Download ESI 449 Schools in society Assessment task 1 Carolyn Connop

Faculty of Education
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Unit Co-ord./Lecturer Dr Tim Moss / Ms Robyn McCarthy
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Assignment received:
Tutor:(if applicable) Dr Tim Moss / Ms Robyn McCarthy
Student ID 114770
Student Name Carolyn Connop
Unit Code ESI 449
Unit Name Schools in society
Assignment
Literature Review / Assessment task 1
Title/Number
Word Count 1,250 words
I declare that all material in this assignment is my own work except where there is clear acknowledgement or
reference to the work of others and I have complied and agreed to the University statement on Plagiarism and
Academic Integrity on the University website at www.utas.edu.au/plagiarism *
Signed Carolyn Connop
Date Friday 13th August 2010
*By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the
declaration set out above.
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ESI 449 Schools in society
Carolyn Connop 114770
Assessment task 1
There are many issues relating to schools and schooling that fall under the board heading
of making a difference, and on this basis an examination of related literature was carried
out to specifically establish the relevant multiple perspectives on the role schooling has
in shaping society. There are numerous views in the literature which are in agreement of
the role schools play in society (e.g., Holmes, Hughes & Julian, 2007; Kell, 2004; Nilan,
Julian & Germov, 2007; Wadham, Pudsey & Boyd, 2007). Within the literature arises
the notion of change in the role of schools in society and this in effect has been evident
through the close link of economics (e.g., Holmes et al., 2007; Rose, 2009; Wadham et
al., 2007; Welch, 2007b; White & Wyn, 2008). A common thread throughout the
literature was the approach of constructivism and several other ideologies amongst these
which underpin the way schools assist in shaping society (see, e.g., Donnelly, 2004;
Holmes et al., 2007; Kell, 2004; Nilan et al., 2007; Rose, 2009; Vickers, 2007; Wadham
et al., 2007). Literature relating to the cultural influences on the role of society which is
impacted on education was apparent (see, e.g., Donnelly, 2004; Holmes et al., 2007; van
Krieken et al., 2006; Welch, 2007a).
There is not one simple definition to define the role education has in society, as there are
numerous views in which feel that their definition is better. This is because there are
many different influences which contribute to the way schools operate in order to help
shape society. It is through the students in which attend these institutions that allows
this to take place. This brings about much ongoing controversy and debate amongst
society. The literature confirmed this as it has been found that education is often a social
and political issue and suggests that education is fundamental to our lives and society
today (Wadham et al., 2007). Indeed, this is correct as the role of schools enable
students within to become equipped with the necessary skills and knowledge to become
employees in the workforce, but also functional and harmonious citizens of society
which allow students to grow and develop their sense of self and who they are in the
world (Holmes et al., 2007; Kell, 2004; Nilan et al., 2007; Wadham et al., 2007).
Furthermore, sociologists agree with this also, as they reinstate that schools play a vital
role in the ‘production and maintenance of the social values’ in society (Holmes et el.,
2007, p. 218). On the other hand, there is a small amount of agreement amongst
sociologists regarding the role education plays in creating new social values (Holmes et
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ESI 449 Schools in society
Carolyn Connop 114770
Assessment task 1
al., 2007). Therefore, schools form a crucial role in shaping society and the
development or progression of it, as they are pivotal and powerful places in which can
empower changes.
Change is evitable in society as new things are discovered through continued or more
research, further studies are conducted, and people become more aware and open
minded to others’ perspectives. According to Wadham et al. (2007), there are views that
have changed as well as views that have stayed the same. Indeed, White and Wyn’s
(2008) research which strongly focuses on this point shows there is significant social
change, as there is evidence of the role of education changing in society. They
specifically provide the example of what the role of education was based on ‘extensive
service sectors, knowledge, information and communications technologies’, and that it is
now based on ‘higher levels of skills to be successful and competitive on a global scale’
(White & Wyn, 2008, p. 140). Hence it is from these changes that White and Wyn
(2008) say the impact will ‘challenge some of the most basic assumptions underlying
education’ (p. 154). This comes from the significant role that economics and politics
play in education, and strongly impacts and influences social change in education. By
this it is referring to as highlighted in the literature that education is shaped by
‘economic terms’ in ‘economic readiness and competitiveness’ as the education market
involves the ‘relationship with wider society and its economy’ (Welch, 2007b, p. 21;
Rose, 2009, p. 25; Holmes et al., 2007, p. 227). According to Holmes et al. (2007) it has
now become a ‘knowledge-based economy’ and this is clearly shown by the changing
role in education which shapes society today (p. 240). From these notions several
submerging ideologies are becoming evident.
A clear stance in the literature shows the constructivist approach and interwoven
ideologies of other differing theories, specifically Liberalism, Marxist, and Functionalist
(see e.g., Donnelly, 2004; Holmes et al., 2007; Kell, 2004; Nilan et al., 2007; Rose,
2009; Vickers, 2007; Wadham et al., 2007). Schools are institutions that are essentially
reflective of society’s values and this is apparent here through the ideologies and
approaches which have been identified. Within these ideas and beliefs of different
groups in society there are competing theories. This brings about yet again more
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ESI 449 Schools in society
Carolyn Connop 114770
Assessment task 1
definitions of what the role of education is and how it contributes to the wider society.
