School & Society: Chapter 1 Introduction: Understanding School and Society Chapter One Introduction: Understanding School and Society (c) 2006 The McGraw-Hill.

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter One Introduction: Understanding School and Society (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Social foundations helps teachers to: Make sense of classroom situations by understanding the larger social context of culture, social and economic class, gender, race, etc. Make the best decisions for all students Continually evaluate teaching goals and methods (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Tools of Inquiry -Social theory-Schooling -Training-Political economy -Education-Ideology (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Social Theory An attempt to make sense of and explain social phenomena An attempt to explain reality and practice Should be internally consistent, account for the data, and agree with other relevant theory Neither “the absolute truth” nor “just another interpretation” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Schooling The totality of experiences occurring within the institution of “school” Formal curriculum, extracurricular activities, “hidden curriculum” Reflects the influence of government (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Training Preparation for specific roles or to improve one’s skills Goals generated by the trainer Potential for indoctrination? Necessary in some situations (driving) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Political Economy Social, cultural, economic, political, and demographic dimensions of a society How a society is organized in order to function (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Education Promotes the skills and understandings to: Develop a wide range of human capacities Prepare for a wide range of roles Nourish reason, intellect, intuition, and creativity (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Ideology Society’s justification for its political, social, and economic arrangements The beliefs, value systems, and understandings of social groups Almost always created and articulated by the dominant group (the “dominant ideology”) Embedded in ALL societies (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Schooling & Culture in Classical Greece Political economy  Citizens—owned property, opportunity to participate in government  Non-citizens Women—proper place was in the household Slaves—private property (“chattel”) Metics—neither slaves nor citizens; worked in variety of occupations (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Schooling & Culture in Classical Greece Ideology  Reason revealed workings of natural world  Virtue facilitated harmony with the universe  Citizens participated in the political democracy, and therefore “lived freely,” because of their superior rational capacity Schooling  Available to young boys and men  Gymnastics, music, and literature  Avoidance of vocations; preparation for leisure (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Good theory is useful in identifying and explaining phenomena—including practice. The interaction of political economy, ideology, and schooling (analytic framework) are important focus of the social foundations of education. Meaning depends on context, and understanding meaning requires inquiry. Teachers must be active participants in this inquiry. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary -Athenian citizenship -Athenian slavery -democracy -education through participation -ideology -training versus education -political economy -schooling versus education -social foundations of education -social theory (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Two Liberty and Literacy: The Jeffersonian Ideal (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Fundamental Tenets of Classical Liberal Ideology Faith in Reason Natural Law Republican Virtue Progress Nationalism Freedom (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Faith in Reason A better guide than tradition, custom, and dogmatic faith Mind as “blank slate” Humankind capable of great feats Galileo, Copernicus, Newton (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Natural Law “Universe is a machine” Understanding yields control Science replaces theology as guide to action (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Republican Virtue Perfectibility of the individual Duties to God and to nature The work ethic Men’s virtues/ Women’s virtues (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Progress Continual individual and societal progress toward perfection Changing the world to what ought to be Revolution as an option Commitment to social meliorism Education as the vehicle (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Nationalism Allegiance to a nation, not a state A new national identity Uneasy balance between national government and local self- determination (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Freedom “Negative freedom”  Intellectual Free from external coercion of church and state  Political Representative government  Civic Freedom to “live as one pleases” Bill of Rights  Economic “Laissez-faire” economy The Wealth of Nations (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Jefferson’s Plan for Popular Education Self-Education Elementary Schools Grammar Schools University (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society First Tier—Elementary Schools Foundation of entire education structure Decentralized districts Three years of free education Screening for future leaders Preparing citizens for effective functioning (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Second Tier—Grammar Schools Boarding schools Languages, advanced curriculum Developing local leadership Preparation for university (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Third Tier—University Education Common education from grammar schools allowed for advanced instruction Specialization in a “science” Preparation for leadership—law, government, the professions Education for meritocracy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Fourth Tier—Self-Education Lifelong learning as the culmination of educational aims Jefferson’s support of public libraries “Knowledge is power; knowledge is safety; knowledge is happiness” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Political economy and ideology influenced early education processes, inside and outside of schools Jefferson’s thinking reveals the tensions in classical liberalism Admirable ideals versus the “dominant ideology” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary Bill for a More General Diffusion of Knowledge bourgeoisie capitalism civic freedom classical liberal