Ballantine,J.H. & Hammack,F.M.(2012). The Sociology of Education: A Systematic Analysis(7th ed.).London:Pearson.

Conflicting Function and Process in Education:What Makes the System

Work?

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KO, CHAO-TU

Preface 1• Texas and California have a lock on the market—the K12 public school textbook market.

• Change the work“Capitalism”to “free enterprise system”,change from “imperialism”to “expansionism”

• Some of the suggested changes were to Thomas Jefferson, change the work “capitalism” to “free enterprise system”(seen as less derogatory), change from “imperialism” to “expansionism”,

• Advocates for the changes indicate that they want a less “liberal bias” in texts and in many cases distorting it 2

Preface 2What is the issue here? One of the functions

of education is the transmission of knowledge to students---but what and whose knowledge?

• In history, science, English, social studies, and other subject areas, textbook content will remain a flashpoint between different groups in society.

• This chapter is about controversies in school.

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Conflicting Function of EducationThe following are five major functions of education:Function 1-- Socialization: Learning to Be Productive Members of Society through the Passing One of Culture.Function 2 --Transmission of Culture.Function 3-- Social Control and Personal DevelopmentFunction 4 --Selection, Training, and Placement of Individuals in Society.Function 5 --Change and Innovation.

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Unanticipated Consequences of FunctionsDelaying young people’s entry into the job

market may serve the purpose of keeping more adults employed while the students receive more education, but it may also cause strain when overeducated, unemployed young people are ready to job market.

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THE IMPORTANCE OF PROCESSES IN EDUCATIONAL SYSTEMSProcesses are the action part; what is

happening in schools.Educational system affect our change process,

and, in turn, are affected by processes in their environment, or surroundings

Structure refers to parts of the educational system that can be described and diagrammed

People who hold roles in the structure carry out “actions”---or processes.

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THE IMPORTANCE OF PROCESSES IN EDUCATIONAL SYSTEMSStructure and action (processes) cannot be

separated; there would processes. People bring their own personalities and

interpretations to their actions.Thus, a key part of an open systems approach to

education is the processes that make any system a dynamic, working unit.

Processes also provide links between the organization and other part, such as between an educational system and its environment.

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THE FUNCTION OF SOCIALIZATION: WHAT WE LEARN AND HOW WE LEARN IT

According to functional theory, in order to prosper a society ,must train its members to be productive and to perform required roles.

However, there is disagreement on how, when, and for whom training should take place. Criticisms of the process of socialization include a range of topics.

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The Early Childhood Education ControversyLearning to become a member of society has

both formal, planned components and informal aspects.

From studies of mental development, we learn that 50 percent of general intelligence develops between birth and age four (Begley, 1996)

the role preschool and kindergarten programs should play in the socialization of children.

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The Early Childhood Education ControversyMore than half the nations of the world have

some formal center-base early childhood education for young children under five to help socialize children and allow parents to work.

In some counties, such as china and Israel, care begins shortly after birth and is sometimes mandatory, and in others, such as Sweden and United Kingdom, legislation addresses the need and funding for day care and nursery schools.

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The Early Childhood Education ControversyIn the United states, 24 percent of children with

employed mothers were in center-based programs, 20 percent were in other non-relative settings such as home day care, and more than 32 percent were cared for by a relative (ChildStats.gov, 2009).

In 2007, 57 percent of all three- to five-year-olds were enrolled in early childhood education programs. Poverty also affected enrollments: 60 percent of children above the poverty line were enrolled compared to 47percent below (Child Trends Data Bank, 2007).

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The Early Childhood Education ControversyThose favoring early childhood education pose several

argument:Early childhood education provides valuable learning

experiences not always available at home.Young children need to interact with children and

with adults other than their parent.Parents and siblings are not always the best or most

capable handlers of children.For many families, day care is necessary because both

parents must work; in the case of single-parent families, the only alternative may be child care.

A good day care center is often preferable to leaving a child with relatives or neighbors.

