Upload
dagaes
View
53
Download
0
Embed Size (px)
Citation preview
2
School organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo y de la organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]
Schools, differ from each other in terms of:
functioningeducational levelsownership public/private
management team
implicationincome level
families
neighbourhood
cultural capital
relationships among teachers
equipment or furniture
architecture
infrastructure conditionsize
resources
Current society understood as a society of organizations
most have been born in an organization, and we study and work in organizations
many of the goals we pursue are the ones of the organizations to which we belong furniture layout
teaching methodsstudent body
…
3
History of school organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo y de la organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]
Bureaucratic organization M. Weber
Technocratic model of organizationTaylorism and Fordism
The School of Human Relations E. Mayo
Specialization (responsibilities, functions and tasks), hierarchy (control system), rules (written and impersonal) recruitment (merit and ability) [in school is evident in legislation, administration, specialization, regulations, discipline, schedules, and less than hierarchy or impersonality]
(Post)modern period
Scientific management via fragmentation of the production process in its most basic elements increasing efficiency, control and alienation. [inertia of the past in terms repetition mechanism and looking for a similar type of school product, rigidity of hours, detailed planning and measurement (PISA)]
The SHR found that the performance of workers, rather than the whole organization, the hierarchy, the control or the wage increase was related to the incentives and social norms of the groups within the organization, especially relations among individuals within groups [informal groups, democratic schools]
Calls for bridging less hierarchical relationships, reduced specialization, adaptability and flexibility. From the work by objectives to competences
4
School organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo y de la organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]
Schools as peculiar organizations
Ownership, gradation, no election of its members, controlling the work of employees and customers.
Null: funding and financing, architecture, hours of materials, school day, teachers or teaching hours based curriculumPartial: teachers, optional programsWide: textbooks, expanding the curriculum or changes in schedule, or develop specific educational projects, dates of assessments
Public Administration / Teachings / Ownership / Environment
The autonomy of schools
Context elements of educational organizations
Elements of educational organizations
History, culture and identity / Stakeholders / The premises and the building, equipment / Functions and objectives of the centers / Curriculum divide, Groupings, school space and time (streaming & tracking) / Power and participation in schools
5
School organization [Subirats i Humet, J. (coord.) (2002). La importancia del territorio y la comunidad en el papel de la escuela. Barcelona, Ariel. ]
District schoolGood level of territorial engagement but low level of identification with an
educational project
Community school strong territorial involvement, active
acceptance of diversity and strong identification with an educational
project
Utilitarian schoollow involvement and low educational
project identification
Identity schoolstrong identification of its components
in an educational project but no territorial implications (seeks
homogeneity)
(defined bit) (well defined) Educational project identification
Terr
itoria
l
enga
gem
ent
(strong implication)
(weak implication)
6
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
Critical approaches (Apple, Bernstein, Young and Giroux) question the technocratic approach based on effectiveness and results. With the curriculum it can be generated more egalitarian relationships that allow overcoming control and power.
The social and historical construction of the curriculum
The curriculum has a social nature and curricular proposals evolve in relation to the social. The criteria on what goes in also respond to curricular interests and power relations
For Bernstein the content of curricula may be more or less limited (bounded), and the reference frame (the control of the pedagogical relationship) can also be more or less strong. The communication model he proposed implies that both should be weak.
7
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
In the classroom there are two types of claims in both the relationships between students and teachers and between students themselves.Schools that base their relations on pretensions of validity achieve better work environment, motivation and solidarity, but also better academic results.
Habermas theory of communicative action
Power claims: based on the position of power by means of force
Validity claims are based on arguments (regardless of the position of power)
Pink Floyd - Another Brick in the Wall a http://youtu.be/PDl6iuku_mw
9
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
The selection of specific cultural knowledge by the school is arbitrary and responds to the interests, ideology and culture of the groups that make the selection (hegemonic class)
Changes and new approaches in the selection of knowledge (sustainability, equality,...) are partial solutions that do not address the problems directly and therefore do not prevent students from valuating ‘traditional’ assumptions
Segregation (or performance grouping) has not given satisfactory results, more on the contrary, heterogeneous grouping has more favorable results in both performance and student interaction.
The communicative perspective in education, besides analyzing how they reproduce ideologies through school knowledge, analyzes how to create new meanings and knowledge
School knowledge
11
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
Homogeneous or heterogeneous groups, school schedules, distribution and the use of space are all curricular issues
When the organization develops traditional school practices (hierarchical and elitist) reproduces social inequalities
Pedagogies that overcome those practices work from the democratization of these elements, creating space and time for the participation of all social and educational agents
Pedagogical practices, space and time
12
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
Is a form of controlling what is learned which purpose is the selection of people who will assume certain responsibilities in our societies.
However, the current assessment process hides a social division, by using the latent hierarchy to maintain the social fabric
The game of approved/failed generalized in assessment procedures is an element of power as it is not a neutral or objective process, it collaborate in signaling students and creating low expectations on children from disadvantaged families
There are alternatives to the dominant evaluation systems that overcome control and social division, and focus on skills rather than on deficits
The evaluation system
13
Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
Hidden curriculum is perhaps more important than the explicit regarding the creation and transmission of meaning and ideology
Hidden curriculum are all aspects which are often not explained nor discussed (not explicit), transmitted to students through formal structures underlying the contents and forms of social relations that occur at school
Deep structures, expectations of teachers, praise, monitoring and evaluation forms, organizing peer relationships ... are the mechanisms by which students acquire knowledge and beliefs about justice, nature knowledge, authority or self-value
The hidden curriculum is veiled to the interest of communication. A democratic curriculum facilitates dialogue with all people and all aspects of teaching and learning
The hidden curriculum