.

However, executing such a law in schools is easier said than done. Surely teachers can send out waiver forms or letters to the parents asking for their approval for their children to attend to such topics, but, when an issue comes up unexpectedly (and often they will), it's difficult to deal with. The teacher must then quickly remember who must leave the discussion and who can stay, which I imagine would be fairly awkward for the students. Or, the teacher must address the fact that the topic cannot be discussed in class, and move on. And considering that the bill allows parents to file complaints under humans rights legislation versus under the School Act against teachers and school districts is a frightening thing. I would be interested to see how the bill has panned out so far, for certainly such a change requires some getting used to. If anything, bill 44 will make teachers think twice before presenting their opinion or promoting discussion in certain touchy topics.

H1N1 and Absentee Rates in Alberta Schools

2009-10-31T11:32:00.000-07:00

I figured since every Canadian televsion or news broadcast in the last number of days has been talking about the pandemic, why not talk about its effect in schools. I was reading Thursday's Calgary Herald and came upon an article which presents the effects H1N1 has had on absentee rates in Calgary schools. I knew already of its huge effects, as one of my co-worker's son's school has experienced nearly 1/3 absenteeism in his elementary school. In Calgary nearly every schools reports at least a 10% absentee rate, with some reporting much higher. However, the issue is not about the possibility of school closures, for school boards admit even 50% absentee rates would not cause such action; rather, parents and students are questioning why schools haven't been the place where vaccinations are recieved by the students. Liberal education critic Harry Chase argues "students could easily be vaccinated at schools since all students are already getting booster shots annually in grades 5 to 9."

We know that vaccinations are in such high demand and that there is minute supply in Alberta, and that the high risk should be treated first. But, I do feel schools should be a top priority because such a virus can spread so sporadically in such an environment. Nonetheless, I don't wish to prolong this argument, for it will be dealt with in the near future, and it's just another part of the bigger overall problem regarding province-wide vaccine shortage. The question I asked myself is at what point should schools decide that enough is enough, and close schools down until further noticed? What do the absentee rates need to be before a school board would make such a profound decision? Would it be beneficial in the long run considering the increasing absentee rate in schools?

Home Schooling (p. 62-63, Barakett and Cleghorn)

2009-10-31T09:57:00.000-07:00

Since I couldn't make it to class on Thursday, I figured I would simply read other peoples' blogs on "Education in Alberta" and find some other topic to blog about from the text. I came upon the topic of home-schooling, a topic which I believe is fairly important. Though not a substantial amount of children are home-schooled across Canada, there are enough cases that it becomes worthwhile to talk about. Barakett and Cleghorn (p. 62) explore several reasons why parents see home-schooling as an option for their children: First, is the fact that their children simply are dissatisfied with school, whatever reasons that may be. Second, schools are often seen as "places where creativity and curiosity are squashed rather than nurtured" (p. 62). Third, schools do not allow open communication from student to teacher. Fourth, schools are grouped by age and grade which simply isn't natural. One other legitimate reason that I can think of is if the family lives far away from the school, making a daily commute difficult and irrational.

I would assume that the primary reason for home-schooling in general is dissatisfaction with school. But really, how many children are always satisfied with their school? Most children go through stages where they really dislike their school, they either have problems with their friends, don't like a particular teacher, have problems in one or more classes, etc. If everyone decided to be homeschooled for these reasons, teachers would hardly be required anymore! I'm not saying homeschooling is unnecessary in every case, for it's necessary and functional for some, but I feel parents shouldn't be so quick to pull the trigger on schooling when things aren't going as well they should be. Even though the homeschooled student may be able to compete equally on standardized tests, what about his/her social life? What about learning the important skills of socializing and making friends, or working and learning with other peers? These are extremely important aspects to consider before home schooling a child.

One of my friends was home-schooled for two years (grade 6-7). After reading this section in the text, I asked him a few questions about his experiences with the whole process. He stated that the main reason he was home-schooled in the first place was because he simply couldn't get along with most of the kids in his grade, and he disliked his teachers. After two years of home-schooling he came back to school because he felt he should give it another try. He admits that he missed the school body, even though a majority of the students in his grade he didn't see eye to eye with. After coming back to school he never looked back. He also admits that home-schooling was far less work, but that he didn't have any need to catch up academically when he came back. I found that rather interesting, and I assume it may be that home-schooling is a more efficient method of learning for students. Furthermore, home-schooled students learn "self-discipline" and how to perform "self-directed learning," tools which can not be taught as well in formal schools, and which will be largely beneficial if they choose to pursue post-secondary education. Lastly, I must note that "the effectiveness of home schooling is equal to or greater than that of traditional schooling, as measured by standardized achievement tests such as the Scholastic Achievement Test (SAT)" (Cleghorn and Barakett, p. 63).

