Educ. 240 w/ Charles Bingham 20130110
Jan. 10, 2013
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Similarities between an assembly line and school
Kids passed on from person to person in a uniformed fashion to try and get the product as quickly
Not a lot of room for individualization.
Teachers in high school need to only apply one topic to the students at a time.
Trying to efficiently mass produce large amounts of the same product. Most of us have taken the
exact same thing in schools. Most of us will come out with the exact same from, left wheel.
FSA Scores. Not much emphasis on the individual, more the group product. Scores by grade and
school, not individual person.
The standards, rules, safety that are required by the products are preestablished and very little
that the person working can do to change them. Told before what you need to do in a course or
sequence of courses. Will be tested afterwards.
Products have no autonomy in what is placed on them, kids can’t decide what they want to learn.
Little student choice in a given course.
Stuck in a routine. Have to abide by it and if you don’t make it, all hell breaks loose. If one
worker gets out of line, then there are problems.
Even if you aren’t ready, you have to move on to the next level. Grading.
Running on autopilot. Kids get in lines. High school students start packing up early,
Hierarchy of authority figures.
Demand for the product. In good times.
Most things happen inside. Everything that needs to get done will happen within the 4walls of
the assembly line. Teachers may assume that the kids won’t learn outside the classroom walls.
Not valid outside of that process. Won’t recognize things brought from outside into the inside.
Sequence of events in effect and each one leads to the next. Can’t really step out. Need to
continue. Research something in grade 2. Why do they learn this skill? So they can find their own answers.
Most of the time we ask that kids footnote in a certain way when they are older and then in a
certain style… to prepare them to be professors. Might be able to climb up the assembly papers.
Not immediately important, but might move the person forward. Stay within the system to the
end. “Pedagogenic”… pedagogy= practice of teaching. Instruction of children. Genic= origin.
Things that come from teaching, a practice that is done only because it’s done at school. Research
paper. Certain practice asked to do and only asked to do it in school. Research papers a
pedagoginic artefact. We’re in the system way too deep. Comes from school itself.
If you have a question, raise your hand.
Titles for your teachers, “Mr.” “Mrs.”
Write your name on everything.
Only speak when instructed to
Ask permission to do things
Locker or cubby hole
Textbooks… “book book”. Only about school.
Bell signals time to move from one space to another. Factories too.
Recording attendance. Being late.
Process only ends up in school.
Similarity is not just a similarity. School invented by factory inventors. Raymond Callahan
“Educations and the cult of efficiency”.
Schools have to operate on models of efficiency. Teachers specialize in different things and have
to work with the time they have.
Historical. Modern school initiated by early 1900s by same people who helped create industrial
factories. Cars used to be built one at a time. Would have cost several million dollars for a car.
Schools used to happen in oneroom school rooms. Platoon school, big box school. Now
specialized people putting on specialized parts.
This class is about what schools do in a social way. Not how I experience school but what is
school doing to me as I experience it. Lefthanded seats… so limited and only in a certain side
of the room.
4 social mechanisms.
Reproduction Schools reproduce what society already is like. Whether we hate it or like it. In a school, if there
is a child from a welleducated family or lesseducated family, the kids will do like the way that
their families did. Schools reproduce what is in the society. The Haves get more out of school
than the have nots. Gender reproduction. How we expect that we are as boys and girls is
reproduced in schools. Girls washroom sign. Picture of a lady in a skirt. Race, some places have
sections just for race.
What are things school reproduce.
Arts, vs sports.
Ideals about national identity
Dress codes, attitudes or norms about what’s acceptable in dress.
Stereotypes. How to think about the world. “Hidden Curriculum”. What schools teach us that is
not on the Provincial Learning Outcomes.
Systems of morality
Jan. 17, 2013
Vicky ([email protected]
) O/H: th 121 education central.
Movie: “Schooling the World: The White Man’s Last Burden”
Documentary, but still has a bias and point of view.
Questions the usefulness of western education being brought to other areas in the world. Why is
it done? What is the benefit? Seeking money and getting a good job is the promise in most places
but this is not necessarily what is happening. Many end up in slums and lose their culture and
Video doesn’t really supply another option for how the world should be and how to continue.
People in rural, traditional scapes lose a lot from modern education in way of culture, workers,
and values. People are very nice, but then we want to help them
What are we doing here? Who benefits? Who is behind or sponsoring these things? Big
Previously independent communities join the interdependence of the global economy. Loss of identity and sense of self through education. Does the individual even want an
education? Imposition of education.
English being imposed upon people. Lose their traditional languages.
Medicating kids instead of letting them be free.
People who started up the education system quotes.
Educating people so that they support us in the Western world. Continuing oppression.
Locus of power… in the white hands.
