Today, in class, we discussed the difference between training and education. We concluded that training was more specific and direct. Those with this type of training do not have the ability to go beyond what they are told. It is basically the “how-to” knowledge. On the other hand, education refers to a much broader knowledge. Education allows us to go beyond the “how-to” and consider the “why”. With an education, we hopefully will have the ability to see what the underlying issues are. When thinking critically, we can define the real problems, not just solve the problems we are given.
A goal mentioned to reach by the end of university is to care more about our education and less about the training we have received. It sounds easy, but there are some major problems that arise with this notion. Throughout our training thus far in the Faculty of Education, we have been given formulas. Formulas for great teaching, formulas for lesson plans, formulas for classroom management, formulas for assessment tools, and so on. Problem = each teacher is different, each student is different, each school is different, and each class dynamic is different. It is impossible to create a formula for great teaching.
I have had personal experience with this problem throughout PSI and PSII. When beginning is PSI, it is completely understandable to provide training. Because I had never written a lesson plan or classroom management plan, it was a great idea to give examples of lesson plans and some techniques for managing a classroom. However, we should be able to adapt these training tools to suit our own needs and the needs of our students. Isn’t that the point? ... And now I rant … I had a lot of criticism from my university consultant in PSI regarding my lesson plans. He would not accept them as sufficient unless I revamped them to match his formula for doing lesson plans. It didn’t matter that his way did not work for me. I had to laugh in class today when Robert mentioned that his lesson plans are often pages long while his wife’s are written on a napkin. This doesn’t mean that one way is right and one is wrong, it just means people are different.
As beginning teachers, training is important. However, from the information we are given, we must be allowed to discover which methods works the best for us and our students. We are often told to keep our opinions to ourselves out in the field and agree and adhere to everything believed by our teacher mentors, administrators, and consultants. Although it is important to adhere to school policy and teaching beliefs, to be the best teachers we can be, we need to be able to answer the questions of why we are doing things. Is it the most beneficial way? How can we make it better?
Tuesday, September 15, 2009
Monday, September 14, 2009
Introduction: Why the Sociology of Education?
As an introduction, this post will be based around the first assigned readings for this course from Barakett and Cleghorn’s text. From the initial pages of this book, we can gain an understanding of how education can be viewed sociologically. I don’t plan on explaining all of the terminology in the readings. However, it will be important for future readings and discussions to present and review this background knowledge. Here, I hope to present a brief overview of how vast this topic is and how many issues have and will arise in education.
So, how do we study education from a sociological perspective? As explained by Barakett and Cleghorn (2008), “education is sociological because it involves a network of interrelated societal institutions and a social process, and because it has sociological functions, both intended and unintended” (p. 2). In English, this means that education takes place in an educational institution such as a school system which is also connected to other parts of society. Some of these societal links mentioned include the economy, the political system, the legal system, and the family (p. 2). The school system itself is linked to and a part of society.
Another way education is a social process is simply because it involves the interaction of people in society. In my personal opinion, this is the most interesting part. Teachers bring to the classroom their life experiences, values and beliefs. Not only is there diversity among teachers, but there is also diversity among students. Because there are so many different people together from various backgrounds, it is possible to take on the norms, values and attitudes from the culturally dominant group (p. 4).
The text presents two categories of functions that formal schooling provides – intended and unintended. The intended functions are those we think of when we think of schools – knowledge, skills, values, mental abilities, etc. The unintended functions are referred to as “hidden curriculum” which I hope to address in future posts. Unintended functions, as explained by Barakett and Cleghorn (2008), include those regarding social control that often end up defining who is to succeed and who is not, what subjects girls and boys should be interested in, etc (p. 6). In addition to social control, an unintended function of schooling is that it provides care for children for the majority of their day for the majority of the year. There are so many issues surrounding the responsibility of parents as they act as a substitute for parents during the day – this is referred to as in loco parentis (p. 7). Another hidden function of schooling is that it provides social interaction for students. It is at school that children develop their social skills and social relationships.
Because society and the school system are always changing, critical reflection and analysis of all current trends and issues in education is very important. This is what I hope to accomplish here. Now that I have stated a bit of the background knowledge I have acquired through the text readings. I will have a better understanding of the social process of schooling and what issues may arise and will be better able to present them following the class discussion tomorrow!