Overall, I see the need and necessity for home-schooling in certain situations, but not in others. I'm fairly undecided on the issue. What are your opinions on home-schooling? Have any of you experienced home-schooling? Should home-schooling be the quick solution if parents/students disagree with the school system or students are having issues?

Gender Equity in the Classroom

2009-10-27T15:34:00.000-07:00

I was also extremely impressed with the topic presented by the ladies in class. I feel as if topics such as "gender in the classroom" often go unnoticed by most teachers. It's very easy to overlook these types of issues when your teaching a lesson due to the fact that there are so many other things happening in the classroom. Teachers pay attention to more "important" issues in the classroom and in doing so often overlook the common tendancy to provide differential treatment to boys and girls. No teacher is perfect, but there is certainly no harm in being aware of these discriminative tendancies and making a few minor changes in the classroom. It may be as simple as choosing books that are about female heroes or professionals, or implementing more male/female games in your P.E. lesson. Changes such as these could make a big difference.

The presentation got me thinking about my own efforts towards creating gender equity in the classroom. According to the questionnaire I am promote gender equity in the classroom 65% of the time, but I won't accept that much credit. In my PS1 I had a grade 2/3 split which consumed a lot of my attention as I had to make an extra effort to differentiate the work between grade level. So, it's not surprising that I failed to reflect on my efforts to create gender equity in the classroom. Looking back, however, there are a few areas where I could make changes. First, instead of calling the boys "bud" or "dude", I could think of a less gender specific name or just call the children by their first name. Second, I'm not completely sure, but I feel as if the majority of questions I asked were directed towards males during my lessons. It was usually the boys who had the biggest issues staying on task, so I felt by asking them more questions that could help. In addition, as stated in the presentation, girls respond slower to questions (they process the information and think more before answering) than boys, and so the fact that I didn't leave enough "wait time" after posing a question could have also led to this problem. So, these are simple changes that I could make in future teaching that could help with gender fairness.

On the other hand, I do remember ensuring that groupwork was always a mixture of girls and boys, no matter what activity. Furthermore, the seating arrangement was also in groups of four, usually consisting of 2 boys and 2 girls. And I even recall the textbook that I was using for social studies, which focuses on the four countries of Peru, Tunisia, Ukraine, and India, using examples of students in their respective countries and having an equal amount of male and female examples. For example, we learned about the culture and daily life from the perspective of a school girl in Ukraine, and from a boy in India. Thus, there was a balance in that sense. Also, the "tasks" that students were required to do on an ongoing basis was rotated, so every child, boy or girl, had equal opportunity. Yet, despite these certain examples I can think of, I'm certain I would have picked up on far more of such practices if I had been more aware. Thus, the presentation was extremely useful!

Single-sex Education?

2009-10-25T14:00:00.001-07:00

Reading over some of our classmates' latest blogs, I came across Dave's posting in regards to an emerging contoversial issue in schools across Canada today - single sex education. Is it worth it? Are gender differences in learning really that evident that is becomes necessary? How might isolating students based on gender affect students' attitudes and personality over the long term? What happens when they're reunited with their female/male counterparts later on in their schooling, say middle school or high school? Finally, what sorts of hidden messages might schools be conveying to the students by instilling single sex education? These are just a few questions that ran through my head as I read the article and Dave's convincing blog.

I guess the one thing that made it difficult for me to read the article and accept some of its ideas is the fact that I have never been exposed to a single-sex education system. I have heard of a couple of those types of schools in Calgary, but I haven't heard much about their functioning and success. The article mentioned the increasing popularity of such schools in other countries such as Great Britain and Germany, and even our neighbour to the south. Before I could possibly make a valued judgement on the issue I would certainly have to read about the success of its implementation in a couple different schools. I am not completely unopposed to such a set up; I do feel the majority of students would benefit in a homogenous learning environment, especially in the younger grades. Teachers would be able to meet the students' needs much better, and it would likely help performance due to increased motivation and concentration. However, Dave made a good point in that "good" teachers don't require a single sex classroom to meet the students' needs. Before schools make these big changes in schools maybe teachers should reflect on their own teaching styles and ask themselves, "what kinds of things could I change or add to my classroom to make it best suitable for both sexes?"

In my opinion, implementing single-sex education is a worthwile undertaking, but in smaller steps. As mentioned in the article about some schools, why not just implement the program in the school first before making two distinct and separate schools. Try it out in the school where classes are divided based on sex, but keep the students in the same overall setting. That way, recess and lunch can be spent as a whole so its not such a drastic change for the students. If the system proves successful over time then, maybe, separate schools could be a consideration. I'm interested to see how it all pans out. Who knows, some of us may be teaching in a single-sex classroom down the road!