conservative democratic localism “divine right” of the nobility elementary schooling faculty psychology faith in human reason feudalism freedom and “negative freedom” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society grammar schools happiness intellectual freedom meritocracy nationalism natural aristocracy natural law patriarchy political freedom progress religious revelation republicanism Rockfish Gap Report scientific reason social meliorism virtue Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Three School as a Public Institution: The Common School Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Mann and the Common Schools Served as secretary to the Massachusetts State Board of Education 1837-1848 Powers limited to the collection and dissemination of information regarding education in Massachusetts Created county educational conventions Distributed annual reports Established Common School Journal in 1839 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Mann’s Central Issues School buildings Moral values Lessons from the Prussian school system School discipline Quality of teachers Economic value of schooling (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society School Buildings Improved physical setting of schools through  Use of surveys  Public encouragement for model districts  Publication of school expenditures by town (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Moral Values Schools as agents of social harmony Moral values as “common elements” of the common school Anti- Catholic bias John Stuart Mill’s argument for secular education Foreshadowed continuing separation of church/state issues in schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Lessons from the Prussian School System Designed to develop Prussian nationalism and position German states for world leadership Aristocratic tier  Vorschule  Gymnasium  Military academics/universities Common tier  Volkshule  Workforce/technical schools/normal schools Reinforced Mann’s support for free, state-financed, state- controlled universal and compulsory schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society School Discipline Spoke out against harsh treatment of students The “pedagogy of love” rather than overt authoritarianism Teacher’s responsibility as moral agent Self-discipline ultimately supports self- government (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Quality of Teachers Emphasized need for special teacher preparation  Normal schools created with pedagogical methods dominating curriculum  Teachers as moral role models  The feminization of teaching Lower costs More nurturing of children (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Economic Value of Schooling Forerunner of human capital theory  Material well-being for the masses  Worker productivity and satisfaction Inherent contradictions not acknowledged/addressed (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Success of Common School Reforms Supported by diverse interests in Massachusetts, including financial interests Mann’s “common elements” was a satisfactory compromise for religious interests Reforms incorporated popular classical liberal thinking (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Massachusetts political economy and ideology hospitable to state-funded and state-controlled schools Horace Mann as leading proponent of schooling as agent of cultural uniformity Questions remain about the implications of the common school era’s reforms (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary character education decentralization discipline and a pedagogy of love feminization of teaching humanitarian reform normal school Prussian model sectarianism university urbanization (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Four School Diversity and Differentiated Schooling: The Progressive Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Political Economy of Progressive Era Urbanization Immigration  Open vs. restricted immigration Industrialization  Artisans to monopoly capitalists  Taylorization  The effect on women’s work (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Worker Responses Trade unionism  Violence, strikes widespread Populism  Traditions of agrarian democracy Socialism  Urban, political, additional focus on race and class equality (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Government Responses to Unrest Progressivism  Stabilized economy while reinforcing unequal power relations between workers and business/government Progressive urban reform  Propelled by middle and upper class Centralization of power and expertise  Increased reliance on “experts” and privileged citizens (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society New Liberal Ideology Natural law  From scientific truth (Newton et al.) to relative truth (Darwin) Reason  From human reason to scientific rationality Virtue  From religious truths to conditionally determined good (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Progress  Natural law and reason give way to scientific planning and management Nationalism  From individualism to group identity Freedom  From “negative” to “positive” New Liberal Ideology (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society “New” Psychology Faculty psychology is rejected Psychoanalytic approach (Freud) Primitivist psychology (Hall) Social psychology (Mead) Connectionism (Thorndike) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Two Strands of Progressive Education Varied, child-centered curriculum  Developmental democracy model  Social efficiency model Learning through activity Schooling as response to social problems School a reflection of social realities (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developmental Democracy Model John Dewey Education is only successful when people participate in democratic forms of life Schools as “laboratories for democracy” Avoidance of vocational education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Social Efficiency Model Charles W. Eliot Goals of  Social stability  Employable skills  Equal educational opportunity  Meritocracy Use of mass IQ testing (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Progressive Era marks shift from classical laissez-faire liberalism to reliance on government and scientific expertise to solve social and economic problems Schools as the setting for a social-efficiency approach to education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary American socialism artisan craftsmanship developmental democracy John Dewey Charles Eliot eugenics monopoly capitalism new immigration (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary “new psychology” The Origin of Species populism progressive educational reformers social efficiency Taylorization (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Five Diversity and Equity: Schooling Girls and Women (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Gender & Education in Colonial America First 150 years  mostly barred from public schools  unnecessary to educate girls in agrarian/frontier society  females “unsuited” for intellectual activities Some private schools focus on “polite accomplishments” The Revolution and the “cult of domesticity” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Competing Ideological Perspectives “More effective” female roles Conservative position  women’s place is in the home; no education necessary Liberal position  women’s place is in the home; education helpful Gender Equality Radical Position  equal rights and educational opportunities (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Higher Education for Women Academies  focus on “ladylike” subjects  charged tuition  Troy Female Academy most famous Normal schools  focus on teacher training High Schools  free public education  retained focus on domestic concerns Colleges  Antioch and Oberlin (Ohio)  Vassar College as exemplar (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Women and Vocational Education Domestic science training  1910 NEA report  ethnic and class bias inherent in curriculum Commercial education Responded to changes in labor market and need for cheap source of clerical labor Class biased as well as sex-segregated (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Intellectual subordination of women supported by a religious interpretation of humanity American revolution fostered increased educational opportunities, with continued emphasis on preparation for marriage and motherhood Transformed in Progressive Era to “domestic sciences” Teaching as appropriate vocation for women Conservative, liberal, and radical positions still evident today in discussions of social and educational policy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary Catherine Beecher college education of women colonial education of women cult of domesticity Sarah M. Grimke Horace Mann’s views on the education of women Seneca Falls Convention of 1848 Troy Female Seminary Emma Willard Mary Wollstonecraft (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Six Diversity and Equity: Schooling and African Americans (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Reconstruction 1865-1877 Thirteenth Amendment Freedmen's Bureau Rebuilding the South without slavery at its center Higher education and political power for African Americans (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Redemption 1877 White southerners regain control White supremacy laws and voting requirements for blacks established Destroyed African American gains of Reconstruction (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society African American Schooling Vague references to education in state constitutions give way to frameworks for universal public schooling in Reconstruction Redemption brought renewed efforts to shift resources to white schools, strip blacks of voting rights, and reconfigure constitutions Black communities, churches, and private citizens supported schools while disparities increased, beginning around 1890 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Booker T. Washington’s Career The Myth  advanced public education in black communities  “lifting veil of ignorance from Negro race” The Reality  Washington era featured worst treatment of black public education since slavery  supported state-enforced illiteracy  took accommodationist stance (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Washington’s Perception of African American “Inferiority” and Opportunity Racial(Darwinian) evolution  Blacks need to “evolve”; should be grateful for advantages. Blacks unfit to vote Blacks should avoid confronting racial prejudice Hard labor and accumulation of property the key to success Natural laws of economics would not tolerate racism (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society W. E. B. Du Bois Opposed stifling of criticisms of Washington and his followers Spoke out against continued oppression of black Southerners and prejudice in the North Self-assertion rather than acquiescence (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks The struggle over African American schooling, and the distinctions between Washington’s and Du Bois’s perspectives, highlight enduring concerns:  schooling for social stability or a free society?  schooling for employment or intellectual growth?  schooling for social reform or individual human development?  schooling that emphasizes commonalities or differences?  schooling in whose interests? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing your Professional Vocabulary black codes The Crisis W. E. B. Du Bois Freedmen's Bureau historically black colleges Mississippi Plan NAACP Reconstruction Redemption 13 th, 14 th, 15 th Amendments Tuskegee Institution Booker T. Washington (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Seven Diversity and Equity: Schooling and American Indians

School & Society: Chapter 1 Introduction: Understanding School and Society Pluralism vs. Assimilation Pluralism Valuing and maintaining cultural differences within a society. Assimilation The process by which diverse cultures and their customs, habits and languages are absorbed into the dominant culture.

School & Society: Chapter 1 Introduction: Understanding School and Society “Trust Relationship” Indians and whites in uneasy coexistence Federal government as trustee of Indian rights Economic value of partnership with Indians declines as nineteenth century progresses Values of whites and Indians increasingly conflict Indians as obstacles to “manifest destiny”

School & Society: Chapter 1 Introduction: Understanding School and Society The Social Education of Native Americans Land allotment and boarding schools  meant to directly force Indians into assimilation through transfer of law and removal for schooling Scientific management and education reform  Merriam Report of 1928 documents failure of assimilation attempts and recommends progressive education incorporating Indian culture and values

School & Society: Chapter 1 Introduction: Understanding School and Society The Social Education of Native Americans  John Collier’s influence  developed “cross-culture” approach to counter Indian resistance  Willard Walcott Beatty  emphasized need for Indians to accept their “role” as laborers  school as main vehicle of assimilation

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Ongoing tensions between liberal democratic ideology and Native American perspectives What is the role of the dominant culture today in terms of responsibility to Native Americans?

