CRITICAL SKILLS DEMONSTRATION
Adapted from Tozer, S., P. Violas, & G. Senese. (2006). School and society: Historical and contemporary perspectives. 5th ed. Boston, MA: McGraw-Hill.)
Use of the model will be practiced weekly in sections, and students’ ability to apply the model will be assessed at the midterm and final via short essay exam questions. The requirement is 15-25% of the semester grade. The most critical skill developed in TSOC 3000 is use of analytic models to consider the relationships—historic and contemporary—between the political-economy (political and economic institutions, including political power and processes; judicial decisions, implementation, and enforcement; macroeconomic processes such as globalization; and microeconomic processes like local employment opportunities and school funding); ideology, or dominant culture (including the values, behaviors, and beliefs that are so basic to social life and decision-making that they are often invisible; this includes images and narratives put forth in the mass media and school curricula); and schooling (the formal processes by which a society educates its young to be particular kinds of citizens).
Mastery of ability to use this model to analyze historic and contemporary, national and local situations and experiences in schooling provides the student with a framework for addressing Pathwise Domain A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences.
By the end of the semester, you will be expected to be able to answer the following questions about a number of historical and contemporary issues in schooling. Moreover, you will be prepared to ask these questions on your own toward understanding how schools as organizations operate within democratic society:
· What contemporary shared values, beliefs, behaviors, and habits of thought (“dominant culture” or dominant “ideology”) influence policies and practices of schooling in the U.S.?
· What political and economic institutions and practices (“political-economy”) in the dominant culture to you recognize as influencing policies and practices of schooling in the U.S.?
· How do goals & practices, organization, and experiences in schools (“schooling”) affect ideology or dominant culture, and political and economic institutions in the U.S., and/or individuals’ opportunities to participate in them?