Jan. 24, 2013
4 Main social mechanisms
Social: to be left out/segregated/ostracised/don’t fit in. Schools, kids feel alienated. Closeted in
own world. Can do terrible things.
Self: you do things that is not important for you yet you do it anyways. Ex. math. Schools are
masters of asking people to be alienated from themselves. Work and school things that we do
because we have to. Is school a means to become ready to be alienated in the rest of our lives.
Just do what you have to do to get ready for the real world.
Think deeply about how authority operates in different types of school experience.
The best of Charlie Chaplain, Modern factory. Do you what you are told and try to keep up, even if it
seems repetitive. Get in trouble if you aren’t on task. Lash out at your comrades instead of the
authority. No time to reflect on why you do what you do, you just do it. The stronger the
authority bears down, the more the person acts out. Always an authority watching. Time cards
and bell schedule. Have to be punctual. Routine. Need to do things in a certain time frame. Bell
not so good, in University you have to worry about your own attendance. Tardiness is
padagogenic. In the real world, you are late. Chain of command. Provincial Learning Outcomes
(PLOs) in BC every grade has outcomes that each subject much produce… way up the chain of
authority. Who came up with this? Authority scary. Authority works because something bad can
happen, even if that person isn’t there.
Spheres of authority and school
Workplace Family: teachers as in loco parentis, in the place of a parent. Authorize like parents do. Reflects
authority like a parent.
Church: Bible used to be in Latin and it was illegal for it to be translated into English because the
person who was supposed to interpret the Bible was the priest. The Priest stood in the front and
then interpret the Bible. Needed a spokesperson. Professor has a text and then tells you how to
understand the book. They know the interpretation of it.
State: Prime Minister and a leader of a school situation.
Relationships: Dynamic of authority in a school situation to dynamics of authority in
relationships. “Just tell me what you want” “It’s not what the teacher wants”.. succumb to
authority in this way.
Recognition can happen in the public sphere or the private sphere. Schools are a public place.
Home is private, friends and family/extended family. In the public, people don’t know her and
her background. This place is very public. They don’t know her religion or her beliefs. She has
no responsibilities towards these people nor they to her. This changes over time. The school does
have responsibilities towards her and vice versa but it will never be like home. Teachers must
decide whether to honour or recognize where she comes from or not? Do they leave their
personal identities at the door or do we recognize them for what they bring with them? No
Punjabi or do we recognize that language in class. How does this get recognized in the public
space of the classroom. At Home, one is well recognized. Our role as educators to make sure that
kids are wellrecognized. What they stand for at home is recognized at school.
Recognition’s role is prominent in political situations. Street signs, stop in English and French.
Quebec, they want their language recognized. Not about understanding the word. Recognition…
government respects that language. Schools, make sure that everyone’s language is written to
welcome the students. Very simple example. Someone cares about their home language in that
school. Vancouver and first nation signs. Squamish, recognition. Different cultural name for
these places. Most political demands are demands of recognition. Sometimes compensation, but
most about recognition. Recognition has a major role in child development and adult relations. Psychological side of
recognition. All people need to be wellrecognized. To be fully myself, I need recognition
psychologically. Shouldn’t need to leave parts of myself away from school. Hidden. Only present
certain parts. Deeper recognition of a person’s background. Not so superficial, just food or dress.
Kids make teepees and practicing potlucks for their cultures. First nations education.
Misrecognition. Recognition that is meaningful to the person that is being recognized. Does it
make them feel like they are being more recognised. The only way to be recognized is the way
that you want to be recognised. It has to be significant to you.
Resistance: At least 3 forms of resistance that we will focus on:
Resistance against reproduction.
Pedagogical strategies of resistance.
Resistance against educational alienation.
How can we resist misrecognition? Alienation? Personal: Mr. Davees and the Julia situation, he
thought I was part of it but he could have listened to our side of the story. We never even spoke.
Open dialogue. Lumped with everyone else. Treated as a group. Teachers not seeing what the
main problem is. Assume things based on area where a person lives.
Last week we watched “Schooling the World.” What issues were being raised as far as
reproduction, recognition and authority?
Reproduction: Western school system in a culture where the values are different. English
language. Irradiating the other culture in favour of the European one. Older generations felt that
their knowledge was not worth anything. Having to do things that you don’t want to—
alienation. Nothing inherently academic in the English language. People who enter English
schools with English as their first language, have it way easier. What knowledge is more or less
important. Religion reproduction, more or less valid.
Recognition: Only western education recognized as being valuable. Other languages not
recognized. Professions, urban focus. People not recognized because they didn’t go to school.
Authority: Racism, European lead. Traditional authority slandered. Teacher the only person who
knows anything. People defer to those who have more education. Language. Private, European