School & Society: Chapter 1 Introduction: Understanding School and Society Developing your Professional Vocabulary assimilation boarding school Bureau of Ethnology Bureau of Indian Affairs Cherokee Nation v. Georgia John Collier community control cultural pluralism Dawes Allotment Act dominant culture Merriam Report scientific administration tribal self-determination Willard Walcott Beatty Worcester v. Georgia

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Eight National School Reform: The Early Cold War Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Cold War Era Robust post-WWII economy depended on continued military buildup Threat of communism provided justification for the “Cold War”  Containment  Doctrine of first use McCarthyism Truman endorses the “American way of life” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Cold War Era Domestic unrest  The civil rights movement  Integration battles in education and housing Progress and technology support link between centralized expertise and public well-being “Big government” and the military- industrial complex (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Conant’s Legacy Fostered culture of expertise at Harvard Established standardized testing (SAT) as measure of academic potential Helped form Educational Testing Services Endorsed meritocratic structure of education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society School Reform and Social Stratification Postwar debate questions: who should be educated, and for what purpose? Conant’s vision  The importance of experts  Social mobility  The value of labor  Schools as sorters The American comprehensive high school (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society School Reform and Social Stratification Mortimer Smith and Arthur Bestor encourage intellectual training; schools’ purpose to challenge educational handicaps Hyman Rickover’s endorsement of accelerated programs for gifted students “Life adjustment” curriculum under attack (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The American High School Today Originated as Carnegie Corporation proposal to study gifted high school youth Could the comprehensive high school deliver? Conant looked for evidence of identification and development of academically talented students and social integration of college-bound and vocational students Finding supported the status quo; recommended elimination of small schools and increased concentration on gifted students (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Slums and Suburbs Conant’s study of urban and elite schools Concluded that vocational education was appropriate for slum schools; foreshadowed his commitment to junior colleges to ward off social unrest in the 1960s Endorsed continuing focus on academics for suburban youth Overlooked the role of segregated schools and unequal opportunities in contributing to “social dynamite” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Conant’s allegiance to meritocracy and higher education Opposed liberal education for all on the grounds of maintaining social order School’s focus became the “national interest” School’s contribution was preparation of students for a Cold War world (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary community college Educational Testing Service containment life adjustment education John Birch Society “provisional freedom” Scholastic Aptitude Test Senator Joseph McCarthy Slums and Suburbs Sputnik The American High School Today the GI Bill (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Nine Liberty and Literacy Today: Contemporary Perspectives (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Literacy as a Social Construction Past and present literacy rates affected by differences in class, race, gender, region, and social need Less need and less expectation of widespread literacy in 18 th and 19 th centuries Socioeconomic marginality of illiteracy a 20 th- century phenomenon (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Hegemony Theory Why, in the face of massive inequalities, does rebellion not occur in a democracy? Hegemony theory posits that: 1.Institutional elites control U.S. political and economic institutions. 2.They share a common ideology that justifies their position. 3.Public is socialized into accepting these views through schooling, mass media, workplace. 4.Ideology serves to limit discussion/debate and promote acceptance of status quo. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Mass Media and Cultural Hegemony Corporate chains control significant numbers of newspapers and magazines; television, publishing and films Concentration of ownership equals restriction of range of viewpoints Media criticisms of American institutions stay within acceptable bounds What will happen with computers and the Internet? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Schooling and Cultural Hegemony Hierarchical distribution of power in schools fosters compliance Nature of students’ work promotes competition; failure is personal, not linked to a structure that needs winners and losers Social stratification within the school culture encourages differences rather than commonalities Capitalist democracy lauded; instillation of compliance in students encouraged America’s social history selectively presented in textbooks (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Schooling and Cultural Hegemony American society educates in contradictory ways  Taught that this is a democratic society  Daily experiences reinforce non-participation  The option of questioning this dichotomy is not presented Citizens are prevented from participating in democratic processes  Ultimately, is this really a democracy if the populace cannot participate? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Four Contemporary Perspectives on Literacy Conventional literacy Functional literacy Cultural literacy Critical literacy Each expresses different understandings of schooling, political economy, and ideology. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Conventional Literacy 1980 U.S. Census found 99.5% of adults literate— “the ability to read and write a simple message in any language” Issues with these findings:  Were data collection methods appropriate?  What level of literacy is reflected in the data?  Could respondents read and write in English? Conventional perspective useful to support claims of progress and to mask need for adult education programs (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Functional Literacy “Functional literacy” first used by Army during WWII to mean literacy that would accommodate military demands A literacy that measures ability to perform tasks requiring literacy skills or to “function effectively” Social class and literacy acquisition go hand in hand; race and ethnicity matter (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Functional Literacy Limitations of functional literacy perspective  Seems to imply minimum competence as a goal  Tends to lay blame on the illiterate themselves, rather than social inequalities  Overemphasis on mechanical skills of reading and writing; less on understanding and critical thinking (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Cultural Literacy E. D. Hirsch’s argument that literacy includes a basic knowledge foundation that gives meaning to what is read “Intellectual baggage” that supports a familiarity with the events and ideas that have shaped American culture Historical names and events, authors and works of literature, geographical places, phrases, scientific terms, etc. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Cultural Literacy Limitations of functional literacy perspective  “Trivial pursuit” approach?  