EDUC 1F95 - Seminar 12 - The Pedagogy of Possession

I have been very excited to reach week 12 (in my Graduate 5P30 - Teaching, Learning, & Development) and read Norris’ article Arendt, Freire, and the Pedagogy of Possession as it links so closely with the TA work I am doing for Norris’ current EDUC 1F95 course. 

In 1F95, we are guiding first and second year students through the Introduction and Foundations of Educational History, Philosophy, and Sociology. For some of these students, it will be the first time they are exposed to applying critical thinking skills to micro and macro lenses of education from both a student and educator’s point of view. This paper weaves together an understanding of consumption and possession and how it relates to education, schooling, policy-making, and hidden curriculum. The big concept this week for 1F95 is exploring hegemony and how it exists in schools. Hegemony, in a very basic description is domination by consent. I am hoping by sharing this paper, written by their professor, with the students in 1F95 that with guidance, they will make connections between hegemony, consumption in schools and the pedagogy of possession.
 
Linking this article to the theme of development – we can see that the influence of consumerism has a major potential effect on the self-image and self-worth a student places on his or herself. The concept of a self-fulfilling prophecy is “the notion that the assumptions and expectations that teachers and other service workers hold about students can influence students’ lives” (Wotherspoon, 2013, p. 43).  The multiple influences that students receive at school help to shape their self-identity and meaning making processes. Agents of consumerism (marketing departments and companies) are constructing generation X & Y consumers as part of the socialization process in schools. Students are exposed to hundreds of consumer messages a day at school, these products and concepts embedded in the education environment make escaping the consumer reality near impossible. It is by illuminating the intent behind marketing and consumer culture to students that they can begin to create their own idea of how to construct their identity. In no way can we erase the inevitable influence consumerism has on students but making students aware and critical of it is one way to develop students as agents of change.
 
This model of preparing students to think critically about the choices and purchases they make does not work well for companies who bank on youth blindly consuming. There is a ‘significant incompatibility between commercial values and the promotion of critical thinking” (Norris, 2005, p.261). I wonder about the implications for the economy and society as a whole if in the next 50 years schools have encouraged students to develop exceptional critical thinking skills about the consumer culture around them. It seems like a good idea to have youth be aware of the obvious and hidden influences consumer culture has on identify and life-long meaning making. What if this has a profound negative impact on the way consumers exist in relation to the economy? It would seem as if the whole system would have to shift to accompany this new standard of critical thinking. Perhaps, however, that at that point the people running this consumer culture will be from Generation X & Y and will have a fantastic response to altering the consumer culture.
 
Norris, T. (2005). Re-thinking re-producing consumption: Hannah Arendt, Paulo Freire and the pedagogy of possession. Philosophical Studies in Education, 36, 77 - 90.

Wotherspoon, T. (2013). The Sociology of Education in Canada 4rd Ed. Don Mills, ON: Oxford University Press. ISBN 0-19-542660-1
 

EDUC 1F95 - Seminar 11 - CBC News Article

Oilsands companies could get a say in new Alberta curriculum
Click title for link to article

CBC NEWS- Posted: Mar 12, 2014 6:59 PM MT Last Updated: Mar 12, 2014 8:26 PM MT

The Alberta government plans to include oil and gas companies in consultations on the new school curriculum.

School boards were asked to come up with groups to provide input on what children should learn.

Education Minister Jeff Johnson is defending the decision to include oilsands companies in consultations on Alberta's new school curriculum. (CBC)

The Edmonton Public School Board plans to ask oilsands companies Suncor and Syncrude what to teach children in kindergarten to Grade 3.

"What are we looking for in the graduates of tomorrow. Certainly we have a perspective but we need to hear all stakeholders," said Mark Liguori, assistant superintendent of schools for Edmonton Public.

Education minister Jeff Johnson thinks including the business community in discussions will help.
"One of the things I think they may be able to help with is how do we attract kids to that side of the business, science technology and engineering piece of the education system that so much of the economy is telling us we're short on," he said.

However, NDP education critic Deron Bilous thinks this is the first step in allowing corporations to influence Alberta schools, which he worries may go too far.

"There's also examples in the United States where coal companies have been involved in curriculum design where they've written a completely one-sided view speaking only of the benefits," he said. 
Johnson says companies are only providing input and will not write the curriculum.

Syncrude and Suncor aren’t the only companies involved in curriculum consultations. Stantec, PCL Construction, Apple and Microsoft Canada will also get a say.

Suncor has yet to receive an invitation to join the consultations. Syncrude hasn't decided whether it will take part.

QUESTIONS FOR DISCUSSION:  
Answers included are reflective of the conversations had in EDUC 1F95 Seminar 15 & 16 - Nov 21
 

1. Should oil and gas companies be allowed to influence curriculum? Why or why not? What impact do you think they would have?

The conversation began heated about this topic. The conversation shifted from who should be able to have a say to who already has a say in curriculum development. What really would be the disadvantages of Canadian companies having a say (not a definitive vote - just a say) in the content of curriculum? 

We discussed how society is always in need for the development of schools to foster youth into relevant, contributing members to local economy and society.  Shouldn't we have a curriculum and school system in place that aids students to developing into contributing members of society with the skills and knowledge needed to survive in that society as an adult. Who better to speak about the skills and needs in demand for that society than the companies on which help build the society? 

The consensus was that companies should be able to have a say but that means all Canadian companies. Allowing certain companies influence and others not can create a biased curriculum with skewed skill sets and societal competencies. The final vote in curriculum standards and content should be left with educational professionals and researchers. They should be considering a holistic view of Canadian needs and skills for a successful society. This includes but cannot be limited to assessing the influence of economic companies. 

