It has been stated that social influences such as family, neighborhood, and pop culture are the "great educators" of children and that the school system is but a mere secondary source. If this is true, what can we do to combat the sometimes negative influences outside of our classrooms, while not disparaging or looking down on a child's native culture?
First and foremost, we must be aware of both the negative and positive
influences or factors of a particular culture. While it may be easy to
classify one culture as purely positive and another as purely negative, it is never that clear cut. By identifying and
focusing in on the positive aspects of a child's cultural and social
influences we can both engage the child in learning and make the
material learned much more meaningful.
The most prevalent problem that I have experienced are the cultural influences that do not value education in any way, many of our students have "role models" who are not positive, however they see it as the easy way because they are able to survive with little to no education. Although I do not wish to place a monetary value on education, sometimes this is the only way to make an adolescent or teenager understand the importance of it. Additionally, you can use the trials and hardships experienced in this culture to emphasize the importance of education, but be careful not to degrade the culture or people involved in any way.
Thursday, June 21, 2012
Sunday, May 27, 2012
Cultural Hegemony in the Public School System
Cultural hegemony certainly exists in today's society, and subsequently in the school system. Our society is governed by a small, elite group who makes decisions based on the needs and desires of the dominant group, not what will benefit society as a whole. This hegemony is further perpetrated in our school system, which ensures that, minus a cultural revolution, it will continue for the foreseeable future.
Students in public schools across the United States are are conditioned through curriculum to believe that the dominant culture in the U.S. is the superior one, and all others are inferior - regardless of any benefits they may possess. From an early age students are taught that assimilating to the ways of the European colonists was the only way to a successful society, and that if any other peoples - namely Native Americans and African Americans - they must shed their culture entirely and adapt the European ways. This continues as students progress through their education, learning the dangers of communism and socialism, and how they must believe that the capitalistic system which exists in America is far superior. For the most part, students are not asked to think critically and examine the facets of these different cultures and come to their own conclusion, rather it is presented as fact that the predominant culture that has existed in America is the superior one.
The debate in Arizona regarding the recent banning of ethnic studies is an excellent example of cultural hegemony and the expectation of assimilation. Many of the opponents of the program felt that it was inappropriate to be presenting another culture in a positive light, and possibly showing a negative side to American history. What this debate really shows is a refusal to teach students to be critical, independent thinkers, and that many people believe our education system is simply a indoctrination of cultural beliefs.
Cultural hegemony is present outside of the curriculum as well, as students are expected to assimilate to the dominant culture in schools, regardless of their own. One example is the dress and grooming code, a student can face disciplinary consequences for having his hair a certain length, regardless of his cultural norms. All students are presented with a set of rules and regulations he or she must follow each year, and this set of guidelines allows cultural assimilation to take place.
Many educational leaders and academics feel that education for its own sake is worthy, however the consensus in society today appears to be that education is simply a means to an end. In every discussion regarding education one will hear how it is affecting the competitiveness of the U.S. in the world economy, how it will affect the job sector, what areas we should be concentrating on for the jobs of the future etc. When asking a student why he or she wants to go to college, you will most likely hear "To get a good job!" We are so focused on providing an education for a future job that the real value of education has been lost.
Students in public schools across the United States are are conditioned through curriculum to believe that the dominant culture in the U.S. is the superior one, and all others are inferior - regardless of any benefits they may possess. From an early age students are taught that assimilating to the ways of the European colonists was the only way to a successful society, and that if any other peoples - namely Native Americans and African Americans - they must shed their culture entirely and adapt the European ways. This continues as students progress through their education, learning the dangers of communism and socialism, and how they must believe that the capitalistic system which exists in America is far superior. For the most part, students are not asked to think critically and examine the facets of these different cultures and come to their own conclusion, rather it is presented as fact that the predominant culture that has existed in America is the superior one.
The debate in Arizona regarding the recent banning of ethnic studies is an excellent example of cultural hegemony and the expectation of assimilation. Many of the opponents of the program felt that it was inappropriate to be presenting another culture in a positive light, and possibly showing a negative side to American history. What this debate really shows is a refusal to teach students to be critical, independent thinkers, and that many people believe our education system is simply a indoctrination of cultural beliefs.
Cultural hegemony is present outside of the curriculum as well, as students are expected to assimilate to the dominant culture in schools, regardless of their own. One example is the dress and grooming code, a student can face disciplinary consequences for having his hair a certain length, regardless of his cultural norms. All students are presented with a set of rules and regulations he or she must follow each year, and this set of guidelines allows cultural assimilation to take place.
Many educational leaders and academics feel that education for its own sake is worthy, however the consensus in society today appears to be that education is simply a means to an end. In every discussion regarding education one will hear how it is affecting the competitiveness of the U.S. in the world economy, how it will affect the job sector, what areas we should be concentrating on for the jobs of the future etc. When asking a student why he or she wants to go to college, you will most likely hear "To get a good job!" We are so focused on providing an education for a future job that the real value of education has been lost.
Saturday, May 26, 2012
School Reform
In a perfect world, the voices of everyone involved in the education system would have equal weight in the process of school reform - from students, to parents, to the general community. Are we not all affected by the education system in one way or another? However, I feel that the current system in no way gives equal opportunity for every stakeholder to have a voice in this process, and that is one of the primary factors for the current state of affairs in our nation's education system.
When asked who has the primary voice in education reform, I, and I would guess most people, would say the state and federal government does. I imagine a group of older, white, wealthy men in legislative session making decisions regarding our educational process with little idea of what really occurs or what is needed. These decisions then trickle down and are implemented, sometimes unsuccessfully - however the blame will always be placed on the shoulders of those who had nothing to do with the conceptualization of the reform.