Adds meaning, but falls short of advancing democratic understanding  Emphasizes recognition rather than critical thinking, and is very testable  Reinforces Eurocentric bias; overlooks global society (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Critical Literacy Literacy may enable some parts of society to control others Critical literacy draws attention to power relations in society by focusing on racial, ethnic, gender, and class oppression Critical literacy attends to how knowledge and power are interrelated Literacy is the capacity to think and act reflectively—to understand the world and act to change social relations of oppression (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Critical Literacy Method Highlights connection between knowledge and power Freire's pedagogy of “dialogue” and mutual learning Reading and writing as tools to understand, express, and change social relations Balancing criticism of the dominant culture and learning its “linguistic code” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Usefulness/Drawbacks of Perspectives Conventional  evidence of success of U.S. educational system; obscures the way illiteracy is distributed Functional  measurement of ability to function at minimum level in society; settles for minimal view of literacy Cultural  familiarity with the traditional knowledge base of our culture; promotes passive absorption of random knowledge Critical  emphasis on relationship between literacy and empowerment Each of these supports a different educational aim (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks The concept of literacy is embedded in social contexts and is relative to particular societies and their conditions Education is no guarantee of freedom when participatory self-government is not fostered by schools and media Critical literacy key to challenging this state of affairs (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary conventional literacy critical literacy cultural literacy cultural or ideological hegemony Paulo Freire functional literacy hidden curriculum the “information marketplace” vs. a marketplace of ideas literacy as a social construction mass media NAEP (National Assessment of Educational Programs) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Ten Teaching in a Public Institution: The Professionalization Movement (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Professionalization of Teaching: Historical Perspective Common school reform  Normal schools  Specialized body of knowledge  Beginning tension between state control and teacher autonomy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Professionalization of Teaching: Historical Perspective Progressive era reform  more rigorous academic preparation for teachers  scientific management of schooling  professional administrators (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Professionalization of Teaching: Historical Perspective Conant era reform  more preparation in content  overall less emphasis on teaching as method for improving schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Contemporary School Reform The Professionalization Question Is teaching a profession? Does it meet professional criteria?  Goodlad's conditions Teacher preparation  The Holmes Group  The Carnegie Report Career ladders (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Contemporary School Reform Teaching as a Public Profession Is teaching a distinctive profession? Herbst’s contrast of professionalization and professionalism  funding for a “mass public profession”  teaching as predominantly female (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Contemporary School Reform Public Control Vs. Professional Autonomy Major government actors Specific interest groups The knowledge industry Limited teacher autonomy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Legal Control Structure State government and local control  state sets education policy, creates rules and regulations, sets minimal standards  local control via school boards and superintendents Federal influence  constitutionally supported laws  civil rights amendments to Constitution (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Role of U.S. Supreme Court Rights of parents vs. state cases Equal protection cases  desegregation cases  Title IX  school finance Religious observations in Public Schools Free expression Due process Privacy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Extralegal Influences on Schools Foundations Textbook publishers Standardization Teacher unions (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Is “professionalization” the answer to improving schooling? What knowledge, dispositions, and skills do teachers need to be the best teachers they can be? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary Brown v. Board of Education career ladders democratic ethnics due process protection in schools expert management Holmes Report Lau v. Nichols National Board for Professional Teaching Standards profession professional autonomy professional ethnics professionalization vs. professionalism (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Eleven Social Diversity and Differentiated Schooling Today: Vocational and Liberal Ideals (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Why Be Concerned About Vocational Education? Renewed interest in vocational education in 1990s renews discussion about the purpose of education Questions of fairness, as concern for low-income groups and minority economic assimilation provoke interest in vocational education Can we educate through vocations rather than for vocations (Dewey)? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Historical Perspective Smith-Hughes Act (1917)  First federal backing of the belief that the primary job of schooling was economic 1960s revival of vocational education under Conant in the comprehensive high school; community college link Career education movement of 1970s led to criticisms about vocational education’s effectiveness (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Vocational Education Goals Integrate the “disadvantaged” into the economic mainstream Help solve national employment problems and meet national defense needs Provide a relevant curriculum for non- college bound students Address youth problems like delinquency and teenage pregnancy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Current Perspectives Significant amounts spent on vocational education by state, local, and federal sources Programs increasingly located in community colleges Enrollment declining in secondary schools Unclear that vocational education actually fulfills goals  Workplace technologies too fast paced to keep up with  Number of years in school seems to be better indicator of employability and income (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Community Colleges and Vocational Education Pincus argues that programs reproduce sex, race, and class inequality Transfer rates of students to four-year programs remain low, with white and Asian students more likely to transfer Those who transfer unlikely to graduate Education about the workplace more likely to undermine efforts to educate for workplace—so students remain ignorant of options (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Potential Strengths of Perkins Act Amendments of 1990 1.Concentrated in low-income school districts 2.Initiatives must come from local districts, rather than state 3.