Schooling and the Political Economy

2009-10-21T16:16:00.000-07:00

I enjoyed our lecture yesterday on "schooling and the political economy" because it really opened my eyes to the realities of education, and how its role in society has changed so immensely over the years. Even though the realities of the material can be a bit hard to swallow, I feel it's important for us to understand our underlying roles in our future workplace (the classroom). Personally, I sort of wish the purpose of education was still based on the "Enlightenment model" as it was in the 1950's, where the economy was not the determining factor in every aspect of the school realm. Rather, schooling was viewed as a process to become a more cultured citizen so one could be a greater contribution to society as a whole. It just seems like such a model would be a lot less stressful for teacher and student as the role of education was simply to "show up and learn." It seems as if many people to this day still picture the education system in this fashion when in reality it has transformed immensely.

Today, our education system is based on the "Manpower and Consumerism models" which are directly tied to the economy. I find these models kind of frightening for education because it pushes students' interests aside, which I believe should always remain the most vital consideration. Our professor summed up today's school system best in the following: "If you want the dollar/funds for schools these days, you have to prove that the dollar is not just good for the kids, but for the economy." Because funding for education has become increasingly focused on the investment side of the coin, many changes have been taking place in schools nationwide, including an increased focus in the maths and sciences. Our prof covered the issues quite thoroughly in class so I won't go through them all, but the whole shift in the education system makes me feel a bit uneasy about my role and my security in the teaching profession. It does make the current issue regarding government cutbacks in the education system a bit more clear though.

"The Canadian Educational System in an International Context (Barakett & Cleghorn)

2009-10-19T18:43:00.000-07:00

Since my last few postings have been random topics or reponses to lectures, I figured I would return to the readings in the text. Reading about the "stucture and governance" of Canada's educational system was not the most interesting read, but a few things caught my attention.
First, I was not aware that some schools across Canada did not require children to attend kindergarten (p. 17). I always assumed kindergarten was mandatory, like any other grade, and a compulsory step in students' schooling. I think kindergarten is important for schools as it is the first step for children, it allows children to explore and associate with other children before entering grade 1. From my point of view, entering grade 1 with the absence of kindergarten is a big step and seems overwhelming for the child. However, most children have been in day care or other programs which helps with the transition.

Secondly, considering education in Canada is fairly decentralized and mainly under provincial jurisdiction, I found it surprising how similar the curriculums are across the board (p. 18). Obviously some subjects (second languages, social studies) will have greater differences in curriculum than others, but in general there is solid concensus across provinces. This imakes it a smoother process in the case of children moving and transferring schools, but also for teachers wishing to teach in a different province.

Lastly, I noted how Canada rated a touch below average on "the length of school year in various countries"(p. 19). The average school in Canada has 185 school days annually, whereas a country such as China marks in at 251 (p. 19). That is a substantial difference when you consider it. But, is that much schooling beneficial for its students? There is no significant relationship that shows how more schooling leads to better grades and performance. I am thankful that Canada does not rank in the higher levels for number of school days because I feel that it is long enough as is. Students, as well as teachers, need a break. Think about the couple weeks before holidays (summer, christmas), and how students' performance tends to decline. This is not simply because students are thinking about camping, or what they're getting for christmas; rather, it's because they are mentally drained, student and teacher alike. If anything, reading this section in the text has given me a greater appreciation for our education system in Canada.

Positivism vs. Post-Posivitism

2009-10-16T10:49:00.000-07:00

There are just so many variables to consider when talking about research methods in the social sciences. Maybe it's a bit overwhelming for me because I'm certainly no expert on the subject. Nonetheless, I did manage to make sense of a bit of the material thrown at us in class regarding the advantages and drawbacks of ethnographic and quantitative research. The first thought that ran through my head is, "how much of the research and studies can we actually trust?" After hearing about studies where the results and conclusions were completely made up (Burke's nature vs. nurture studies), it makes you question a lot of what we read and accept as credible information. Even with our mini research assignment that we're working on, can we assume all we're reading is credible?

The fact is that regardless of the type of approach one takes in researching within the (qualitative vs. quantitative) social sciences or any other field for that matter, biases, or perspectives, will always exist. It's not hard to look for biases, we can find it in anything if that's our goal. So ultimately, what the whole debate really comes down to is "which method of research in the social sciences is more suseptible to biases?" This is nonsense in my opinion. This is not to say we shouldn't be aware of such things when interpreting data, but, we should look at other things, such as comparing studies to other related ones.

Overall, I believe that both types of research has its advantages and can contribute to meaningful research in the social sciences. When considering ethnographic research, the key disadvantage is that it's time consuming and widely open to bias by the researcher. Furthermore, once all the information is recorded, it's often difficult to come to any formal conclusions anyway. On the other hand, most researchers will not enter their study with a pre-exising bias, or expectations. I could go on about advantages and disadvantages of research methods all day, but I feel sometimes we become too caught up with all of it that we can no longer take any information for what it's worth.

