Hidden Curriculum and the role of schools in Cultural Hegemony have the same connotation when we think of the effects it has on students. The connection of hidden curriculum and cultural hegemony are the teaching of "life lessons" and "appropriate values". Hidden curriculum deals with the things we stress to students that are considered keys to a successful life such as preparedness, organization, timeliness, & obeying rules; while cultural hegemony is seen to socialize students to the dominate values of society. A key value emphasized in both concepts would be the need for students to obey authority figures and rules/laws.
Cultural hegemony effects the public school classroom by the ever changing beliefs and views of society. The stated curriculum, textbooks, and teacher delivery of the curriculum are all connected to what is prominent and valued in society. The proof of this fact is evident in any American History class. Current trends call for a very patriotic belief among students due to the attacks of 9/11 and the current war in Iraq. We, as educators push and encourage our students to believe the war is valuable and necessary to ensure our current way of life. The belief of many in society is that schools do not foster free thinking and individuality, but insist that student's conform and obey all rules and
regulations of the school and society.
By understanding cultural pluralism and assimilation, it is understandable why public education ranks very low in the minds of many people. Pluralism stands for the current concept of "The American Way" and assimilation of the poor, challenged, or misunderstood, my view of education is tainted. We have a certain belief that students that are at risk, low socio-economics, Special Education, ELL, or any other variety of different are incapable of success. Much like the treatment of women, African Americans, and Native Americans in the earlier times of our society. I tend to believe that education is fair and just, but I see each day that students with any type of difference or challenge are not well accepted in schools, because they have yet to assimilate to the process and require more effort of the staff to keep current rules in tact.
Education for its own sake versus education for particular roles in society is a debate that will continue beyond today's educational realm. Vocational education is re-evolving in our schools; when it disappeared a decade ago. I believe the current look of American students and their ability to perform in College will push us back to education to determine one's role in society. The thought of moving back to this style of education is very frightening to me. I believe education will be too quick to judge what student deserves an education and which ones do not. I feel the same bias beliefs will creep back to the forefront of our beliefs and implementation of education in our society
Thursday, November 24, 2011
Thursday, November 17, 2011
School Reform
In School Reform the voices of all stakeholders should be heard, especially the voices of those closet to the day to day interactions within the schools. When thinking of impact that each stakeholder has on school reforms the answers will range from major impact to no impact at all. State and Federal officials are stakeholders and their level of impact may vary with their political aspirations. Some leaders differ to the whims of the local board to figure out what is best in terms of school reform. While others impact decisions on funding that flows to and from most school systems. The stakeholders that control or have connection to the purse strings have a giant impact on what happens in school reform.
Local board members impact school reform, because they are charged with interpreting any decision(financial or educational) made at the State and Federal levels. This impacts the approval of staffing needs and monies dedicated to funding for programs, books, and technology. Students, teachers, and community members may have the smallest amount of impact on school reform, because they do not have direct impact of decisions over school structure, curriculum, and funding. This group of people may voice their concerns at the local, state, and federal level, but school reform will be mainly up to the people that influence the politicians on what they feel School Reform should encompass.
I believe that the impact of the stakeholders should begin with the teachers and educational leaders, then move down to the other stakeholders involved. This is my belief simply because the teachers and educational leaders are the experts on schools. We are not working off of our idealistic or warped memories of our own school experiences. We are aware of the current needs of students in our communities. School Reform, if needed would have a better impact if it was more dependent on the local level with heavy guidance of teachers and educational leaders.
The moral, philosophical, and social ramifications are lost in the current format of school reform created at the Federal level. The moral, social, and philosophical ramifications are more attuned at the State and Local levels. Many states feel a that their curriculum should contain certain materials and be implemented in a certain manner to the students in their area. Giving School reform to these groups of people fare better than a balloon decision for all.
Recently, the Tea Party called for School Reform to send control of schools and education back to the parents. This Political party maintained that parents are the best determiners of the education their children should receive. The Democratic Party believes reform in schools is needed, but will not go as far as giving control of this decision to the parents or local entities. The Republican Party is the base of the current School Reform push, the most notable of our time being No Child Left Behind, which only included political gain to impact schools across America; with little thought to moral or social issues.
Local board members impact school reform, because they are charged with interpreting any decision(financial or educational) made at the State and Federal levels. This impacts the approval of staffing needs and monies dedicated to funding for programs, books, and technology. Students, teachers, and community members may have the smallest amount of impact on school reform, because they do not have direct impact of decisions over school structure, curriculum, and funding. This group of people may voice their concerns at the local, state, and federal level, but school reform will be mainly up to the people that influence the politicians on what they feel School Reform should encompass.
I believe that the impact of the stakeholders should begin with the teachers and educational leaders, then move down to the other stakeholders involved. This is my belief simply because the teachers and educational leaders are the experts on schools. We are not working off of our idealistic or warped memories of our own school experiences. We are aware of the current needs of students in our communities. School Reform, if needed would have a better impact if it was more dependent on the local level with heavy guidance of teachers and educational leaders.
The moral, philosophical, and social ramifications are lost in the current format of school reform created at the Federal level. The moral, social, and philosophical ramifications are more attuned at the State and Local levels. Many states feel a that their curriculum should contain certain materials and be implemented in a certain manner to the students in their area. Giving School reform to these groups of people fare better than a balloon decision for all.