Reference:
Barakett, J. & Cleghorn, A. (2008) Sociology of Education: an Introductory View from Canada. Toronto: Pearson Education Canada.
So, how do we study education from a sociological perspective? As explained by Barakett and Cleghorn (2008), “education is sociological because it involves a network of interrelated societal institutions and a social process, and because it has sociological functions, both intended and unintended” (p. 2). In English, this means that education takes place in an educational institution such as a school system which is also connected to other parts of society. Some of these societal links mentioned include the economy, the political system, the legal system, and the family (p. 2). The school system itself is linked to and a part of society.
Another way education is a social process is simply because it involves the interaction of people in society. In my personal opinion, this is the most interesting part. Teachers bring to the classroom their life experiences, values and beliefs. Not only is there diversity among teachers, but there is also diversity among students. Because there are so many different people together from various backgrounds, it is possible to take on the norms, values and attitudes from the culturally dominant group (p. 4).
The text presents two categories of functions that formal schooling provides – intended and unintended. The intended functions are those we think of when we think of schools – knowledge, skills, values, mental abilities, etc. The unintended functions are referred to as “hidden curriculum” which I hope to address in future posts. Unintended functions, as explained by Barakett and Cleghorn (2008), include those regarding social control that often end up defining who is to succeed and who is not, what subjects girls and boys should be interested in, etc (p. 6). In addition to social control, an unintended function of schooling is that it provides care for children for the majority of their day for the majority of the year. There are so many issues surrounding the responsibility of parents as they act as a substitute for parents during the day – this is referred to as in loco parentis (p. 7). Another hidden function of schooling is that it provides social interaction for students. It is at school that children develop their social skills and social relationships.
Because society and the school system are always changing, critical reflection and analysis of all current trends and issues in education is very important. This is what I hope to accomplish here. Now that I have stated a bit of the background knowledge I have acquired through the text readings. I will have a better understanding of the social process of schooling and what issues may arise and will be better able to present them following the class discussion tomorrow!
Reference:
Barakett, J. & Cleghorn, A. (2008) Sociology of Education: an Introductory View from Canada. Toronto: Pearson Education Canada.
Welcome to my Education 4320 blog!
Welcome to my blog! Through the use of this medium, I hope to discuss current issues surrounding education and to critically analyze and discuss these issues from a sociological perspective. Discussions will be based around (1) readings from the textbook used for my Education & Society course, Sociology of Education: an Introductory View from Canada by Joyce Barakett and Ailie Cleghorn, (2) lectures and discussions experienced in said course, (3) scholarly journal articles applicable to the topic of education and society, (4) current education-related news items, (5) presentations attended during the semester, and (6) other blogs and web-pages pertaining to this topic.
A little bit about my background: I am completing my fifth and final year at the University of Lethbridge. In spring of 2010, I will graduate with a combined degree in the Social Sciences and Social Studies Education. That being said, I have had some experience with sociology before. Through my pre-professional courses, I have studied deviance, conformity and social control, mass communications, religion, social psychology, and risk from a sociological perspective in addition to completing a general introductory sociology course. Because I am an education student, I felt that studying education from a sociological perspective seemed like the next logical step. Through my on campus and practical experience within the Education Faculty, I have heard of and experienced many important issues regarding the education system, teachers, students, parents, the community’s view, and so on. I hope to use this course and assignment as an opportunity to further my knowledge and understanding of the topic, and also to develop my own opinions regarding the issue.
A little bit about my background: I am completing my fifth and final year at the University of Lethbridge. In spring of 2010, I will graduate with a combined degree in the Social Sciences and Social Studies Education. That being said, I have had some experience with sociology before. Through my pre-professional courses, I have studied deviance, conformity and social control, mass communications, religion, social psychology, and risk from a sociological perspective in addition to completing a general introductory sociology course. Because I am an education student, I felt that studying education from a sociological perspective seemed like the next logical step. Through my on campus and practical experience within the Education Faculty, I have heard of and experienced many important issues regarding the education system, teachers, students, parents, the community’s view, and so on. I hope to use this course and assignment as an opportunity to further my knowledge and understanding of the topic, and also to develop my own opinions regarding the issue.
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