In Response to Vanessa's "Practicum Placement"

2009-10-14T23:17:00.000-07:00

After reading Vanessa's blog about practicum placements, and how they tend to be too biased and subjective, I started thinking about my personal experience in PS1. I was placed with a T.A who had never had a practicum student. My T.A. openly admitted that she had not received any information about her expectations in terms of assessment and feedback. This kind of scared me at first because my assessment could have gone either way: she could have either been very particular about every little thing, or she could have been really laid back about everything. Just one factor such as this could have determined my future. If she was extremely harsh I could have recieved a poor review, who knows, maybe to the point of receiving a fail. And one T.A.'s opinion could have effected by future - perhaps after receiving a poor review I gave up on teaching because I didn't feel I'd ever be competent. Luckily, I felt my T.A. was pretty fair in her reviews, despite the fact that I was her first practicum student.

But, Vanessa does bring up a good point about how subjective assessment can easily be biased. Whether your T.A. previously knows you, has heard about you, or has a good first impression about you will all likely effect your assessment. These assessments may become the difference maker when applying for jobs down the road. I partially agree with her statement that it doesn't take a good teacher to get through practicum. I am under the impression that T.A's have chosen to take on practicum students with the understanding that they must be upfront and honest with their students. If a student simply can not teach it is usually pretty obvious, and the T.A. is only doing the student a favour by failing him/her and providing reasons why. But, I guess you do hear of the odd stories where teachers take on practicum students to lessen their work load. It's these situations where students may pass for being a good "teacher assistant" than an actual teacher.

Nonetheless, as Vanessa mentioned, that's why the U of L has implemented a thorough checklist for our T.A.'s. Overall, to answer Vanessa's question I feel that although a large portion of your assessment in practicum is subjective, it's ultimately up to the student. The practicum student ultimately determines whether he/she passes or fails her placement. Often you hear of students who started out weak in their practicum but improved as time went on. The T.A.'s who notice such changes are not simply basing their assessment subjectively; rather, they are providing helpful insight for improvement and watching for how he/she responds in future lessons. As a future educator I would like to know early in my practicum that teaching is not my forte rather than after it has become my profession, and I think/hope T.A.s understand that.

Physical Activity in Schools: How important is it?

2009-10-09T13:03:00.001-07:00

Another article I read in the Lethbridge Herald published for World Teachers' Day was entitled "Physical activity: As simple and important as A,B,C,D." I really enjoyed this article because it stresses the importance of physical education in schools. I am a strong supporter of physical activity, I have been my whole life. To this day I use it as a relief from the stresses of a busy schedule, as well as mental boost. Looking back at my schooling years I can't imagine what a full school day would be like without P.E. class and a good dose of exercise at lunch and recess.

I found two items of interest in the article: first, across Alberta schools in the last few years there has been an increasing trend to reverse the lunch hour, which gives the students 30 minutes to play and then fifteen minutes to settle down and eat before afternoon class begins. I am very fond of the idea because I believe it would get more students outside or in the gym for exercise. I specifically remember students taking their lunch outside with them and finding a nice spot to eat even after the fifteen minutes of lunch. Many students never got a chance to exercise or chose not to because they had their lunch to eat. This is not to say reversing the order would cause everyone to get out and exercise, for many simply choose not to, but I believe it would increase it. Furthermore, after their time outside the students are even more hungry and are more willing to eat their lunches. On a different matter, a latent function of such a change may also cause less garbage outside on the schools grounds because less children will take their lunches out the doors with them.

The second item of interest is the trend for Alberta schools to extend instructional time at the expense of recess time. In regards to such action, president of the Alberta Teachers' Association's Health and Physical Education Council Rob Willms makes a point to which I agrree: "You can't just address academics, becasue if the body isn't healthy, then the brain isn't going to function properly...Students need to be active; they need to move..."(Lethbridge Herald, Oct. 5). I find it very surprising how despite the increasing research presenting a positive correlation between physical activity and mental alertness, school boards still push it aside. Is the difference of five minutes extra of science or math really going to make a huge difference anyway? Five to ten minutes of physical exercise does wonders and will only make the students more productive in the classroom anyway. This may just be my bias towards sports and physical activity in general, but I think this issue is a bit ridiculous.

Education Program at the U of L: Will it make us better teachers?

