EDUCATION: Lesson 2 - The school as a determining factor. second The school as a factor of air conditioners.
Now it should not be denied is the claim that the same school to avoid adverse effects that complicate the deficit and cultural development of disadvantaged children and accumulate other factors, their effects on cultural and social context class of membership create.
It makes the school for both the content and methods that extend not do both for the facilities rather than the human resources of the individual, the work focuses on discrimination and helps to support the fundamental inequalities of our social system.
"The schools are working primarily as a means of selection and certification, whose job it is to measure and label people. You have to legitimize the inequalities, not create" (G. Jencks).
Our school system is on the principle of everyone the same opportunities, that is, formal equality is based. But Tele criterion may be valid only if all subjects were from the same environment and come to school carrying genetic information and skills evenly spread in each.
But this is impossible, because people come to school with different properties and the school is no interpreter or even understand them.
Bourdieu observes, "are the favorites, because the more fortunate among the most disadvantaged and underprivileged, it is to ignore both necessary and sufficient for the school, the program content of education, methods, and transmission techniques and evaluation criteria, the inequalities between cultural children of different social strata. In other words, the treatment of all students for unequal rights and obligations in the school system tends to ratify the original inequality in terms of culture. "(P. Bourdieu).
School operates independently of the origin of humans, a culture that values \u200b\u200bthe middle and upper classes forms, which he with students of other social classes to adjust these values, under the threat of school failure forces.
Through this mechanism does not reduce the school to the area of \u200b\u200binequalities, but confirmed she and legitimate, with the formulas of the tests, promotions, etc. ..
The academic success of individual social class is less than a success that with the loss of the original culture of this that "assimilated" is in the middle layer, then lose the cultural connotations of class origin are paid.
From the above seems to say: The school is a mechanism for the selection and the selection is the selection of the classroom.
"Data from numerous studies show that repeaters, dropouts, school expulsions found, particularly in relation to working class boys of low socioeconomic status. So the school selection discriminatory manner in socio-cultural and is heavier mandatory in the school, or that you do not have higher academic level. "(G. Petracchi)
In school, when you put the behaviors, skills and aspirations of students from social classes with the teachers, they tend to systematically destroy the potential of young people from other backgrounds . . (P. Padoa Schioppa)
Sometimes the discrimination is without a clear awareness of the teacher, which is itself a stereotype of the ideal student, under which carries out its teaching and the evaluation is based proceeds are realized, the students are, however, and only minimal were fulfilled, that the teacher has.
now discuss the forms and factors of school selection and discrimination.
The "rejection" is certainly the most obvious form.
"Rejected because not enough students in some respects, is not worthy of the school because they must be taken into account the whole personality of the student, the student to become aware of himself and his family, so the boy could make better use can be found using his skills with individual and societal benefits. "(AP Caruso).
when you consider that schools promote the educational development of the subject, it is inappropriate to reward or punish those who have more or less rapidly, certain content has mastered instrumental, but to speak, because all obstacles and difficulties can be overcome, that threaten the 'Full Training.
The selection, and also has a dual effect on the students' first they stigmatized as inadequate and unable to follow the studies and then forcing they become part of a new class mates, find acceptance for the remarkable resistance groups already structured, outsiders tend to reject it. "(M. Livolsi).
The condition of the marginalized to the crucial issue that will end up feeling" less than others, and the situation as if it were to adapt a product of nature "has resisted, so show a similar role in society.
One should not believe, however, that to fight inequality in school by, any form of selection to note that a responsible school selection, "not on the substance of society", instead of helping the social inequalities in school stress, can help workplace equality.
Another form of selection is not consistent with the educational objectives of the "practice of differentiation of the students' into groups or classes for profit, social, etc. ..
It is the English method is the "streaming" (similar to classes of income for a particular field of study) that the school would be the character of "ghettoization" of a disadvantage due to cultural conditioning that they carry, that students take on socio-economic econimici- downs. This method would not, however, since the group was insufficient stimulation, which springs from the presence of people of different Difficulty.
We will now examine the role of teachers and lack of neutrality, it assumes in relation to pupils from different social backgrounds to highlight.
"Teachers tend to the behavior typical of the middle class, they are themselves, so that influences an important role in the failure to reward high school students play the low social class." (M. Barbagli. - M. Of)
spoke of "covert selection" and the most obvious "lies in the fact that instead of teachers as a natural and incurable differences in capacity and performance, due to social class and feel rather to the same school. Think of those teachers who so persistently complaining "disadvantaged" lack of "good will" often, students do not win because the school and the teachers provide the activities, language and objectives understood by children of low social class. The appeal to the good will can also serve as an escape from the responsibility of the teacher who does not rise to the question of what causes that produce low yield can be seen. "(G. Petracchi).
Some students even the expectation that teachers have towards them.
And" have urged the phenomenon of knowledge as the "Pygmalion effect" for the "people to get good expect results from their students and children seem to: 1) a warmer atmosphere socio-emotional 2 on their "special tools" (atmosphere) and) their students more feedback to offer in terms of their performance, and 3) more teachers, both quantitatively and qualitatively students (input) 4) make the students more opportunities to ask questions, and (output). "(R. Rosenthal).
It is not enough, to have affection for their children and devote their time and energy "that must be done intelligently and responsibly, the objective is the promotion of human capabilities to achieve in each of the parties. It is an objective in its Scope for each of the students who can not be achieved refused with the statement that ruined almost always approach and understanding of the characteristics of personality. "(G. Petracchi).
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