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Faculty of Education Assignment Cover Sheet Unit Co-ord./Lecturer Dr Tim Moss / Ms Robyn McCarthy OFFICE USE ONLY 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. Assessor’s feedback: Assessment: Assessor’s Signature (optional) : Dated: 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 Page 2 of 8 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 Page 3 of 8 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 Page 4 of 8 ESI 449 Schools in society 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. Page 5 of 8 ESI 449 Schools in society Carolyn Connop 114770 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. Page 6 of 8 ESI 449 Schools in society Carolyn Connop 114770 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. Page 7 of 8 ESI 449 Schools in society Carolyn Connop 114770 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 Page 8 of 8