2009-10-07T10:43:00.000-07:00

Since we are not continuing with lectures on sociological paradigms in education this week, I figured I would reflect on a couple articles published in the Lethbridge Herald on Monday, October 5. To my surprise, October 5th was World Teacher's Day, which has been celebrated annually for the last 16 years, where "the world community has been showing its appreciation for the vital contributions that teachers make to society" (The Lethridge Herald, Oct. 5). For Alberta, it's also a day where we can be thankful for having "one of the best public education systems in the world."
Besides nominating several "favoruite teacher" awards (which I'm curious how they make such selections), there are numerous educational issues articles, some of which are interesting. But, the article I read was not about issues per say; rather, it is about a U of L faculty of Education '08 graduate and his experiences in his first year as a teaching professional. I like this article because it relates to the "credential society" idea of conflict theorist Randall Collins. After being introduced to such an idea, I began to question whether my education was in fact beneficial for my future in teaching.
The article starts out by stressing the huge transition from practicum to being a full-fledged teacher. He admits that the education he recieved helped him immensely in terms of creating lesson plans, making assessments etc, but that is only part of what teaching is about. He stresses that "teaching is as much about managing circumstances as imparting knowledge ("An Advertising Feature, p. 2). Dealing with parents, children who don't have the mental energy because they haven't ate all day, disruptive behaviours etc are tools that ultimately can't be taught. I find his experience somewhat inspirational because I know that my education at U of L is worth my time. The work that I put in now will only help me and become one less load on my shoulders when I do become a full fledged teacher. However, the article does make a good point that credentials such as good grades and an education degree can only do so much for you. Once you have entered the 'real world' it's a different story, and the classroom will throw a variety of curveballs at you every day. How do you best deal with a student who sleeps through your morning class because he didn't sleep the night before? Being able to deal with such circumstances and improvise is a whole different dimension. Once again, we're reminded of how complex the teaching profession really is!

Critical Theory (p. 41-43 of text)

2009-10-05T14:59:00.000-07:00

Now that we have looked at consensus theories (structural-functionalism), conflict theories (Marx and Weber), and Interaction theories, we have one theory left - modern critical perspectives. Critical theory includes feminism, postmodernist feminism, and anti-racist theory, all of which we will examine in future lectures. Reading the first few pages on critical theory in the text, there are five main points (p.41, barakett and cleghorn) which describe and distinguish it from previous theories (mainly functionalism and conflict theories). The theory emphasizes:

social class as a unit of analysis and everyday life as a theoretical and political sphere of investigation and struggle;
the idea that liberation is not solely economically based, but is based on a variety of human needs
a conception of society that includes both mirco and macro levels of analysis;
that human behaviour is more than a reaction to capitalism;
the controversial essence of social reality and subjectivity

Already stated, critical theorists stress the importance of carrying out a "dialectic view", which allows us to analyze both aspects of schooling (domination and liberation). This is different from the earlier conflict and neo-Marxist theories which base their work around economic determinism (domination). Although critical theorists understand and accept the reality of inequality and oppression, their goal is to "suggest ways that the educational system can address social inequality and generate social change (barakett, p. 49)." While accepting that teachers are restricted in their roles and power to make changes (i.e. in the cirriculum), the dialectic view allows insight from different points of view so that the appropriate changes can be made through liberatory educational practices. After reading this introductory portion to critical theory I still only understand a gist of the information, but I like the fact that it takes theories of schooling one step further by addressing equality with a more "active" approach.

Interactionist Theories

2009-10-03T13:31:00.000-07:00

Last class we briefly discussed the main interactionist theories, namely symbolic interactionism, phenomenology, ethnography, and ethnomethology. The one that I am going to briefly touch on here is symbolic interactionism, because it intrigued me, and also makes the most sense. Sociologists who adopted this theory believe that we live in a world of meaning and we react to meaning more than the reality, and that everything we do is filtered through symbols. What this means when we apply it to the school setting is that every student has different values, personalities, and attitudes that they bring to the classroom. Therefore, everyone is unique because each person in the classroom finds different meaning in certain things. It's like everyone has their own separate lens to which they view things and find meaning. The example presented in class of our textbook is a good example. Some of us cringe every time we pull out the textbook because we find it boring and it puts us to sleep. We find a lot of the information irrelevant in preparing ourselves for a career in teaching. However, for others the textbook is an interesting read and is viewed as extremely helpful. No opinion is more valid than the others, for the textbook simply has different meaning to each of us. However, if I wasn't fond of the book but I found out that a majority of the classmates were reading it and enjoying it, this may influence my opinion. Therefore, as a product of my interaction with others, my interpretation can be changed quite easily. This is why healthy interaction between students and teachers is so important in the schooling process.

When reading the text (p.39), what I found interesting was that when examining student performance in the context of different types of questioning, researchers have found that "low performance is not necessarily due to a lack of understanding of language and culture; rather, it is the context within which it occurs in the classroom that affects performance." Thus, we can not assume that student "A" is incapable beacause he recieved a failing grade in his Language Arts Hamlet exam. Rather, we need to consider his environment around him which may have had an affect. For example, his interaction with his friends in the class who feel Hamlet is dumb and a waste of time may have affected his interpretation and outlook on the book, and therefore affected his grades. Had his friends not been in the class, his grade on the exam could possibly have been much higher. The Interaction that takes place at school is so vital in that sense. I can relate, for when I was in middle school my friends had a huge affect on me in much the same fashion. Knowing that each student has unique a personality and finds meaning in different things, what kinds of things can we as teachers do to accomodate for these differences?