In the Liberalism and Marxist perspectives, for example, there was conflict as one had
strong ‘beliefs in individualism’ and the other had a strong group focus on the wealth of
industry and society (Donnelly, 2004; Kell, 2004, p. 36; Nilan et al., 2007). Whereas the
functionalist perspective was interested in ‘socialisation’, inequality in education which
is regarded as reflective of wider society’s inequalities and ‘compulsory education’
which included the notion of ‘meritocracy’ (Holmes et al., 2007, pp. 219, 220; Kell,
2004, p. 34; Nilan et al., 2007, pp. 100, 104; Wadham et al., 2007, p. 66). Another
perspective which has came to have a significant affect on the curriculum and what it is
today, is the constructivist or socio-cultural approach (Kell, 2004). This embraced
knowledge as an important element in which certain types of knowledge were deemed
more significant from society, and could be applied to both learning and knowledge
around experiences within educational culture (Kell, 2004; Vickers, 2007). On the
contrary to this approach, Donnelly (2004) expresses criticism of this, as he argues ‘the
education system has been undermined by a series of ideologically driven changes’ and
may not fit together with the majority of society’s good (p. 16). Through these
ideologies the notion of inequality in education is highlighted and by taking a closer
look at culture which is linked to this notion it provides a possible way of understanding
in terms of education and society.
Culture is an important concept in which allows for the interpretation and clarification in
terms of education and society to be understood. The literature in fact highlights this
very point, in Australian education and society the impact of cultural differences has
long been embedded (see, e.g., Donnelly, 2004; Holmes et al., 2007; Rose, 2009; van
Krieken et al., 2006; Welch, 2007a). As schools are institutions, they play a powerful
role in socialisation which allows for cultural diffusion to take place; hence they are
representational on what is deemed significant and essential in a particular culture from
society (Rose, 2009; Welch, 2007a). However, also at play here is the influential
relationship between culture and power which is an awkward area in education and
society but used as a way to inflict ‘political correctness’ (Donnelly, 2004, p. 126;
Welch, 2007a). Throughout the literature a complying notion that frequently reappears
and emphasised is the importance that education has on society. It is because of this
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Carolyn Connop 114770
Assessment task 1
influence that make schools such a powerful place in which cultural and social ways of
thinking underlie contemporary society which are in turn replicated throughout the
curriculum and hidden curriculum (Holmes et al., 2007; Welch, 2007a). As a result the
literature has a strong stance in relation to this point and states on a number of times that
culture, amongst power, class, gender and ethnicity, is therefore a major way in which
society and education can be understood (van Krieken et al., 2006; Welch, 2007a).
To conclude with the role of schools within society certainly are essential in enabling
change which assists shaping the future nation of society. They are places in which are
clearly reflective of the values held in wider society. The roles of education have
evolved over time and it is evident in the literature that certain types of influences such
as economics, politics, theoretical approaches, ideologies and culture, as put forward in
the literature review are highly regarded. This is important as it affects and over time
changes or has the potential to cause change to the educational systems through the
governing bodies of the curriculum, school culture and social environment. However,
due to the nature of education and society there will continue to be much debate and
controversy over such crucial matters as they are so fundamental to all.
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Assessment task 1
Reference List
Donnelly, K. (2004). Why our schools are failing. Potts Point, NSW: Duffy &
Snellgrove.
Holmes, D., Hughes, K. & Julian, R. (2007). Australian sociology: A changing society
(2nd ed., pp. 217 – 244). Frenchs Forest, NSW: Pearson Education Australia.
Retrieved February 23, 2010 from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESI423854053.PDF
Kell, P. (2004). A teacher’s tool kit: Sociology and social theory explaining the world.
In J. Allen, (Ed.). Sociology of education: Possibilities and practices (3rd ed., pp.
29 – 51). Southbank, Victoria: Social Science Press (Thomson Learning
Australia). Retrieved February 23, 2010 from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESI423854096.PDF
Nilan, P., Julian, R. & Germov, J. (2007). Australian youth: Social and cultural issues
(pp. 99 – 119). Frenchs Forest, NSW: Pearson. Retrieved February 23, 2010
from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESI423853993.PDF
Rose, M. (2009). Why school? Reclaiming education for us all. New York, London: The
New Press.
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Assessment task 1
van Krieken, R., Smith, P., Habibis, D., McDonald, K., Haralambos, M. & Holborn, M.
(2006). What is sociology? In R. van Krieken, P. Smith, D. Habibis, K.
McDonald, M. Haralambos & M. Holborn. Sociology: Themes and perspectives
(3rd ed., pp. 3 – 22). Frenchs Forest, NSW: Pearson Education Australia.
Retrieved February 23, 2010 from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESA202694611.PDF
Vickers, M. (2007). Curriculum. In R. Connell, C. Campbell, M. Vickers, A. Welch, D.
Foley, & N. Bagnall. Education, change and society (pp. 239 - 261). South
Melbourne, Victoria: Oxford University Press.
Wadham, B., Pudsey, J. & Boyd, R. (2007). Why bother teaching? The aims of
education in the 21st century. In B. Wadham, J. Pudsey & R. Boyd. Culture and
education (pp. 62 – 95). Frenchs Forest, NSW: Pearson Education Australia.
Retrieved July 14, 2010 from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESI449846771.PDF
Welch, A. (2007a). Cultural difference and identity. In R. Connell, C. Campbell, M.
Vickers, A. Welch, D. Foley, & N. Bagnall. Education, change and society (pp.
155 - 187). South Melbourne, Victoria: Oxford University Press.
Welch, A. (2007b). Making education policy. In R. Connell, C. Campbell, M. Vickers,
A. Welch, D. Foley, & N. Bagnall. Education, change and society (pp. 1 - 33).
South Melbourne, Victoria: Oxford University Press.
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Assessment task 1
White, R. & Wyn, J. (2008). Youth and society: Exploring the social dynamics of youth
experience (2nd ed., pp. 139 – 154). South Melbourne, Victoria: Oxford
University Press. Retrieved February 23, 2010 from
http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/ESI423853908.PDF
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