“tech-prep” approach rather than training for specific jobs 4.Integration of academic and vocational studies (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Future of the Workplace—What Students Need to Know Shift from manufacturing to service jobs Technology jobs are growing, but make up only small percentage of total job growth On-the-job training now a significant factor Income and benefits declining for the jobs that will be available Loss of decision-making power and autonomy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Future of the Workplace—What Students Need to Know Employers want these skills:  Reading and comprehension skills  Written and oral communication skills  Thinking  Problem solving and decision-making skills  Computational skills Does vocational education foster these? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Training Through Occupations Training for intellectual and moral growth for maximum flexibility Activity-centered teaching Foxfire cultural journalism curriculum; 4H (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Successful Curriculum Integration in High Schools Calls for…. 1.Programs of greater intellectual sophistication 2.A new conception of vocational education that prepares students for different post-secondary options 3.Helping students connect current choices with future options 4.Realign high schools to be coherent 5.Reduction of tracking to allow greater choice 6.Engagement of students in their own learning 7.Stronger connections for high schools and outside institutions (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Aristotle’s Features of Liberal Education Education for the “whole of human excellence”  For vocational ends  For their own sake Emphasis on behaviors and the qualities necessary to perform these acts Guidance for young people in their choices (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Reconstructing the Liberal Education Ideal Confronting the emphasis on “getting a good job” Valuing breadth and depth of study Accommodation of non-traditional values (i.e., feminine values) necessary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Can vocational education provide general literacy skills and help develop each student to his or her full potential? What are we as a society willing to settle for? What would we want for our own children? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary general academic track general education heterogeneous grouping homogeneous grouping labor market liberal education service occupations tracking and de- tracking trivium and quadrivium vocational education vs. career education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Twelve Diversity and Equity Today: Defining the Challenge (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Liberal Ideology: Meritocracy Reexamined Does inequality stem from individual deficiencies or external conditions? The debate resurfaces in 1960s and continues. Setting the stage  GI Bill  Brown v. Board of Education  Civil rights movement, Vietnam protest, social unrest, “War on Poverty” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Coleman Report Most African American and white students attended separate schools. According to measurable curriculum, these schools were similar. White students performed better on standardized tests than African American students. Educational inputs (facilities, curricula, teachers) made no meaningful difference in outcomes. “Quality of peers” made some difference. Minority children begin school with lower scores and the gap continues to increase over the years. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Cultural Deprivation Studies—Flawed but Accepted Moynihan & Mosteller  Educational inputs already equalized  More money for schools would provide little benefit  Poverty stems from personal problems Jencks  Cognitive ability dependent on characteristics of child entering school  Economic success due more to luck or peculiar talents than background, schooling, IQ, intellect (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Race, Ethnicity and the Limits of Language Race as a socially constructed concept Terms of ethnic identification not consistent; often disputed Categories are often used divisively, but without them, we cannot track inequality and inequity, especially in education (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Ethnicity: Income and Wealth Income differences are very real for different racial and ethnic groups Family income correlates highly with school achievement Income differences therefore mean different life chances for children (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Ethnicity: Employment Unemployment differentials are dependent upon socioeconomic conditions other than education Additional education in and of itself is not likely to overcome differences among groups as long as discrimination exists (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Ethnicity: Family and Housing Single-parent families mainly white non-Hispanic, but more black single-parent families in poverty Infant mortality rate among African Americans twice that of whites Patterns of segregation have changed little in 30 years Draining of manufacturing jobs from central city leaves devastation (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Socioeconomic Class Groups by wealth, income, power, occupational responsibility, social prestige, cultural identity Poverty still hits ethnic minorities, the young and women at disproportionate rates Poverty rates stable over time and impervious to educational attainment Gap between rich and poor increasing The “power elite” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Socioeconomic Class and Education Racially, with each successive stage of formal schooling, the pool of minorities eligible for the next stage is reduced ethnicity Standardized testing, tracking, segregation, language issues are obstacles for many minority students The higher the socioeconomic status of student’s family, the more likely is access to a “better” school, more resources, parental involvement—perhaps regardless of race or ethnicity (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Equity, Education and Handicapping Conditions 1975 Education for All Handicapped Children Act Special education population has grown, but labeling may be misdirected Possible benefits to identify difficult children as learning disabled, to child’s detriment (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Gender Employment  The “glass ceiling”  Predominantly female occupations Income  Wage gap still exists; worse for African American and Hispanic women Benefits  Motherhood damages careers  Other countries provide benefits U.S. does not (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Gender and Education Sex definition and role socialization begins early School culture, teacher behaviors, textbooks can all reinforce gender bias As girls get older, they lower their goals The current gap in math, science, technology Teacher education has not confronted gender bias adequately (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks The failure of liberal ideology and the “meritocracy myth” Cultural contexts shape academic and economic success Schools and the cultural deficiency misunderstanding Gender and cultural sensitivity as a response (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary cultural deprivation studies Education for All Handicapped Children Act equality equity Ethnicity GI Bill “glass ceiling” for women “Hispanic” meritocracy “model minority” race racism sex-role socialization sex vs. gender socioeconomic class (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Thirteen Diversity and Equity Today: Meeting the Challenge (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Society in the Classroom Wider society influences what goes on in the classroom, for better or for worse