The Role of Schools and Education (Marxist/conflict theorist point of view)

2009-09-29T22:45:00.000-07:00

When our professor told us the first week that we might find some of the ideas regarding sociology of education a bit on the depressing side, he wasn't kidding. Though functionalists and conflict theorists are essentially the direct opposite of each other in their basic tenets (discussed in earlier blogs), both are similar in that they downplay the role of schools, and thus formal education, in "society." Marxist theory states the function of schools is to slot people in their appropriate positions and make them feel happy and content with it. So, if your father works in the trades, you are more likely to get streamed into the shop classes etc, and the schools will train you for your predestined place in the economy. I'm not saying I agree with the theory, but looking back at my schooling some of it does make sense. The school I went to had a large farming population, and even though it wasn't obvious at the time, it seemed to have worked that way. A majority of those students were slotted away from the academic courses, to which they seemed fairly content with. They knew that school was important for the next few years, but ultimately their place in "society" was already in place for them. Of course, there are always exceptions to this idea.
The fact that schools are ultimately part of the superstructure, meaning they are viewed as institutions that regulate behaviour to make economic structures work, is a depressing thought. Because school reform cannot change "society" by making it better or more fair, what does this say about educators? I was raised to believe that teachers can potentially have a huge impact in students' lives through the school system, when in reality it is all based on the economy, because money means power and is what drives "society". It just makes you think, if there's a relatively weak link between skills and knowledge taught in schools and job placements, what really is our role as educators? According to marxist theorists, our role is really about indicating right attitudes in terms of loyalty, compliance, docility, etc. We're more like guides, who help them uncover their predetermined role in society. I struggle with this theory.
The last topic I'd like to touch on is regarding Randall Collins' idea of "The Credential Society." In his work, he argues that most educational credentials are useless in "society." And after we watched the youtube clip "5 Minute University" by Guido Sarducci, it got me thinking. Is that really all post-seconday education is all about, to give us the credentials to up our status in "society"? By the time I graduate and pursue a teaching career, will all the money, time, and effort I put into schooling be a reflection in my teaching? Or will it simply separate myself from others in that I obtained a higher GPA and obtained higher credentials? I sure hope my investment gives me more than just a degree.

Introduction to Conflict Theories (p. 36-37)

2009-09-29T07:29:00.000-07:00

Now that we understand the basic tenets of functionalism, we can basically take the exact opposite in understanding Conflict Theories. According to Collins (1971), the debate against functionalism centered on the idea that "society" never maintains a balanced state. Change in "society" is inevitable and conflict and competition are consistent because class struggle always exists. As stated on p. 36 of the text, conflict theory asserts that "whenever one group gains, another one loses. The question is: who dominates whom?" Furthermore, Collins disagrees with the functionalist idea that higher education leads to higher economic productivity; rather, this occurs at the level of transition to mass literacy. Instead, Collins focuses on the concept "status culture" in determining how successful one may be in achieving higher social status. Status culture is "a particular lifestyle of language, dress code, peer association, and interests, that is deemed desirable by the dominant group in society." Through such a process, education becomes a means of cultural selection where schools are dominated by the most powerful groups.
Pierre Bourdieu, in his "cultural and social reproduction theory," provides a closer link between class, power, and education by adding the concept "cultural capital." According to Bourdieu, the higher status class strongly influences the language and texts/resources used in schools, and in doing so they transform their "cultural captial into academic capital." Thus, the lower class is "naturally" sorted down to the lower streams where they are introduced to much less demanding curriculum. Bourdieu claims this is what separates public from private schools, which I find very hard to believe. I do see, however, a reflection of this concept in high schools where students are sorted into the different streams of applied, pure, and advanced placement.

2009-09-26T15:56:00.000-07:00

I really enjoyed reading Vanessa's post entitled "Diploma Exams: Fixing Old Problems and Creating New Ones" because it exempifies our discussion in Thursday's class regarding Robert Merton's idea that not everthing in "society" is functional. Keeping up with current issues in education in Alberta, Vanessa presented the current debate regarding the possible dismissal of written response in science and math diploma exams. According to functionalist theory, the manifest function (or intended purpose) of such a change is to cut back government spending. While this may appear a simple solution, it certainly has issues to consider:

What about those students who excel in the written response area? They are no longer given the opportunity to pull their weight in that area.

There are also certain questions that simply can not be formatted into m.c. without being extremely twisty and complicated.

A completely multiple choice formatted exam leaves it open to logic. So through the process of elimination a student could possibly be successful on an exam he/she knows little about.

