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SOCI 2P52 Lecture 3

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Brock University
Ann Duffy

January 25/13 SOCI 2P52 Week 3 Readings: Sandra Bosacki, Debra Harwood and Corina Sumaway. 2012. “Being mean: children’s gendered perceptions of peer teasing.” Journal of Moral Education. Vol. 41. No. 4. Pp. 473-489. OR Dawn E. Trussell and Susan M. Shaw. 2012. “Organized Youth Sport and Parenting in Public and Private Spaces.” Leisure Sciences. Vol. 34. Pp. 377-394. Primary Socialization - Foundational lessons about self, possibilities, rationality - Key to basic personal attributes ex. Psychoanalytic perspective – pre-conscious (we don’t have language, symbol systems to retain this information, etc.) therefore, it can be very difficult to understand because you are utterly dependant at this stage Secondary socialization - Social influences outside the family (influence who we are, how we feel about ourselves) The two cannot be completely separated – they tend to be interconnected Nexus to secondary socialization a. Education System - Interconnections with family - Enrolment - Attendance (dependant on parents) - Homework (report cards, parent-teacher meetings; PTA) - School discipline (attendance officer, etc.) Many parents who are still learning expectations of being a parent in Canada This nexus is premised on a middle or upper middle class family at a particular moment in evolution of capitalist economy, ex. Social class and history create “context” - Problematic when family is immigrant, non-English/French speaking, working-class, poor, non-SNAFU b. Education is historically and culturally situated and constructed - relatively recent advent but now part of “taken-for granted reality” - Historically learned by doing, modeling - Rise of education historically rooted in class, gender, racial patterns, ex. Education as class and gender signifier – delayed and reduced access to education Education emerges to fit people into a new social order c. Education system involves both Direct and Indirect Socialization 1. Direct: Specific skills – reading etc. – key to functioning in social system, - explicit in curricula 2. Indirect: - discipline-obedience, hierarchy, individualism - timeliness/punctiuality/deadlines/self-control/deception/surveillance - competition – grading/evaluation, awards - skills defined in a narrow range of abilities All components are key to functioning in economic institution (employment) Hidden Curriculum (what is not valued or visible?) - Creativity, spontaneity, co-operation, resistance and agency, physicality (docility) ex. Even teacher must follow curriculum – not be spontaneous, reactive to students in class - Historically institutionalized (state-run) education as source of obvious social control – off the streets; respectful;; skilled - Formal education provided conduit to economy, military and family responsibilities (girls) Education Today i) Further blurring of family/school link ii) Few challenges to standard class-room approach to education (homeschooling for example Today – absence of alternative conceptions of “learning” or “skill acquisition” ex. Summerhill – 1960’s (open school) – self-directed learning, non-evaluative; home schooling today; experiential learning – Finland – curiosity rather than curriculum-driven Indirect and Informal Socialization in Education – role of peers - Foundational rationale for day care and early childhood education = learn to get along with peers; to socialize with one another - Other patterns f informal and indirect socialization are more invisible and complex Keep in mind layers of social reality within education system: - Separate reality for students and teachers and then separate realities within grades and within cliques of students – important in terms of understanding complexities and contradictions of socialization process in education Article 1 Summary of Peers and Teasing (Brock authors) - Using qualitative methods whi
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