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Social Class and the Hidden Curriculum of Work*
... Within this conflict approach to schooling, various scholars have argued that schools are essentially conservative institutions that reproduce current configurations of power. 6 Moreover, recent studies have applied this framework to curricular concerns, demarcating standards as sites of socio-cultural exclusion and racial hegemony. 7 However, these studies, while all works of great import, have yet to qualitatively delineate the multifarious discursive strategies subsumed under standards as nexuses of historical oppression, negotiation, and contestation. ...
... The morphological mechanism is a form of surveillance insofar as it performs a policing action on the statement; after a time, this control is internalized. 6. In sum, this process equates to a subjectification of the school subject. ...
... Specifically, the hidden curriculum in American schooling played an important role in preparing students by providing them with the knowledge and attitudes required to become labors in the economy. Alongside the economic reproduction perspective, hidden curriculum has been employed to understand schooling and school curriculum as an institution of social reproduction, especially from a neo-Marxist perspective (Anyon, 1980;Apple, 1979;Bourdieu & Passeron, 1977;Giroux, 1981Giroux, , 1983Vallance, 1974). They interpreted schooling as a strong agency to reproduce social inequality in terms of race, class, and gender, and began to analyze the roles of hidden curriculum to identify how certain kinds of ideologies, beliefs, knowledge, and values were implicitly delivered to students as if they were neutral and normal, to be taken for granted. ...
... For instance, in Ideology and Curriculum, Michael Apple (1979) critiqued that school textbooks were presented as if they were impartial and objective, and yet he argued that they normalized certain knowledge, and the ideology of dominant groups of people such as males, Whites, and Eurocentrics. Succeeding Apple's pioneering work, Anyon's (1980) ethnographic analysis of different socializations of academic work based on parents' SES also established a new research area to discuss the roles of schooling in reproducing unequal social order. Their findings enabled educational researchers to recognize that existing school curriculum and students' experience of it were neither neutral nor ethical. ...
... This educator notes that teaching and learning are constantly in flux and conditioned in the classroom environment. Classroom conditions are also intimately connected to social conditions of students' individual lives, the history of the school community, and broader political economy (Anyon, 2006;Oakes, 2005). Science educators, scholar-activists, teacher educators, educational researchers and all learners must recognize that in our current education system particular lives continue to be sustained while many others are violently and systemically incapacitated (Laura, 2014;Patel, 2015). ...
... Insight into epistemological struggles in the United States can be useful to weaving a richer understanding of our educational system and science teaching and learning. Schooling is connected to the dominant mode of capitalist development (i.e., industry or corporate interests) (Anyon, 2006). The education system and public schooling and related policies in the United States also continue to differentially impact communities in relation to class, gender, and race (Picower & Mayorga, 2015). ...
... However, it depends on the school's needs. Many don't prefer having armed guards in front of children all the time it is entirely your choice (Anyon, 2017). No matter whoever stands for Security, the personnel should be well trained and ready to use physical force if the necessity arises. ...
School security is one of the prime concerns. It involves students, staff, and every other individual who is present at the premises. Hence, the duty of a school security guard is full of tough challenges. The guard must always stay alert and on his toes. This study determined the level of preparedness of the school security personnel and their qualifications towards institutional security. The respondents of the study include all thirteen (13) security guards in Misamis University Ozamiz City, Misamis Occidental, Philippines that serve as the respondents. The respondents are purposively chosen by the researchers because they are fit to answer the questionnaires provided by the researchers in determining the level of preparedness of the school security personnel and their qualifications towards institutional security. The security guard possessed very good qualifications in relation to their skills, knowledge, and work style, which resulted in a relatively high mean value. The security guard's level of preparedness in terms of operating school practices and programs garnered a moderate level of mean value, indicating that it still needs to be improved. It is evident that the relationship between the qualifications of school security personnel and their level of preparedness is statistically significant. Having a good qualification may positively contribute to a high-level preparedness among the school's security personnel. Most security guards were very efficient in fulfilling their duties due largely to their qualifications, which encompassed their skills, knowledge, and work style. They were able to maintain effective control over the conditions and individuals in their immediate vicinity. On the other hand, security guards thrived in the sector of level of preparedness. This is because they were highly prepared to respond with countermeasures and preventative actions in the case of a crime. It is essential that the performance of school security guards be constantly monitored and evaluated to determine the various strengths and weaknesses of everyone for future training and improvement. In dealing with the school's various problems, security guards are encouraged to maintain their high level of preparedness and qualification. It's also crucial to keep students from bringing weapons onto campus that may threaten other students or instructors, and to conduct random sweeps of students to look for contraband like as drugs and firearms.
Background/Context
Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels.
Purpose, Objective, Research Question, or Focus of Study
This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level.
Research Design
This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects).
Conclusions or Recommendations
This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.
This qualitative case study explored commercial textbooks and their effects on university professors. The study’s aim was to investigate the perspectives of university professors’ use of pre-designed, pre-selected teaching materials such as textbooks, workbooks, teaching manuals, and courseware for a teacher education program at one mid-sized comprehensive Canadian university. The researcher investigated the pedagogical experiences of nine university professors recruited through the Dean’s Office in the faculty of education via random sampling. The study findings discovered that textbooks are ambivalently optimized as participants seemed to have fluctuating values for using them as pedagogical tools; on the one hand they supported textbooks, while at the same time they experienced cognitive dissonance as they questioned the content of the textbooks. This study revealed the paradox of commercial textbooks whereby governmentality and performativity in pedagogy in general and educator agency in particular imposed by neoliberal institutions can limit the scope of teaching in higher education institutions. Furthermore, commercial textbook selection and use often face time limitations as one-size-fits-all primers, and comes at the cost of creativity, research, knowledge deconstruction, and knowledge creation. Similarly, the findings suggest that pedagogy is a complex phenomenon that requires pedagogical orientations by selecting online education resources so as to deconstruct subtle sites through academic collaboration, reciprocity, and avoidance of corporatized pedagogical tools in the process of knowledge creation and its deconstruction.KeywordsCommercial textbooksOpen educational resourcesOERsUniversity professorsDefenestrating
This article explores how two urban schools help teachers create equitable spaces for students. We describe the structures and experiences supporting teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. Findings include that teacher professional learning for equity must (1) include centering it on content related to equity and critical pedagogy; (2) model instructional practices that promote equity; (3) create a culture of inquiry and ownership to promote a school ecosystem where equity and deeper learning thrive; and (4) invite students’ voices into the conversation to understand the impact of teachers’ professional learning.