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The Early Childhood Education ControversyConsider the following summary of finding for Head Start children compared with those not attending Head Start:Cognitive benefits: Economic benefits: Health benefits:Social benefits:

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The Early Childhood Education Controversy Early childhood education is not a substitute for

many home care situations, but it can providing children with experiences that go beyond those received at home.

The goal of these programs is to provide development experiences that will help children in later schooling.

Although the debate over whether early childhood education should take place primarily at home or in preschool is likely to continue, the need for care will not diminish as more parents work outside the home14

Role of Technology and the Media in Socialization

The impact of technology on today’s students is increasing faster than the teacher can say, “stop Tweeting in class.”

New technologies and other media such as television complement and compete with schools for the attention of students.

The question for teachers and schools is whether to fight the technology brought to schools or go with the flow.

Since these technologies will be the tools of workers in the future, students need to become familiar with ways they can be used to solve problems (Chen, 2009).

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Cuban, an education professor at Stanford University, has pointed out in his well-researched book that since classrooms do not change much, technology is not relevant to the way teacher teach (Cuban, 2001).

In addition to new electronic devices, television is also an agent of socialization.

70 percent of child-care centers use TV during a typical day. In a year, the average child spends 900 hours in school and nearly 1,023 hours in front of a TV”, that is on average 2.8 hours of watching TV a day.

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THE FUNCTION OF CULTURAL TRANSMISSION AND PROCESS OF PASSING ON CULTURE

Literacy, Science, Math--- and Cultural TransmissionIlliteracy among young people and adults is a problem that many of those affected try to hide,

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The Science, Technology, Engineering and Math initiative (STEM) supports many women and minorities in pursuing science fields

Some educational policy makers suggest tighter control over curriculum and requirement, and changes in teacher education so that more teachers specialize in an area of teaching expertise rather than a general curriculum

These efforts are beginning to show positive results in the United states.

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How to pass on cultureThis section focuses on two issues related to passing on culture: what techniques are most effective in producing learning outcomes and what role critical thinking plays in education.Recent movements to improve the passing on of culture have included “writing-across-the-curriculum,” technology in the classroom, accountability and assessment, stricter discipline and increased homework assignment, and critical thinking and deep learning—that is, reflective and reasonable thinking that is focused on deciding what to believe or do. For example, the ideas of critical thinking and deep learning contrasts with educational styles that concentrate only on facts. 20

What Culture to Pass OnAnother debate related to cultural transmission focuses on what is taught in schools. An assumption built into the curriculum is that there are desired changes to be made in the students’ existing knowledge by the introduction of new ideas, by the correction of misconceptions, or by additions to existing knowledge. The curriculum provides for instruction in areas seen as desirable through “planned experiences”.

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WHO SHOULD MAKE DECISIONS CONCERNING CURRICULUM CONTENT ?Educators have used various techniques to maintain control of educational decisions and to keep schools independent of external influence;“Academic freedom” refers to attempts by schools and colleges to minimize control and influence on teachers and curricula, primarily from the external environment.In heterogeneous societies without centrally run educational systems, curriculum planners face pressures from many diverse individuals and groups.

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WHAT SHOULD BE TAUGHT?Examining curriculum plans and textbooks provides a start. Generally, curriculum plans in primary schools focus on developing basic skills; secondary schools refine these skills and add content.Functional theorists see schools as transmitting those parts of the culture necessary to perform successfully in the adult world.Conflict theorists view the cultural transmission of these values and norms as serving the needs of a capitalist society rather than those of individuals who are dehumanized and alienated by the process

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Internal educational forces are those that have a direct influence the curriculum and processes of the school.

In addition to the internal educational forces affecting curricula, there are many environmental factors outside the school that influence what happens within it.

Consider the following factors that affect what is taught:1. Local state, and federal regulations stipulate certain

curricular requirements. 2. Accrediting agencies reflect state or regional decision

making concerning school standards3. Testing services that develop achievement tests for

different grade levels and for college entrance do much to influence knowledge that is taught.