Racism and sexism present and often unchallenged in the structures of schooling Jane Elliott’s Discrimination Day exercises  Members of a group identified as “superior” literally tend to act and feel superior; those identified as “inferior” also react accordingly (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Theories of Social Inequality Genetic Inferiority Theory  argues that biologically some groups of people are inferior intellectually and socially  interpretations of IQ testing to support this theory continued to be offered and continue to be discredited (Jensen, Schockley, Herrnstein) (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Theories of Social Inequality Cultural Deficit Theory  inferior home environments explained low achievement rates of minority children  1960s, 1970s compensatory education movement  beginning of Head Start  does not take children's unfamiliarity with the dominant culture into account (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Theories of Social Inequality Critical theory  questions the whole social order and its power relations  looks at the relationship between the child and the school, rather than the child or school in isolation (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Cultural Difference Theory Respects the variety of different cultures and assesses the relationships among various cultural groups Addresses “cultural mismatch”—differing ways of learning, demonstrating knowledge, behaviors and socialization patterns among students Confronts the traditional role of schools as instruments of social policy that maintain the dominant culture (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Cultural Subordination Theory Examines social processes that lead to lower status for minority groups and structured inequalities in the system Anyon’s study of elementary schools Testing, tracking, and ability grouping Schools, curriculum, and setting reflect white middle-class worldview (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Resistance Theory Students experiencing discrimination retreat  Adolescent girls submerge their intelligence  African American students caught between cultures  Other students give the impression they “don’t care” about schooling, and teachers can give up on them (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Impact of Language What linguists agree on:  all languages can support complex cognitive processes and express whatever needs to be expressed  language prestige is attached to economic/military power of group using it  children learn better through use of native language  not all non-standard speakers have same language development  the way a child's primary language is valued affects self-concept  every language has variety of linguistic styles  reading failure is frequently caused by conflict between English- speaking teachers and non-English-speaking children (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Bilingual and ESL Instruction as Bridges to English Proficiency 42% of all public school teachers have at least one Limited English Proficiency (LEP) student in their classroom Spanish-speaking more likely to receive bilingual instruction; others get ESL programs Oakland School District’s controversial Ebonics instruction program BEV: Language and cultural subordination (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Pedagogical Approaches to Pluralism Ignore differences and teach to single standard Seek to eliminate differences by forcing compliance to a single standard Balance sensitivity to group differences without being biased by group differences  “culturally responsive” pedagogy (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Gender Theory: An Illustration of Sensitivity to Differences Feminist theory explored three possibilities with respect to gender issues –“Gender free” approach –Compensate/equalize effects of gender differences –Reconsider all the operational premises of education and society (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Multicultural Education and Democratic Pluralism—Five Approaches (Sleeter and Grant) Teaching the exceptional and culturally different  fitting students into existing structure with ESL, bilingual, remedial, special education programs  retains status quo Human relations  promotion of unity, tolerance, and acceptance within existing structure among students  Doesn’t address institutional inequities Single-group studies  singling out groups for study; foster acceptance, work towards social change on behalf of identified group  Doesn’t alter the main curriculum; more “add on” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Multicultural Education and Democratic Pluralism—Five Approaches (Sleeter and Grant) Multicultural education  promotion of cultural pluralism, equal opportunity and respect in the school  critical thinking, bilingual instruction  debate over whether result is cohesion or fragmentation Education that is multicultural and social reconstructionist  preparation for the “real world” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Multicultural and Social Reconstructionist Education Practice of democracy Analysis of one’s own life Development of social action skills Formation of social coalitions across boundaries of race, ethnicity, social class and gender (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Diversity, Equity, and Special Education Multicultural education is the most equitable way to address educational needs of all students (Banks) Special education as a form of tracking (Skrtic) Labels may say more about the system than they do about the students (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Jane Elliott’s experiment reminds us of the social construction of what is judged superior or inferior Slow progress from culturally deficient to culturally different explanations of differences Sensitivity means asking “When is race or class or gender a relevant variable in this student’s performance, and when is it not?” (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary anti-racist education Black English Vernacular critical theory cultural deficit theory cultural subordination theory culturally relevant pedagogy Culturally responsive pedagogy democratic pluralism ESL instruction ethnic diversity gender sensitivity vs. gender bias genetic deficit theory Head Start Project multiculturalism pedagogy Plato’s myth of the metals resistance theory (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Fourteen Contemporary School Reform: The Post--Cold War Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society School Reform in the 1980s and 1990s America 2000 and Goals 2000 Reform as a “first wave” (national consensus on reforms) and “second wave” (implementation at the local level) Alternative framework: reform in response to social and economic changes (as with earlier reforms) in 1980s  Decline of manufacturing; rise of technology  Decline in ability to compete in world markets  Decline in academic skills of students (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Four Major Themes of Reform 1.Academic-achievement definition of “educational excellence” Core subjects Standards, homework, time on task Standardized assessment Accountability (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Four Major Themes of Reform 2. Tension between concerns for “excellence” and concerns for diversity and equity Common content and standardized assessment seen as problematic for disadvantaged students While a consensus of cultural values is still missing, so is a commitment to a multicultural perspective (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Four Major Themes of Reform 3.Choice in schooling