On the other hand, it may be beneficial in the following ways:

Less stressful for students who do not have strong writing skills.
Be easier to estimate the amount of time designated for exams. Often students feel the stress of running out of time in diploma exams, I know I did.
Concerning grading, the whole test is standardized. The answers are either right or wrong which makes grading much easier and leaves less room for personal bias.

This is only a few examples of what such a change could possibly do to the school system, and there are many more. Teachers, staff, and board members need to be aware of the underlying effects of changes in the school system. As we learn more and more about functionalism, we are increasingly aware of the theoretical problems associated with it, listed below:

1) Error of reification of "society" - what exactly is "society?" It is too vague

2) Teleological (circular) definitions that are unclear and hardly make sense.

3) It cannot be falsified, or proven wrong

4) Implicit value judgements - very pro-American, not as objective as they think.

5) Good at describing functions and ideas, but poor explaining (providing understanding).

6) Empirical evidence proves many functionalist assumptions (meritocracy, democracy) are wrong.

As we examine other theories (conflict theories), and are able to make broader comparisons, I'm sure we'll be able to add more to the list.

How Functional is Functionalism?

2009-09-25T08:03:00.000-07:00

While the text does an excellent job explaining the main tenets of functionalism, it fails to touch on any of its theoretical problems. As we compare and contrast with other sociological paradigms, the problems structural functionalism present will become increasingly clear. But, for now I figured I would touch on a few of the theoretical problems presented in class. To summarize, functionalists contend schooling is essential because:

1) it paves the way for specialized division of labour (expert society)

2) it promotes meritocracy - achievement is not based on class/heredity; rather, its determined by effort and talent.

3) it is democratic - every student that walks in its doors has an equal opportunity.

Robert Merton (1910-2003), the second most influential functionalist of its time, agreed with all such tenents of functionalism, but wished to explain "change" within the funtionalist model. To explain he coined the terms "manifest functions, latent functions, and latent dysfunctions." While Parsons work focused mainly on the the "manifest functions," or what a function is intended or expected to do, Merton added "latent functions" (what the function actually does, or does besides the intended), and "latent dysfunctions" (the unfortunate/negative side effects). In doing so, Merton appears to have looked at the broader perspective and analyze the theory from a more realistic point of view. Our professor used the introduction of the automobile as a good example. Although its main function was to transport people from point A to B, there were more things that happened as a result. Automobiles stimulated the emergence of suburbs (latent function), and they also increasingly added emissions to the environment and led to more traffic accidents (latent dysfunctions). There will always be unintended functions that happen as a result of change, it's unavoidable.
Consider another example, such as implementing a breakfast program at a school. Its manifest function/s are clear: to provide an adequate breakfast for students so they are physically and mentally equipped for the school day. However, such change in the school will have more effects on the school than just that. Besides equipping them for the school day, it may also decrease the amount of bullying and stealing lunches that may occur in the particular school (latent function). Furthermore, it may help in getting students to school on time, as they don't want to miss a hot breakfast (latent function). But, on the downside, students and parents may be less conscious of taking lunches to school, leaving the students increasingly hungry as the day progresses (latent dysfunction). Furthermore, breakfast programs requires an increase in funding and staff, so that needs to be taken into consideration (latent dysfunction). Merton reinforces the fact that teachers and staff need to be proactive professionals. Change will always bring about more than what is intended, and this needs to be accounted for.
Below is a link to a youtube clip regarding the effects of implementing a nutrition program in a Wisconsin school. See if you can identify at least one manifest function, one latent function, and one latent dysfunction of the school nutrition program while you view it.
http://www.youtube.com/watch?v=KWYPjjpBSgQ

Functionalism (1950's) - "Society like a Machine or Living Organism" (p. 33-35)

2009-09-22T16:54:00.000-07:00

Functionalism, the dominant sociological paradigm in North America until the 80's, was heavily influenced by the works of Emile Durkheim and his studies on social order. Due to his research on societal issues such as depression and suicide, Durkheim presented how "larger societal processes affect individual learners through school and classroom processes" (Barakett and Cleghorn, 33).

Society functions similar to a human organism, where all its parts serve an essential function which helps maintain a balance, or equilibrium. Similar to the heart, lungs, and liver of the human body, various social institutions "serve to make up the organism of society" (p. 35). Thus, the school upholds a large responsibility: to teach its students the skills so that they can be contributing members of society at all levels. By training and guiding students for jobs at all levels, the school is helping maintain equilibrium in society. But, this also suggests inequality which functionalists argue is clearly inevitable in maintaining social order and the proper functioning of society. For there are only so many qualified positions available in society; there can only be so many surgeons and dentists. This is where Talcott Parsons, the first sociologist in North America who set the ground rules for functionalism, comes in.