4. National studies, reports, and reform plans include recommendations for change in the curriculum

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SEX AND DRUG ABUSE EDUCATIONOthers argue that if sex and AIDS education are part

of the curriculum, moral education should be as well.Despite the general increase in contraceptive use,

studies show that teenage girls are less likely than older partners to be protected.

Drug Abuse Resistance Education (DARE) is one such program; it begin in elementary school and ends with a pledge by students to stay off drugs.

Should the schools offer drug and alcohol counseling and rehabilitation, sex and AIDS education, pregnancy counseling and testing, contraceptives, and suicide-prevention programs?

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CENSORSHIP OF TEXTBOOK AND LIBRARY BOOKS.However, this has not stopped districts from banning

many of the above mentioned books for the reasons mentioned.

Most educators argue that censorship threatens academic freedom; groups calling for removal argue that they are protecting their children from secularism, racial issues, “damaging” lifestyles, blasphemous dialog, excessive violence, and other negative influences.

Some districts are retaining controversial books but providing alternatives to children whose parents disapprove.

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THE FUNCTION OF SOCIAL CONTROL AND PERSONAL DEVELOPMENTAccording to some educators and sociologists, the

biggest crisis in American schooling is the erosion of moral authority.

Functional theory argues that community members expect students to learn the skills and values---obedience, punctuality, perseverance, respect, and others---necessary to become productive, law-abiding citizens.

Conflict theorists contend that schools are the tools of capitalist societies-controlling training, sorting human beings for places in the societal system, and perpetuating unequal class systems.

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Violence and Discipline in Schools3184 children and teens died from gunfire in the

United States in 2006.Unsafe school environments cause fear in students,

reducing achievement, and may place students who are already at risk of school failure for other reasons in further jeopardy.

The incidence of bullying at school has increased, with 13% of 6th-10th grade bully other student, while 10 and 29% are victims.

27% students reported gang presence at their schools, with 31% in urban schools reporting street gangs.28

Percentage of students ages 12-18 who reported that street gangs were presrent at school during the previous 6 months, by urbanicity and race/ethinicity: 2003

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Violence and Discipline in SchoolsThis bring up the controversial issue of what type of

discipline should be used in schools.Courts have tended to uphold school rulings in discipline

cases, although more challenges to school discipline have been seen in recent years.

Contrary to authoritarian techniques and atmospheres, others argue that a positive school climate is necessary for students’ personal development and achievement.

Punishment, critics claim, not only discourages students from making an effort to succeed but also labels them negatively among teachers.

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THE FUNCTION OF SELECTION AND ALLOCATION: THE SORTING PROCESS

The Testing GameMany modern industrial societies emphasize achievement and merit.In these test-oriented societies, it is beneficial to be skilled at test-taking. The use of IQ test scores has been controversial for years.Howard Gardner (1987) as “multiple intelligence”—including practical, social, musical, spatial abilities, and others.They also suggest that intelligence ---as typically measured—is not a fixed, inherited attribute but a variable depending on stimulation and on cultural and environmental factors.

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Achievement TestsThe scores are important– and controversial—because they tap the core of how we evaluate and place people in society.In the United States, two national achievement tests are given to college-bound high school students: the ACT and the SAT.Whether the requirement are fair and whether they improve education levels or actually leave some children behind are conflict in the debate over use of test.

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THE FUNCTION OF CHANGE AND INNOVATION: LOOKING TO THE FUTUREThe proliferation of computer technology is dramatically

changing the process by which educators at all levels disseminate information to students.

By fall of 2003, nearly 100% of the public schools in the United States and 93% of classrooms had access to the Internet; the ratio of students to computer with Internet was 4.4 to 1.

Most growth is taking place in developed countries, causing the digital divide to increase between rich and poor countries.

Educators and policy makers face a formidable challege in the twenty-first century.

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