 

EDUC 1F95 - The Sociology of Education Seminar 10

Chapter Two - Sociological Theories of Education 

This post will outline the major concepts and definitions needed to understand the content in the chapter and apply to existing social circumstances in the world around us. 


Structural Functionalism: A theoretical perspective that explains social phenomena with reference to their mutual influence on one another, especially though social needs the fulfill and the contributions they make to social order.

Critical Sociology: Engages in a critique of social structures and practices by probing beyond descriptions of the status quo. It is committed to social change as well as social analysis.

Interpretative Analysis: Is concerned with the analysis of social processes rather than social structure 

Correspondence Principle: The view that presents educational reforms and outcomes as consequences of economic requirements, labour market needs, and inequalities within a capitalist economy.

Cultural Capital: The resources that people possess for economic and social success, which include not only wealth and economic assets but also knowledge and understandings about social expectations, dominant values, and other pertinent information that institutions use in their ongoing operations.

Cultural Reproduction: Recognition that, while education contributes to ongoing social inequalities, it does so through cultural and social practices as well as economic requirements.

Human Capital Theory: A theoretical approach, with frequent policy applications, that emphasizes education, skill development, and other learning processes as investments that enhance capacities and opportunities among individuals, thereby contributing to general economic growth.

New Institutional Theory: A theoretical orientation drawn from research in several disciplines including sociology, economics, and organizational studies that focuses on the distinctive characteristics of institutions and institutionalized arrangements and explores their impact on broader social and economic processes.

Pedagogy: Process associates with the organization and practice of teaching. The term refers more generally to various kinds of interactions (and how there are understood and organized) in teaching-learning situations.

Racialization: Categorizing and treating people based on observe physical group characteristics and the stereotypes of group differences that are products of historical and social processes.

Resistance Theory: Analysis that highlights children, youth, and other students as active participants who can oppose and shape their education and social futures rather than as passive institutional clients.

Self-fulfilling prophecies: The notion that the assumptions and expectations that teachers and other service workers hold about students can influence students' lives.

Symbolic Interactionism: A theoretical perspective that emphasizes the importance of language, meaning, and use of symbols in our development of self-awareness and, through our relations with others, as the basis of societies. 

EDUC 1F95: Sociology of Education – Seminar 8

Developing a framework for studying The Sociology of Education in Canada

This post is the beginning of many posts for my EDUC 1F95 – Foundations of Education course I am a Teaching Assistant for this FW 2014-2015 school year. My students will be exploring the sociology of education using Terry Wotherspoon’s book The Sociology of Education in Canada: Critical Perspectives, 4^th Ed. for lecture and seminar readings.

These blogs titled EDUC 1F95: Sociology of Education – Seminar # will provide a place for my interpretations, thoughts, critiques, and comments on the assigned readings each week. These blogs will be in part for myself to conceptualize my thoughts for seminar discussion and also for students in my seminars to expand their thinking and inquiry about the content provided each week. These posts are NOT to supplement or replace existing seminar material and content.

Each post will include the guiding questions and material for the seminar each week, followed by a brief overview of the chapter material and followed by comments or thoughts. Please feel free to comment on any of these blog posts to add your own comments, thoughts, revelations from class, or to pose questions!

Here we go!

Seminar 8 – Friday November 7, 2014

Readings:

Chapter 1 - The Sociology of Education in Canada

Chapter 7 - Making Sense

Guiding Questions:

1. What is sociology? What do sociologists study?

2. What are the characteristics of the different sociological perspectives?

         a) Structural functionalism 

         b) Interpretive analysis

         c) Critical sociologies  

3. How do they compare to one another? What are the key contrasts in sociology?

4. Is sociology in Education a science? Why or why not? What about educational research? Is it a science and why or why not?

5. Review the four critical approaches to the analysis of Education. 

        a) Critical pedagogy 

        b) Feminist pedagogy

        c) Anti-racism education

        d) Political economy

Goals & Discussion:

1. Students should understand how structural functionalism, interpretive analysis and critical sociologies are conceptual frameworks that view society differently.

2. How do educators use sociology to understand and improve education?

3. Reflect upon how students used the ideas or arguing and writing with style in assignment 1 (connection to Making Sense Chapter 7 )

Let's explore the following:

Sociological perspectives:

1. Structural functionalism: this form of analysis examines social institutions and other elements of society in relation to the social system as a whole. It is sometimes known as the order perspective because it is concerned with factors that ensure the maintenance of social stability.

2. Interpretive analysis: an approach to understanding social life that emphasizes the role played by meanings and inter-subjective relationships in social activity

3. Critical sociologies: engages in a critique of social structures and practices by probing beyond descriptions of the status quo

Critical approaches to the analysis of Education:

1. Critical pedagogy: an approach oriented to progressive educational change by linking educational practices and experiences with social critique and a vision of educational alternatives

2. Feminist pedagogy: an approach to educational analysis grounded in a critique of gender inequalities in education and the factors that give rise to them, and committed to practices to change those inequalities

3. Anti-racism education: an approach to educational theory and practice oriented to identifying and changing attitudes, policies, and practices that discriminate on the basis of race

4. Political economy: an approach that emphasizes the interrelationships among social, economic, and political factors in social life; critical political economy examines the causes and consequences of deep-rooted forms of social and economic inequality

Notable definitions and concepts from Chapter 1

1. Agency: Recognition that human beings act on the basis of various degrees of choice and free will

2. Positivism: A philosophical approach that emphasizes sensory experience as the basis for all knowledge, applied as a scientific framework that seeks to derive and test laws based on empirical evidence from systematic observation and measurement

3. Sociology: An academic discipline concerned with the nature and organization of societies and the relationships that exist among individuals and society

4. Social structure: Elements of social life that are relatively patterned, interconnected, and enduring, often understood with reference to the rules and boundaries associated with different forms of social action