Parent and student “vote with their feet” Voucher system 4.Restructuring school governance and process and teaching profession Increased roles for teachers and citizens (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society What Is Restructuring? Tyack’s “magic incantation” Decision making in schools and districts  Chicago’s Local School Councils Reshaping the teaching profession and entry into it  National Reports; National Teaching Board Alter the aims and content of teaching and learning  Coalition for Essential Schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The Results of Early Reform Efforts Many states increased academic requirements for students; more emphasis on math, science, foreign language Many states increased certification requirements and salaries for teachers “Excellence” tended to command more attention than equity Second wave of reforms slower and more erratic Local control increase chances of success Concerns about maintaining focus on higher order thinking skills for students and teachers (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Contemporary School Reform: A Critical View Did poor schools prompt a faltering economy in the 1970s and 1980s? Was it necessary to shore up our educational system to produce an internationally competitive work force? Was a coalition between state and local governments and business the answer? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Contemporary School Reform: A Critical View Capitalism’s loyalty to free markets rather than public good set the stage for problems “Learning to learn” skills; highly educated people not necessary or wanted Economic rebound in 1990s not credited to schools Increasing visible collaboration between business and education continues (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Current Concerns About School Reform Where are teachers’ voices?  Teachers hear rhetoric, see little backing  Generally not asked for their opinions Whose needs are being met?  Are we supporting recruitment and retention of qualified teachers?  Are we addressing the underlying social issues that block learning? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society For School Reform to Succeed, We Need… Strong leadership Goals and shared vision Patience, courage, and time Training Flexibility for multiple solutions Willingness to redesign infrastructure Effective management of resources Ongoing self-assessment (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Continuing Initiatives Sensible use of computer technology Community and parent involvement in schools School-to-work School choice, vouchers, and charters Standards-based professional preparation and development of teachers (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks America’s lasting faith in the ability of schools to address and solve social problems leads to questions:  Who decides what the problems are and how to solve them?  Too many social concerns, not enough educational?  What restructuring strategies are best suited to meeting goals?  What gets in the way of confronting the social and educational problems that are obstacles to teaching and learning? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary A Nation at Risk America 2000: An Education Strategy charter schools “educational excellence” Goals 2000: Educate America Act school choice school restructuring standardized achievement testing for accountability standards-based teacher education teacher education in school reform movement voucher system for schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter Fifteen The Cultural Contexts of Children and Youth (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society The student’s multiple cultural contexts Family  nurturing, socialization, cultural learning Local community  peer groups, community values Wider culture  language and values of society; goods and services “Youth culture”  national and international influences  music, values, clothing (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Three perspectives on youth culture Descriptive  demographic information Interpretive  making sense of youth culture through study Reciprocal  learning about kids, from kids  mutual respect and desire to communicate (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society A Low-Income Latino Community as One Cultural Context The hope of college matriculation and compensation of family  fear of dropping out and menial jobs  expectations of taking care of parents The limits of family knowledge  no “procedural knowledge” Schools’ limited influence on students’ future concepts  too much freedom, not enough structure (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Myths about parent-teacher relationships Teachers automatically have the skills to work effectively with families and community. Parent-teacher interaction is the same at all grade levels. Parent-teacher interaction is the same at all schools and all communities. Teachers are secure enough that working with parents is not threatening. Family structures don’t change for children. Parent-teacher relationships are shaped by rational, objective adult behavior and have nothing to do with the child’s relationship to either adult. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society What is parental involvement? Definitions can differ among parents: it might be getting a child to school on time ready for the day; it might be serving on governing councils Definitions can differ between teacher and parent: what is “appropriate” involvement? Who decides? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Epstein’s typology of involvement Parenting Volunteering Learning at home Communicating Decision making Collaborating with community (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Barriers to Effective Relationships Differing expectations of involvement Lack of teacher training Time Cultural and class barriers Psychological impediments The “disconnect from democracy” What else? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Knowledge, skills, and dispositions of effective teachers No one single set of strategies Make room for positive interactions Ask for parents’ help and expertise Cultural curiosity and awareness Teachers as learners about children and families (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Concluding Remarks Teachers who want to understand students must understand the multiple contexts that influence students.  Youth culture—peers and shared values  Community—impacts students’ perceptions of themselves  Family—students’ first and most enduring teachers (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Developing Your Professional Vocabulary consumerism family culture versus school culture parents in school decision making parent volunteering students’ expectations versus fears students’ future aspirations students’ hopes versus expectations teacher-parent collaboration varieties of parent involvement youth culture youth markets (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 1 Introduction: Understanding School and Society Chapter One Introduction: Understanding School and Society (c) 2006 The McGraw-Hill.

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School & Society: Chapter 1 Introduction: Understanding School and Society Chapter One Introduction: Understanding School and Society (c) 2006 The McGraw-Hill.

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Presentation on theme: "School & Society: Chapter 1 Introduction: Understanding School and Society Chapter One Introduction: Understanding School and Society (c) 2006 The McGraw-Hill."— Presentation transcript:

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