Talcott Parsons added the "achievement factor" to the equation. As described on p. 35 of the text, functionalists contend rewards (higher pay as a surgeon vs. garbage man) was one way to motivate talented individuals to pursue the higher status positions of society. That way, even if society is unequal, it is fair in a sense because everyone who went through the school system had an equal opportunity. What it all boils down to is merit, the combination of talent and effort.

Being a sports fanatic, I have attemped to apply the theory to professional sports. There are numerous athletes across North America with enough talent to potentially become professionals in their particular sport. However, what separates the pros from the regular athletes is effort and achievement. Those who become professional athletes understand that it takes more than just raw talent alone to make the big bucks. Not everyone can be professional athletes, so professional sports associations provide rewards which motivates certain athletes. Thus, the rewards of becoming professionals drive them to put in hours of practice and training every day. Being a member of a competitive rec sports team versus playing professional is, according to functionalist theory, reflected in the amount of training and effort an athlete puts forth. And because the ascription factors (ethnicity, class, race) of individuals are downplayed, it could be said that every athlete has an equal opportunity to become professional, "it's a fair race." As you hear from coaches all over North America, what winning and being successful in sport really comes down to is "how bad you want it." Hence, how much effort you are willing to put forth. I'm not sure this was a good example, and I may have just added more confusion to the idea, but it helps me understand the idea a whole lot better.

Sociological Perspectives on Education

2009-09-18T10:44:00.000-07:00

I. Overview of Sociological Paradigms (ch. 2, Barakett and Cleghorn, p. 31-56)

Though a bit of a dry read, chapter two is a good refresher of the sociological paradigms which are applied to education. Not having much to add, I figured I would make a diagram summarizing the main questions and concerns of each sociological paradigm. Remember, this is only a brief summary. Most of the information was drawn from pages 49-51 of the "Sociology of Education" text. I'm sure we will have a better understanding of each perspective as we move along in the course.

The Importance of Reflective Practice

2009-09-16T12:23:00.000-07:00

"Instead of just knowing what to do, you know why you do it."

I really enjoy this statement, especially when considering the teaching profession. Too often teachers get caught up with doing exactly what the lesson plan reads. As long as we meet each objective and follow each step in the correct order, the lesson is a success. From my early teaching experience (PS1), I know that's how I felt sometimes. I would watch the clock and ensure I finished every last bit of my lesson, squeezing my concluding comments in seconds before the bell. The lesson was considered a success depending on whether or not I finished every last step on my outline. That is not what teaching is about. Anyone can stand up and regurgitate information in a set period of time.
Whether assembling a test or planning a lesson, the question teachers should constantly ask themselves is, 'what is its purpose?' Asking such a question allows us to be more proactive educators; it allows us to reflect on problems before they're too big. Not only will it make our lives less stressful in the long run, but more importantly, it will make us more mindful of providing students the best education possible.
And this is where understanding the "sociology of education" becomes extremely helpful. Only a couple days into class I can already see the value of understanding education and society from a sociological perspective. Having such important knowledge helps distinguish a well trained teacher from a well trained educator.

Introduction: Why the sociology of Education?

2009-09-15T14:51:00.000-07:00

The Sociological Analysis of Education: Getting the Big Picture (Barakett & Cleghorn text, p. 1-8)

The first few pages that I read, despite being dry with all its terms and definitions, was a real eye-opener. It was a great reminder of the immense role education plays in society, being that it is connected to all other institutions including “the economy, the political system, the legal system, and the family, as well as the belief or religious system (Barakett, Cleghorn, p.2).” It illustrates how extensively education is a sociological process, as each day students and teachers interact with their diverse experiences and social class backgrounds. This type of classroom environment excites me because each student brings to the classroom their own unique talents and personalities. However, what I did find hard to swallow was the underlying functions of formal schooling, explained below.

According to Brakett and Cleghorn (p.5), the ugly truth is that students' overall academic achievement is based strongly on his/her "ascribed status," that is, the characteristics they were born with. And when considering how a society's system of stratification is related to division of labour (economic stability), the picture becomes a bit more clear. Because there is a limit on how many high-status jobs a society can hold, over the course of their schooling students are naturally guided to assume their appropriate role in society.

Looking at the photo above, you can see how each student has his/her own social class backgrounds. While we tend to believe that each child is provided with an equal educational opportunity, this is not the way the functions of schooling really works. Students are eventually weeded out as they begin to understand their expected behaviours, or "social control."

I can see evidence of this trend in my own schooling. By high school, when students better understood their role (social control), some simply decided to do the bare minimum in class because they saw no reason to work hard. After all, they were going to take over the farm after school anyways. And teachers, knowing their situation full well, almost guided them in that same direction. I find this idea difficult to handle as a future educator. How am I supposed to encourage each individual to meet their full potential and ensure my students that they have equal educational opportunity when ultimately society dictates it all?