Recently, the Tea Party called for School Reform to send control of schools and education back to the parents. This Political party maintained that parents are the best determiners of the education their children should receive. The Democratic Party believes reform in schools is needed, but will not go as far as giving control of this decision to the parents or local entities. The Republican Party is the base of the current School Reform push, the most notable of our time being No Child Left Behind, which only included political gain to impact schools across America; with little thought to moral or social issues.
School Reform and The David School
The David School is the perfect example of School Reform at the local level. you have a school that is only interested in guiding students to an education that they may not receive otherwise. The students are in charge of implementing things into their curriculum that are of interest to them. The teachers and students are able to discuss religion, because that is a big part of their community. They are not bound by fear of offending someone who has differing opinions. The decisions of the David School are made in conjunction with the school's director, principal, teachers, students, and parents. In reality, there are the only opinions that should matter in terms of School Reform. The David School is a successful model of how School Reform should look and operate.
Thursday, November 10, 2011
Gender Equity
Gender Equity has long been the plight of women in America and other societies. Women have continuously fought to gain the same rights or opportunities as men. From being considered property of their husbands to becoming free to vote, attend schools of their choice, or becoming head of powerful companies; women still consider many areas of society inequitable.
In terms of gender bias being overblown, I believe that gender bias still rings true in many areas of our lives. However, I do not agree that gender bias only happens against or toward women. Men have become a large part of gender bias situations and thoughts in their own right. Men continue to be considered the primary "bread winner" and provider for their families. It is extremely biased to think men are not capable of rearing children or creating a safe and nurturing household, as many single fathers and stay at home dads are doing in our current society. Many single fathers are excluded from federal and city housing programs and food benefits that many women in their same situation are entitled to.
When considering gender bias in connection to education, I believe boys are somewhat at a disadvantage. Boys are considered to be troublemakers or less studious than girl students. Many schools are moving to a renewed movement of using single-gender classes or schools in order to raise scores and improve behavior of male students. The belief is that male students are distracted by their female counterparts. Some question if schools have become over feminized; this is a major question that deserves research in terms of education and gender bias issues.
In my own school, we have explored the theory of improved behavior and academic success through single-gender Science classes. The result show there is not a major effect on discipline or achievement in either group. Gender bias shows up in schools in the areas of extra-curricular activities. My school has allowed girls to play on the football team and we are planning to have our first male student try out for the cheerleader squad in the Spring. I believe this is a direct blow to gender bias issues in schools. We are sending a message to our students that everyone has the same opportunity to accomplish goals in whatever area they choose.
When thinking of Gender bias and the David school there does not appear to be any visible signs. The school has both male and female students, as well as, male and female instructors. The instructors seem to push and encourage all students to make the most of their life with no interference to gender. The David school has a fairly relaxed approach to how it educates its students. It allows the students to make mistakes or explore areas of interest without discouragement of what is expected of their gender
In terms of gender bias being overblown, I believe that gender bias still rings true in many areas of our lives. However, I do not agree that gender bias only happens against or toward women. Men have become a large part of gender bias situations and thoughts in their own right. Men continue to be considered the primary "bread winner" and provider for their families. It is extremely biased to think men are not capable of rearing children or creating a safe and nurturing household, as many single fathers and stay at home dads are doing in our current society. Many single fathers are excluded from federal and city housing programs and food benefits that many women in their same situation are entitled to.
When considering gender bias in connection to education, I believe boys are somewhat at a disadvantage. Boys are considered to be troublemakers or less studious than girl students. Many schools are moving to a renewed movement of using single-gender classes or schools in order to raise scores and improve behavior of male students. The belief is that male students are distracted by their female counterparts. Some question if schools have become over feminized; this is a major question that deserves research in terms of education and gender bias issues.
In my own school, we have explored the theory of improved behavior and academic success through single-gender Science classes. The result show there is not a major effect on discipline or achievement in either group. Gender bias shows up in schools in the areas of extra-curricular activities. My school has allowed girls to play on the football team and we are planning to have our first male student try out for the cheerleader squad in the Spring. I believe this is a direct blow to gender bias issues in schools. We are sending a message to our students that everyone has the same opportunity to accomplish goals in whatever area they choose.
When thinking of Gender bias and the David school there does not appear to be any visible signs. The school has both male and female students, as well as, male and female instructors. The instructors seem to push and encourage all students to make the most of their life with no interference to gender. The David school has a fairly relaxed approach to how it educates its students. It allows the students to make mistakes or explore areas of interest without discouragement of what is expected of their gender
Wednesday, November 2, 2011
Rita
Alternative Education was considered a bad thing in the past. Now, that society and education have progressed beyond closed minded thinking, Alternative Education has become a key part for many school districts. The David School is just one example of how providing children with a different environment impacts their success.
When thinking of the leadership of The David School and Rita Martinelli, I believe their would be very little difference in the way the school operates. According to the case study, Rita thrives on innovative ways to help her students excel. Rita has prior experience with students that need a little extra push. Much like the students involved with The David School. Rita prides herself on knowing key things about her students.
I believe The David School would have continued success with Rita as the Educational leader. She would continue the tradition of supporting her students by any means necessary. We definitely need more leaders that are willing to lay it all on the line for the success of their students. According to the case, I believe Rita would be a seamless transition to be the Educational leader of a program such as The David School.
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