This form of decision making leaves educational leaders, teachers, parents, and students feeling very powerless and at times frustrated with the educational system. There are some variances across the board however, many states and local districts have enacted voucher or school choice systems, which does gives students and parents a voice in their own academic career. Additionally, private and charter schools have much more flexibility and tend to give more power to the various stakeholders instead of being governed solely by government entities.
When asked who has the primary voice in education reform, I, and I would guess most people, would say the state and federal government does. I imagine a group of older, white, wealthy men in legislative session making decisions regarding our educational process with little idea of what really occurs or what is needed. These decisions then trickle down and are implemented, sometimes unsuccessfully - however the blame will always be placed on the shoulders of those who had nothing to do with the conceptualization of the reform.
This form of decision making leaves educational leaders, teachers, parents, and students feeling very powerless and at times frustrated with the educational system. There are some variances across the board however, many states and local districts have enacted voucher or school choice systems, which does gives students and parents a voice in their own academic career. Additionally, private and charter schools have much more flexibility and tend to give more power to the various stakeholders instead of being governed solely by government entities.
Wednesday, May 23, 2012
Gender (In)Equality?
It seems as if there is always a "topic of the moment" in education - whether it is racial, gender, or socioeconomic status. Each of these issues undoubtedly exist in society and in the educational system, but does focusing on one area take away from the others? Does focusing on race issues, including immigration status and minority issues, take away from students who do not belong to those groups? Does focusing on providing an equal opportunity for kids living in poverty take away from those who are not? Has a focus on providing equal opportunity for girls left us with a class of disadvantaged and mislabeled boys? These are the questions that we must seek to address if we are to provide an equal and effective education for all.
There is no doubt that women and girls have been discriminated in the past in all areas of civic life - education, the workplace, and the political arena to name a few. Discrimination against women and girls was not only accepted but lawful - at the time of the Seneca Falls convention in 1848 women had no right to an education, to vote, to own property, to hold political office, or even to keep the wages she herself earned when married. Although these laws seem to us as distant as the Dark Ages - are men and women, boys and girls, treated equally in our nation's school system?
Like most topics in education, and probably any other field, evidence can be found to support both sides of the issue - that gender bias exists, and that it does not. Additionally, there are some that even argue the notion that girls are given more favorable treatment, and that boys are the ones being unfairly discriminated against. How exactly would this be measured? Through grades, graduation rates, standardized test scores? Without a doubt each one of these measurements would be criticized as an unfair an inaccurate view of education.
I can speak from my own personal experience, both as a student and as a teacher - but my experiences must be viewed through the lenses of my own gender and any biases that may entail. As a child, I never felt any bias against or for me as a female, although I probably was not concerned with it either. I do believe that overall, teachers expect girls to be better behaved and perform better academically, and that a "boys will be boys" mentality exists when boys misbehave. I have found that I have to take steps to not fall into this thinking pattern, as I have found myself with some of these same expectations in my own classroom.
An issue that I feel does occur in the education setting is the funneling of boys and girls into certain academic subjects and subsequently career paths. Although I do not think this is done with malice, or to intentionally stereotype, it can still have detrimental effects. I remember a few years ago during our annual frog dissection I had one student, female, who was carrying out her dissection with razor sharp precision. I commented to her that she would make an excellent surgeon, maybe a cosmetic surgeon, and she looked at me and said "Me?! A doctor?!" I couldn't help but realize that I had never told a girl student that before, I had never even discussed science careers with a female student. Now I consider myself to be a feminist, but am I falling victim to the male dominated thought pattern?
.
There is no doubt that women and girls have been discriminated in the past in all areas of civic life - education, the workplace, and the political arena to name a few. Discrimination against women and girls was not only accepted but lawful - at the time of the Seneca Falls convention in 1848 women had no right to an education, to vote, to own property, to hold political office, or even to keep the wages she herself earned when married. Although these laws seem to us as distant as the Dark Ages - are men and women, boys and girls, treated equally in our nation's school system?
Like most topics in education, and probably any other field, evidence can be found to support both sides of the issue - that gender bias exists, and that it does not. Additionally, there are some that even argue the notion that girls are given more favorable treatment, and that boys are the ones being unfairly discriminated against. How exactly would this be measured? Through grades, graduation rates, standardized test scores? Without a doubt each one of these measurements would be criticized as an unfair an inaccurate view of education.
I can speak from my own personal experience, both as a student and as a teacher - but my experiences must be viewed through the lenses of my own gender and any biases that may entail. As a child, I never felt any bias against or for me as a female, although I probably was not concerned with it either. I do believe that overall, teachers expect girls to be better behaved and perform better academically, and that a "boys will be boys" mentality exists when boys misbehave. I have found that I have to take steps to not fall into this thinking pattern, as I have found myself with some of these same expectations in my own classroom.
An issue that I feel does occur in the education setting is the funneling of boys and girls into certain academic subjects and subsequently career paths. Although I do not think this is done with malice, or to intentionally stereotype, it can still have detrimental effects. I remember a few years ago during our annual frog dissection I had one student, female, who was carrying out her dissection with razor sharp precision. I commented to her that she would make an excellent surgeon, maybe a cosmetic surgeon, and she looked at me and said "Me?! A doctor?!" I couldn't help but realize that I had never told a girl student that before, I had never even discussed science careers with a female student. Now I consider myself to be a feminist, but am I falling victim to the male dominated thought pattern?
.
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